BETWEEN LISTENING AND TAKING RESPONSIBILITY: PSYCHOLOGICAL INTERVENTION IN THE SOCIO-EDUCATIONAL CONTEXT AND STRATEGIES FOR STRENGTHENING ADOLESCENT AUTONOMY

Abstract

This article discusses psychological intervention strategies that can strengthen the autonomy and accountability of adolescents serving socio-educational measures. The discussion examines accountability in relation to the guarantee of rights, social integration, and the development of life projects. This is a qualitative, bibliographic, and documentary study, incorporating a narrative review and reflection on the daily realities of the socio-educational system. It integrates Brazilian legislation, guidelines from the Federal Council of Psychology, scientific literature on socio-educational interventions, and contributions from Carl Rogers regarding the "helping relationship." Field experience serves as a basis for reflection, without presenting specific cases or identifiable data. The analysis highlights approaches such as welcoming, active listening, group interventions, psychoeducation, motivational interviewing, and participation in the Individualized Care Plan. These strategies must take into account the adolescent’s personal history, their specific needs, and the institutional conditions. Autonomy is understood as a progressive capacity to reflect, make choices, and commit to actions within the boundaries of the imposed measure. Accountability involves recognizing the consequences of one’s actions and developing alternatives, without reducing the adolescent to the offense they committed. The study concludes that psychological practice requires dialogue with socio-educational staff and the multidisciplinary team, respect for the specific roles of each professional, and coordination with the broader social protection network. The proposals discussed here require assessment within the specific context of their application and do not constitute a validated protocol.