Detachment definition psychology

Why You May Experience Emotional Detachment and What to Do About It

Emotional detachment is an inability or unwillingness to connect with other people on an emotional level. Being emotionally detached helps protect some people from unwanted drama, anxiety, or stress.

For others, detachment isn’t always voluntary. Instead, it’s the result of events that make the person unable to be open and honest about their emotions.

Below you’ll read about the different types of emotional detachment and learn when it’s a good thing and when it might be worrisome.

Emotional detachment describes when you or others disengage or disconnect from other people’s emotions. It may stem from an unwillingness or an inability to connect with others.

There are two general types. In some cases, you may develop emotional detachment as a response to a difficult or stressful situation. In other cases, it may result from an underlying psychological condition.

Emotional detachment can be helpful if you use it purposefully, such as by setting boundaries with certain people or groups. Boundaries can help you maintain a healthy distance from people who demand much of your emotional attention.

But emotional detachment can also be harmful when you can’t control it. You may feel “numbed” or “muted.” This is known as emotional blunting, and it’s typically a symptom or issue that you should consider working with a mental health professional to address.

Learn more about emotional blunting here.

People who are emotionally detached or removed may experience symptoms such as:

difficulty creating or maintaining personal relationships
a lack of attention, or appearing preoccupied when around others
difficulty being loving or affectionate with a family member
avoiding people, activities, or places because they’re associated with past trauma
reduced ability to express emotion
difficulty empathizing with another person’s feelings
not easily sharing emotions or feelings
difficulty committing to another person or a relationship
not making another person a priority when they should be

Emotional detachment can slowly build over time, or it may occur more rapidly in response to an acute situation. Though everyone is different, some signs and symptoms to watch for include:

inability to feel emotions or feeling empty
losing interest in enjoyable activities
becoming less involved in relationships
showing little or no empathy toward others
being harsh or unkind to others

If you suspect you may be developing emotional detachment, you should consider talking with your doctor. They can help identify your symptoms and recommend potential treatment options.

Emotional detachment may develop due to a variety of potential causes, which can include:

constant exposure to bad or unpleasant news
traumatic experience
abuse
side effects of certain medications
conditioning as a child due to parental or cultural expectations

Emotional detachment may be voluntary. Some people can choose to remain emotionally removed from a person or situation.

Other times, emotional detachment results from trauma, abuse, or a previous encounter. In these cases, previous events may make it difficult to be open and honest with a friend, loved one, or significant other.

By choice

Some people choose to proactively remove themselves from an emotional situation.

This might be an option if you have a family member or a colleague that you know upsets you greatly. You can choose not to engage with the person or persons. This will help you remain cool and keep calm when dealing with them.

In situations like this, emotional detachment is a bit like a protective measure. It helps you prepare for situations that may trigger a negative emotional response.

As a result of abuse

Sometimes, emotional detachment may result from traumatic events, such as childhood abuse or neglect. Children who live through abuse or neglect may develop emotional detachment as a means of survival.

Children require a lot of emotional connection from their parents or caregivers. If it’s not forthcoming, the children may stop expecting it. When that happens, they may begin to turn off their emotional receptors, as in the case of reactive attachment disorder (RAD). RAD is a condition in which children cannot form bonds with their parents or caregivers.

That can lead to depressed mood, inability to show or share emotions, and behavior problems.

Other conditions

Emotional detachment or “numbing” is frequently a symptom of other conditions. You may feel distant from your emotions at times if you have:

post-traumatic stress disorder
bipolar disorder
major depressive disorder
personality disorders

Medication

Selective serotonin reuptake inhibitors (SSRIs) are a type of antidepressant. Some people who take this type of drug may experience emotional blunting or a switched-off emotional center, particularly at higher doses.

This period of emotional detachment may last as long as you take these medications. Doctors can help you find another alternative or help to find the right dosage if the medication affects you in this way.

Emotional detachment isn’t an official condition like bipolar disorder or depression. Instead, it’s often considered one element of a larger medical condition.

