The Poster is focused on how adults, placed in the diagnostic institute (a juvenile correctional facility), perceive the environment of the Institute. It explains the importance of friendly relationships in order for the successful secondary socialization of adolescents and their subsequent participation in the society. The poster also deals with the possibilities of interaction among young adolescents and their influence on each other.  The aim of the paper is to identify factors, that are important to group dynamics in this specific social environment. Main research question of this poster is: „How the clients interpret their lives in psychosocial environment of the diagnostic institute?"

Diagnostic institute is a specific institution of the educational system. This specifity comes from the fact that it´s a coordinating organization using the services of specialists in the field of special education, psychology and social services. Adolescents and their further educational perspectives are evaluated by the team of experts. After 8 weeks are adolescents assigned to the appropriate institution (children's home, educational institute,..) or returned to the family (§ 5 of the Law no. 109/2002 Collection of Laws of the Czech republic).

Vágnerová (2000) sees adolescence as a transitional period during which has the individual the time and opportunity to achieve the prerequisites to become an adult in all required areas of contemporary society. From the ontogenetic point of view should be the fundamental objective achieving sexual maturity, physical and mental development and a social learning in the broadest sense. Also individual will learn the social norms and morale. During this period is a person in the phase when is gradually extricating itself from the influence of parents and moves between ´what he wants´ and what is required by the parents or school. These two areas can be mutually supportive and complementary to or may arise conflicts.

Macek (2003) points out that adolescents are pleased to when are seen, heard and valued by their peers. This leads to strengthening their own position and a sense of significance. Whether consciously or not, they share the same experiences, problems, uncertainties and ambiguity. Vágnerová (2000) adds that the emotional and social support of friends helps an individual to overcome uncertainties in the process of becoming independent. Group identity is also an important factor for the development of individual identity.

Corsaro argues that adolescents do not learn the knowledge and skills of an adult individually, but precisely as a members of the peer group. This phenomenon Corsaro calls „interpretive reproduction“. The interpretive perspective sees socialization as a reproductive process in the sense that children do not simply internalize the external adult culture. „Rather children become a part of adult culture, that is, contribute to its reproduction, through their negotiations with adults and their creative production of a series of peer cultures with other children“ (Corsaro, 2011, s. 64).  

Macek (2003) also argues that for most adolescents is peer group a source of social prestige and a feeling of social security. Behavior of peers may not always be in conformity with the norms of society and adolescents may - in order to adapt to group norms - give up their previously espoused beliefs and behaviors and may - under a pressure of a peer group - commit various forms of antisocial behavior.

According to Krejčová (2011) peers have great influence on the adolescent behavior and provide them the necessary feedback. Such influence on the development of risk behavior may be double-edged. Can act both as an incentive and therefore encourage risky behavior or conversely as a „brake“. This influence could also cause that the development of risky behavior will be avoided.

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