This book proposes a theoretical-methodological approach to resocialization
diagnosis from a positive perspective. The author presents theoretical assumptions
of positive diagnosis in resocialization and creates its methodological model.
Her starting point is the belief that a well-conducted diagnostic process, inherently
linked with the process of resocialization, belongs to the most important
factors which determine the effectiveness of the latter. Her standpoint is that both
processes should be carried out within the same theoretical-methodological paradigm;
she points out that diagnosis serves as the basis for planning resocialization
activities, which are directly tied to its results. Moreover, diagnosis is further
developed in the course of resocialization, while methods used are subject to
modification during the whole process.
In the conceptualisation of the area, scope and object of resocialization diagnosis,
the author took into consideration assumptions which follow from: a) the
concept of personality as a system of interdependencies, where individual development
is treated as an unstable process, influenced by many contradictory
internal and external forces; b) the idea of a dynamic “system of attitudes
towards the world,” which implies a psychological perspective on the subject
of its interest, that is a human being in the process of self-development; c) the
concept of resilience, which refers to the processes and mechanisms conducive
to a proper (positive) functioning of an individual — despite life’s adversities,
risk factors, developmental hazards, and traumatic past experiences; and d) the
concept of salutogenesis, which harks back to the transactional theory of stress.
This view calls for an interdisciplinary approach to diagnosis in resocialization,
which would encompass data from the field of psychology and social pedagogy,
developmental psychology and health, special needs education and biosciences.
From this perspective the object of resocialization diagnosis are multifarious conditions
which determine the process of “shaping” the human being or, more specifically,
problems in his or her development throughout the life cycle, including
environmental, cultural and personal factors.
In the positive approach to resocialization diagnosis proposed by the author,
various categories of diagnostic description of an individual are important, such
as multidimensionality (various areas of activity), continuity (development throughout
the life cycle), orientation of individual development (prosocial, prodevelopmental
vs. antisocial, destructive) and, most importantly, necessity to discover
individual resources (potential). The proposed approach situates the diagnostic process in the paradigm of positive
psychology and positive resocialization, basic to human cognition, which
focus on autocreation and creative resocialization, at the same time pointing out
the necessity to identify the unique potential of an individual (positive diagnosis).
The book comprises two chapters. The first one presents the theoretical assumptions
of resocialization diagnosis; the second chapter explains its methodological
premises. The models presented by the author (so called complementary
approach) assume the priority of positive diagnosis (focused on resources and
potential) and a supplementary role of negative diagnosis (focused on deficits
and disorders).
Chapter One (“Positive and negative diagnosis in resocialization — general
theoretical assumptions”) comprises: a) a description of the main approaches
in resocialization diagnosis — pathogenic and salutogenic — with their specific
ways of explaining adaptive disorders; and b) a description of the major factors
and problems in diagnosis for resocialization. On the whole, the author adopts
the approach typical of salutogenesis to explain adaptive disorders. She also provides
evidence that it is possible to implement the concepts of positive psychology
in resocialization diagnosis. She presents resocialization models which refer
to resilience and salutogenesis, using them as the theoretical foundation of positive
diagnosis in resocialization: the risk model, the well being model and models
which support development. As a result, she creates a complementary model of
supporting development.
In Chapter Two (“Positive and negative diagnosis in resocialization — narrowing
down on the theoretical and methodological assumptions), the reader is
introduced to the theoretical problems of social maladaptation and to the specific
objects of positive and negative diagnosis. The author describes adaptive disorders
in the context of basic markers, dimensions and mechanisms of human development
on the one hand and developmental disorders on the other, focusing
mainly on the cognitive mechanisms of development and psychopathology of
developmental disorders (cognitive distortions). She analyses the environmental
and sociocultural context of development and demonstrates a risk factor model
and a protective factor model. It is against this background that she creates
a complementary methodological model of resocialization diagnosis, in which
positive diagnosis (salutogenic approach) is treated as primary, and negative diagnosis
(pathogenic approach) as supplementary.
A discussion of the model of resocialization diagnosis closes with remarks on
the markers and characteristic features of a resocialization pedagogue’s ethics of
conduct — the teacher acting both as a diagnostician and a tutor who fosters the
process of inner transformation of a socially maladapted individual