Conditions might include personality disorders or attachment disorders.

Emotional detachment could also be the result of acute trauma or abuse.

A healthcare professional may be able to see when you’re not emotionally available to others. They may also talk with you, a family member, or a significant other about your behaviors.

Understanding how you feel and act can help a provider recognize a pattern that could suggest this emotional issue.

Asperger’s and emotional detachment

Contrary to popular belief, people living with Asperger’s, which forms part of the Autism spectrum disorder, are not cut off from their emotions or the emotions of others.

In fact, experts indicate they may feel others’ emotions more intensely even if they do not show typical outward signs of emotional involvement, such as changes in affect or facial expressions. This can lead to them taking additional steps to avoid hurting others, even at their own expense.

Treatment for emotional detachment depends on the reason it’s occurring.

If your healthcare professional believes you’re experiencing problems with emotional attachment because of another condition, they may suggest treating that first.

These conditions might include depression, PTSD, or borderline personality disorder. Medication and therapy are often helpful for these conditions.

If the emotional detachment symptoms result from trauma, your doctor may recommend psychotherapy, also known as talk therapy. This treatment can help you learn to overcome the impacts of the abuse. You may also learn new ways to process experiences and anxieties that previously upset you and led to emotional detachment.

For some people, however, emotional distance isn’t problematic. In that case, you may not need to seek any treatment.

However, if problems with feeling or expressing emotions have caused issues in your personal life, you may want to seek out treatment or other support. A therapist or other mental health provider can provide treatment, though you may find that talking first to your primary care provider can help connect you with those who can help.

For some people, emotional detachment is a way of coping with overwhelming people or activities. You choose when to be involved and when to step away.

In other cases, however, numbing yourself to emotions and feelings may not be healthy. Indeed, frequently “turning off” your emotions may lead to unhealthy behaviors, such as an inability to show empathy or a fear of commitment.

People that live through trauma or abuse may find it difficult to express emotions. This may cause people to seek other, negative outlets for those feelings, such as drug or alcohol misuse, higher risk sexual behaviors, or other behaviors that can lead to involvement with law enforcement.

Emotional detachment occurs when people willingly or unwillingly turn off their connection with their emotions. This may be intentional, such as a defensive mechanism on emotionally draining people, or unintentional due to an underlying condition or medication side effect.

If you have difficulty processing emotions or you live with someone who does, you may want to consider seeking help from a mental health provider. They can offer support and treatment to help you understand how you process emotions and respond to others and activities.

Why You May Experience Emotional Detachment and What to Do About It

Emotional detachment is an inability or unwillingness to connect with other people on an emotional level. Being emotionally detached helps protect some people from unwanted drama, anxiety, or stress.

For others, detachment isn’t always voluntary. Instead, it’s the result of events that make the person unable to be open and honest about their emotions.

Below you’ll read about the different types of emotional detachment and learn when it’s a good thing and when it might be worrisome.

Emotional detachment describes when you or others disengage or disconnect from other people’s emotions. It may stem from an unwillingness or an inability to connect with others.

Learn more about emotional blunting here.

People who are emotionally detached or removed may experience symptoms such as:

difficulty creating or maintaining personal relationships
a lack of attention, or appearing preoccupied when around others
difficulty being loving or affectionate with a family member
avoiding people, activities, or places because they’re associated with past trauma
reduced ability to express emotion
difficulty empathizing with another person’s feelings
not easily sharing emotions or feelings
difficulty committing to another person or a relationship
not making another person a priority when they should be

Emotional detachment can slowly build over time, or it may occur more rapidly in response to an acute situation. Though everyone is different, some signs and symptoms to watch for include:

inability to feel emotions or feeling empty
losing interest in enjoyable activities
becoming less involved in relationships
showing little or no empathy toward others
being harsh or unkind to others

If you suspect you may be developing emotional detachment, you should consider talking with your doctor. They can help identify your symptoms and recommend potential treatment options.

Emotional detachment may develop due to a variety of potential causes, which can include:

constant exposure to bad or unpleasant news
traumatic experience
abuse
side effects of certain medications
conditioning as a child due to parental or cultural expectations

Emotional detachment may be voluntary. Some people can choose to remain emotionally removed from a person or situation.

By choice

Some people choose to proactively remove themselves from an emotional situation.

In situations like this, emotional detachment is a bit like a protective measure. It helps you prepare for situations that may trigger a negative emotional response.

As a result of abuse

That can lead to depressed mood, inability to show or share emotions, and behavior problems.

Other conditions

Emotional detachment or “numbing” is frequently a symptom of other conditions. You may feel distant from your emotions at times if you have:

post-traumatic stress disorder
bipolar disorder
major depressive disorder
personality disorders

Medication

Emotional detachment isn’t an official condition like bipolar disorder or depression. Instead, it’s often considered one element of a larger medical condition.

Conditions might include personality disorders or attachment disorders.

Emotional detachment could also be the result of acute trauma or abuse.

A healthcare professional may be able to see when you’re not emotionally available to others. They may also talk with you, a family member, or a significant other about your behaviors.

Understanding how you feel and act can help a provider recognize a pattern that could suggest this emotional issue.

Asperger’s and emotional detachment

Contrary to popular belief, people living with Asperger’s, which forms part of the Autism spectrum disorder, are not cut off from their emotions or the emotions of others.

Treatment for emotional detachment depends on the reason it’s occurring.

If your healthcare professional believes you’re experiencing problems with emotional attachment because of another condition, they may suggest treating that first.

These conditions might include depression, PTSD, or borderline personality disorder. Medication and therapy are often helpful for these conditions.

For some people, however, emotional distance isn’t problematic. In that case, you may not need to seek any treatment.

For some people, emotional detachment is a way of coping with overwhelming people or activities. You choose when to be involved and when to step away.

Unit Cohesion Technologies

1. Observation

Watch how children behave during different situations (for example, in front of the dining room they hold whether they are together as one group, several groups, triplets, twos. Check loners. Most likely, they have difficulties communication with peers and they need your support)

Bonding games

Much is revealed during games with a squad, especially when performing training tasks for cohesion. You can use objective indicators, their dynamics (the number seconds, number of errors, etc.). playing with children, you note the state of the detachment. And that's a double plus.

Sociometry

Sociometry is method aimed at identifying structures of interpersonal relationships by fixing mutual feelings of sympathy and resentment among group members. Main - encourage children to participate this procedure and in obtaining adequate information, you can tell children about survey task (improvement of MLO in the squad) and ensure that it is fully preserved secrets.

For sociometry children need leaflets papers and pens. Each child signs sheet. Then the squad is given some a question, for example: “Which of the guys are you would like to chat after the camp? Write to no more than 3-4 surnames "You can also set other questions. After this, the leaves are collected, and the resulting material processed using a table.

Who chooses	whom choose
Who chooses	1	2	3	….	25
1. Masha
2. Petya
3. Olya
………
25. Vasya
Quantity elections
Quantity mutual elections

Note. The names of all are written vertically. children, horizontally their ordinal numbers. At the respective intersections the + sign indicates who each chose from the students. The + sign denotes mutual choice. Then count vertically number of elections received and mutual choices by each participant in the experiment.

Based on the data table, you can calculate the group index cohesion:

G=	number mutual elections
	quantity elections made

The closer to unity the value of the index, the more united your detachment. Having built a diagram, you will actually see outcast children who need your support, and leaders that will form squad asset.

Member statuses groups	Quantity elections
stars	6 or more
preferred	3–5
accepted	1–2
isolated	0
rejected	Less than 0 (Elections with minus (rejection)

Features interactions with leaders: You must find a common language with the leader. After all, it is not in vain that a large part of the squad. The leader is not your opponent threatening your authority, and your ally. Your common cause is unity and motivate the team to action. How they say one head is good, but two better. But don't follow the lead and pass on your responsibility (for example, blaming that he cannot build a squad for charging). Remember: You are a counselor, and he is at least a leader, but child.

Features interactions with low-status group members

low-status group members are those who removed, or those who themselves stepped aside (although it can be difficult to understand which comes first: egg or chicken). Your task: do not from an outsider to a star, your task is create favorable conditions for this child. If he does not want to communicate with guys, don't force it, don't turn it on forcibly in joint games, and help find an activity you like (this may be visiting a circle where he can find friends, or making Ekibana etc.). And the isolated term strives in a group, and he really lacks communication with the guys. What to do? Possible paths:

Be the best for him friend. Pay attention to it. Let he will feel your warmth and care. Other children, seeing your attitude towards him, will also begin to treat him better. Just be prepared for the fact that dining room way, your partner's place already booked as a couple
Help him become better. For example, if a girl does not follow her hair and for this they do not like her other girls, interest a girl for her to take care of herself. And How only she wants it, act themselves, erecting beautiful "Babylons" or ask the girls who, you feel will not refuse.
Help him open up. The kids seem to be uninteresting and can't do anything, and you know or accidentally discover that at school - he is a champion in jumping (singing, drawing, etc.), then do not think whom put on the relay jumping station! Can be commended for a good performance. this child in public, most importantly - deserved to avoid the opposite effect. Children are good at detecting falsehood. and insincerity.
Make friends with him other children. Try to give any task (duty, etc. ) him and 2-3 other guys (it can be preferred, accepted and similar him isolated guys). Quite it is likely that he will find someone common language, liberated in close companies.

Chapter 4. Methods for transforming the psychology of relationships in ITU

The need for a radical reform of the existing ITU system in terms of its real humanization is long overdue. In this regard, the experience in one of the colonies in Belarus is of particular interest, where for more than five years measures have been taken to form a humane psychological regime that excludes the manifestations of any "lawlessness". At present, the conditions of detention of convicts in this colony are 90% meet European standards.

In the early 1990s, it was decided to create a correctional institution of a universal type on the basis of an already existing colony, where negative stereotypes formed as a result of past criminal activity, inherent in all convicts without exception, regardless of their informal status, will not have priority , and subsequently should be eliminated to one degree or another as a result of a set of measures that correspond to the goals and objectives of the ITU.

“The main tasks of this institution,” notes V. B. Shabanov (one of the founders of the colony), “along with others, are to prevent the spread, and subsequently eradicate the norms and traditions that operate in a criminal environment, the formation of moral relationships among convicts; elimination of manifestations that degrade the human dignity of convicts with a low informal position

The basis for solving the tasks set is the creation of acceptable minimum conditions based on empirical knowledge, on the characteristics of the psychology of the personality of the offender and her life in extreme environment, as well as leading educational and preventive impact. ¹

In order to solve these problems, so that the impact on convicts is most effective, it is necessary to use all the correctional, educational, moral and spiritual forces of the institution's employees. To this end, classes were held with the latter, which outlined the main aspects of relationships with various categories of convicts, focused on respectful attitude towards them, on immediate response to any manifestation of humiliation of human dignity in any form.

One of the most difficult and responsible moments for the administration was and is the organization of work with newly arrived convicts. According to the schedule, employees of the leading services conduct conversations with convicts who are in quarantine, which should help them adapt to new living conditions for them, form the right attitude towards the punishment imposed and towards the convicts with whom they will have to serve their term of imprisonment.

Work with new arrivals is carried out on the basis of a well-developed system, the purpose of which is to obtain information about the lifestyle of offenders, the conditions and causes that contributed to the commission of crimes, their character and mentality. In accordance with this system, a medical worker, a psychologist and the deputy head of the institution for educational work begin work with newly arrived convicts. The task of the health worker is to determine the physical and mental state of the convict in order to use the data obtained as much as possible in the educational impact on the offender. The psychologist of the institution receives information that comprehensively and fully characterizes the lifestyle of the newcomer, as well as its most essential properties. He records this information in a notebook of individual educational work, so that the head of the detachment has the initial data for developing a plan for various kinds of measures aimed at eradicating antisocial views and suppressing undesirable acts.

Further, the psychologist in an unobtrusive form, in a conversation with a newcomer, talks about the peculiarities of relations between convicts in this colony, draws attention to the fact that the institution does not have divisions of convicts into categories accepted in the criminal world and that being assigned to one or another of them can put the convict into a humiliated state. Since this information is rather difficult to immediately perceive due to the fact that the newcomers to a certain extent (some by virtue of maintaining relations with the criminal world, others - having passed through the pre-trial detention center - pre-trial detention center) were subjected to criminal infection, their attention is switched to familiarization with the Internal Regulations, the rights and duties of convicts, with the procedure for applying to various authorities and other issues that are important for ensuring proper order in the institution.

After a series of conversations on various topics, they return to the question of the relationship between convicts in order to prevent the manifestation of negative reactions towards persons with a low informal status. This conversation has a deep meaning, it should result in a change in the newcomer's ideas about the hierarchical structure of the criminal community as the only correct association of persons deprived of their liberty.

The conversation should begin with the elimination of mistrust in order to establish psychological contact with the convicted person. A positive result of the conversation will be achieved only if an atmosphere of mutual trust is created. This is possible only when the convict feels that before him is a professionally trained employee who knows his business and respects the individual, regardless of his social status.

During the conversation, the idea is emphasized that the convict is in no way excluded from society, but continues to be a member of it only with certain limitations of legal capacity.

Further, the attention of the new arrivals is focused on the features of the institution, the requirements for convicts, etc. Then they approach the main issue of the conversation - about the relations that develop in the criminal community. Here, stratification in places of deprivation of liberty is described in detail and emotionally, it is shown that its inevitable result for many convicts was, despite outward signs of well-being and "justice", cruel and merciless exploitation. The attention of newcomers is drawn to the fact that in this institution all types of work, including maintaining order in the premises of the detachment, are carried out exclusively in order of priority, and not depending on the informal position of the convict, his physical strength, etc. emphasis on the use of various measures of influence, including force, in relation to persons who commit illegal acts in the institution, especially those related to the humiliation of human dignity.

Such conversations have a strong effect on the newcomers, as what they hear contradicts what they have learned about life in the zone from their experience. Therefore, after the conversation, it is necessary to give exhaustive answers to the questions that have arisen.

Work is carried out with convicts who have a pronounced tendency to delinquency, in which the method of persuasion prevails. To persons who have persistent criminal views, a complex of psychological and pedagogical means of influencing the personality is applied.

Convicts K. and B., having arrived at the institution, categorically refused to fulfill the requirements of the administration, having learned about the nature of the colony, about the relationships between the convicts that had developed by the time they arrived. They stated that serving their sentences here contradicts their status in the criminal world, and asked to be sent to the PKT. Representatives of the administration were ready for such statements and therefore did not isolate the arrivals from the bulk of the convicts in order to exert a frightening (punitive) influence on them. The plan for influencing such convicts included many hours of psychological and pedagogical conversations. The newcomers were removed several times in turn from the office where the conversation took place, so that they could think over what they had said. Employees of various services talked to them, other convicts turned to them so that they would come to their senses. Finally, B. said that it is difficult to realize how their own convictions are breaking, which until recently seemed so persistent. As a result, K. became the head of the production team in one of the detachments, and B. became the orderly in the visiting room ² .

It should be noted that one of the elements of the plan to eradicate criminal traditions is explanatory work with new arrivals, which is carried out by the convicts themselves, which, combined with the conversations of employees, has a great effect.

After carrying out both ordinary and specific activities with newcomers, the psychologist and the deputy head of educational work make a conclusion about the level of their general readiness for life in the usual conditions of a correctional institution. The convicts who accepted the basic requirements of the institution are divided into detachments. The rest, and there are 2-3 such people, are subjected to additional, but more intensive educational influence.

The distribution of convicts by detachments depends on their behavior, inclinations and interests, on the ability to properly build relationships with others, the degree of response to the comments of administration representatives. In other words, convicts are sent to detachments depending on the degree of moral neglect, and not according to the production principle. At the same time, the opinion of shop personnel is also taken into account.

The detachments are replenished with people who are mentally prepared to perform various kinds of work without regard to informal norms of behavior that are a priority in a criminal environment. All this contributes to the creation of a healthy core in the detachments, which can have a positive impact both on the constantly arriving new contingent and on negligent convicts. Once in the detachments, the latter see that their actions, directed against existing requirements, do not meet with general approval, therefore, later, by being included in the existing normative order, they themselves contribute to maintaining discipline in the institution.

By the time of arrival in the colony, convict A. had a pronounced negative tendency with elements of criminal romance prevailing. He tried to propagate the traditions operating in the criminal environment. The convict categorically refused to do the work of cleaning the premises, as well as to go to any of the detachments, citing the fact that when eating in the canteen of the institution, all convicts, regardless of their status in the criminal environment, sit at those tables, the place at which is determined by the head of the detachment and this position is incompatible with his views. For two days, educational activities were carried out with him, including the use of such a form as conversations with convicts who were in the detachments. The meaning of these conversations was to explain the system that has developed in the colony, which the convicts do not want to change and will not allow others to do it. As a result, A. was assigned to one of the detachments, where he not only began to do everything that was required of him, but also joined one of the sections of amateur organizations and took food in the dining room, sitting at a table with former "outcasts" ³ . In this case, there was a "psychic infection effect" in the positive sense of the word.

The most difficult and responsible moment was the activity of adaptation to the conditions of life in the institution of convicts who previously had the status of "outcasts". It was decided to eliminate the division of convicts into detachments, accepted in the criminal community, so that every person deprived of liberty had the same opportunities both in work and in the social life of the colony.

Upon arrival at the institution, the "outcasts" are subjected to psychological influence in order to develop in them a strong attitude to resist any moral or physical attack on their personality. In parallel, conversations of a general nature are held with a mass of convicts, in which aspects related to respect for a person, whatever he may be, are touched upon. It was found that the socio-psychological and labor adaptation of the "outcasts" is easier and faster if they get into the team of the brigade, detachment that positively influences them. To this end, a team is selected with an already formed positive microclimate, where the team leader enjoys well-deserved authority and appropriate work is carried out. As a rule, through the use of methods of psychological influence, convicts manage to form a conviction in the need to create normal conditions for life for any person, regardless of skin color, language, national or social origin, and even more so on his status in places of deprivation of liberty.

And only after such events have been carried out, convicts belonging to the category of "outcasts" are assigned to detachments.

In the initial period, they need increased attention, constant monitoring by all employees of the correctional institution, the asset of convicts. After a certain time, most convicts perceive this category of persons as equal members of the team (they communicate with them, share various objects, do not separate beds for them, etc.). Seeing such an attitude towards themselves, the so-called "outcasts" try to justify the trust. They not only try to refrain from committing offenses, but are themselves supporters of their prevention. In this way, the social rehabilitation of the "outcasts" is carried out on the scale of the institution, which in itself causes serious damage to the criminal normative order.

The reception of newcomers to the detachment also has its own specifics: the head of the detachment immediately during the conversation introduces them to the traditions that exist in the team, the nature of the upcoming work in production, informs them about the conditions for early release, about the requirements for cleaning residential and utility rooms and food preparation. Then the newcomer is given the opportunity to communicate with the assets of the detachment. It is mandatory for him to indicate a sleeping place, which is forbidden to change without permission.

The main efforts of the colony staff working with convicts are aimed at individual educational influence. Individual work occupies a central place in the pedagogical process of ITU and is carried out in a certain sequence. The initial conversation, as noted above, is conducted by a psychologist in order to carefully and comprehensively study the personality of the convict in quarantine. The psychologist enters the results of the conversation into a notebook of individual educational work. Upon the arrival of the convict in the detachment, the head of the detachment receives from the psychologist a notebook of individual educational work. On its basis, a long-term plan of educational work with this convict is drawn up. The plan provides for measures to involve the newcomer in socially useful work, in the work of amateur organizations, notes the features of relations with the convicts of the brigade, detachment, as well as with relatives, the reasons and conditions that contributed to the commission of a crime, etc.

One of the central places in the work of the prison staff is the resolution of conflict situations, which, as a rule, require an immediate and quick response. The fact is that the conflict among the convicts is nothing more than an early stage of the crime. And the task of educators is to relieve tension between the conflicting parties, which requires deep knowledge in psychology.

“In order to eliminate conflict tension,” notes V. B. Shabanov, “both parties are called in for a conversation. As a rule, at this stage there is mutual accusation, accompanied by an emotional outburst, which subsequently fades away, and the parties more realistically look at the essence of what is happening. Then the conflicting parties are removed from the premises for some time so that the employee who resolves the problem can analyze the current situation, call and listen to witnesses and draw a conclusion about the real motives that were the catalyst for the emergence of a conflict relationship between the convicts. After which the parties are summoned and heard separately The basis of the subsequent actions of the educator is his ability to persuade the convict to a critical view of himself from the outside, to show the inconsistency of his behavior.During the conversation, it is necessary to influence not only their intellect, but also their feelings, to skillfully address precisely those problems that in harass the convict, to which he is looking, but does not find an answer "⁴ .

As a result of such actions, relations between convicts are normalized. They are advised to be tolerant of each other both in the process of solving the problem and in the future.

The final stage in the elimination of the conflict is the reconciliation of the parties, when they apologize to each other with a handshake and an assurance not to create tensions in the future. Here, they are warned that if they repeat offenses, they may be subject to harsh disciplinary measures. The importance of this kind of conflict resolution lies in the fact that the convicts develop a consciousness of a benevolent attitude towards them on the part of the administration. This helps in managing the hidden processes that take place in the criminal environment. It is impossible to achieve such a state of affairs in the usual conditions for correctional institutions due to the fact that such processes are latent in nature: the convicts try to protect their inner life from outside interference as much as possible.

In influencing convicts, legal education is of great importance, since a significant number of offenders have an erroneous idea of law, legality and justice. During lectures, conversations, evenings of questions and answers on legal topics, the attention of convicts is focused on the prevention of both disciplinary offenses and criminal manifestations, the identification of which on their own is taken into account when summing up the labor competition. The greatest effect is achieved when, along with traditional events (lectures, reports, conversations), emotionally rich active forms of legal education are widely used, for example, a real consideration of a specific offense committed by one or another convict, so that everyone present can critically assess the behavior of the offender and to tell your opinion.

As a result of a well-established system of educational and regime activities in the institution, there is no practice of the widespread application of such a type of penalty as transfer to a PKT and placement in a ShIZO. Such a measure of influence is used solely for the purpose of defusing the situation in the detachment or isolating a person who negatively affects the bulk of convicts. Practice shows that the placement in ShIZO and PKT, the use of (excessive) special means without regard for operational conditions, entails only a visible improvement in the situation. In fact, these measures serve to escalate tension, and each convict is its bearer by virtue of his being in the correctional facility. In a certain situation, this tension causes the emergence of aggressiveness, the victims of which can be both the convict and the employee of the institution.

Formation of amateur organizations occupies an important place in the system of educational work of the collective. The involvement of convicts in amateur organizations begins during their quarantine, where they are explained the rights and obligations of members of such organizations. Upon the arrival of the convict in the detachment, the head of the detachment explains to him that participation in one of the sections of such an organization is an important criterion for a positive assessment of his behavior.

Increased requirements for amateur organizations significantly increased their influence on convicts. In the colony, clearly expressed tendencies towards the eradication of criminal traditions appeared, discipline improved, and the appearance of the convicts changed. Members of amateur organizations revealed a large number of offenses, many of which were prevented at an early stage of their commission. The composition of amateur organizations includes more than 90% of convicts.

Thus, an effective structure has developed in the institution that assists the administration in regulating the processes taking place among convicts - the Councils of detachments and institutions.

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