Auffälliges Verhalten von Kindern und Jugendlichen im schulischen Alltag zeugt oftmals von den schwierigen Lebenssituationen, in denen sie aufwachsen. Für Lehr- und pädagogische Fachkräfte stellt der Umgang mit den daraus resultierenden Konflikten die größte Herausforderung dar. In diesem Buch werden Ansätze und Lösungen für das Verstehen und Handeln in schwierigen pädagogischen Situationen in der Schule vorgestellt. Außerdem bietet ein inklusiver Förderansatz Impulse für die Schulentwicklung zur Prävention auffälligen Verhaltens.
Auffälliges Verhalten von Kindern und Jugendlichen im schulischen Alltag zeugt oftmals von den schwierigen Lebenssituationen, in denen sie aufwachsen. Für Lehr- und pädagogische Fachkräfte stellt der Umgang mit den daraus resultierenden Konflikten die größte Herausforderung dar. In diesem Buch werden Ansätze und Lösungen für das Verstehen und Handeln in schwierigen pädagogischen Situationen in der Schule vorgestellt. Außerdem bietet ein inklusiver Förderansatz Impulse für die Schulentwicklung zur Prävention auffälligen Verhaltens.
Produktdetails
Produktdetails
Pädagogische Einsichten: Praxis und Wissenschaft im Dialog 5
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Inhaltsangabe
Introduction1.Education in times of social crisis1.1Psychosocial situation of children and adolescents against the background of social crises1.2School as a resilience factor1.2.1Classroom teaching1.2.2(Digital) learning at a distance1.2.3Closeness and distance in the educational relationship1.3Conclusion2.Pupils with aggressive behaviour: Behaviour towards teachers2.1Theoretical considerations2.2Educational attitude2.3Cuts as solutions in everyday school life2.3.1Reset2.3.2From confrontation to closing unity2.3.3Paradoxical intervention2.3.4Redirect2.3.5Going out2.3.6Safe storage of dangerous objects2.3.7Place swap2.3.8Individual work order2.3.9Time Out2.3.10Trigger acoustic signal2.4Reparation instead of punishment2.5Conclusion3.Pupils harm others3.1Theoretical considerations3.2Solutions for conflicts in everyday school life3.2.1Reactivation of sibling conflicts3.2.2Neglect3.2.3Bullying3.2.4Stigmatisation3.2.5Discrimination because of clan family names3.2.6Non-compliance with rules of faith3.3Conclusion4.Pupils harm themselves4.1Theoretical considerations4.2Solutions for conflicts in everyday school life4.2.1Sensory overload4.2.2Separation anxiety4.2.3Self-harming behaviour such as scratching4.2.4Hyperactivity4.2.5Individual retreat4.2.6Blows to your own body4.3Conclusion5.Parents who are difficult to reach5.1Legal framework for working with parents5.2Effect of parents on children s behaviour5.3Hard to reach parents5.3.1Causes of difficult accessibility5.3.2Solutions for conversations with parents5.4Conclusion6.Prevention of challenging behaviour and conflicts6.1Prevention of challenging behaviour6.2School policy6.3School rules6.4Conclusion7.Learning accesses for pupils with special needs in their emotional and social development7.1Inclusive and exclusive currents7.2Transition project7.2.1Theoretical background7.2.2Study results7.2.3Internal school organisation7.2.4Exchange and dissemination7.3Five learning accesses7.3.1Temporary learning group7.3.2Inclusive teaching7.3.3Counselling in a multi-professional team7.3.4Counselling with parents7.3.5Cooperation between schools and youth welfare services7.4Conclusion8.Summary and outlook 8.1Summary8.2OutlookLiteratureIndex
Introduction1.Education in times of social crisis1.1Psychosocial situation of children and adolescents against the background of social crises1.2School as a resilience factor1.2.1Classroom teaching1.2.2(Digital) learning at a distance1.2.3Closeness and distance in the educational relationship1.3Conclusion2.Pupils with aggressive behaviour: Behaviour towards teachers2.1Theoretical considerations2.2Educational attitude2.3Cuts as solutions in everyday school life2.3.1Reset2.3.2From confrontation to closing unity2.3.3Paradoxical intervention2.3.4Redirect2.3.5Going out2.3.6Safe storage of dangerous objects2.3.7Place swap2.3.8Individual work order2.3.9Time Out2.3.10Trigger acoustic signal2.4Reparation instead of punishment2.5Conclusion3.Pupils harm others3.1Theoretical considerations3.2Solutions for conflicts in everyday school life3.2.1Reactivation of sibling conflicts3.2.2Neglect3.2.3Bullying3.2.4Stigmatisation3.2.5Discrimination because of clan family names3.2.6Non-compliance with rules of faith3.3Conclusion4.Pupils harm themselves4.1Theoretical considerations4.2Solutions for conflicts in everyday school life4.2.1Sensory overload4.2.2Separation anxiety4.2.3Self-harming behaviour such as scratching4.2.4Hyperactivity4.2.5Individual retreat4.2.6Blows to your own body4.3Conclusion5.Parents who are difficult to reach5.1Legal framework for working with parents5.2Effect of parents on children s behaviour5.3Hard to reach parents5.3.1Causes of difficult accessibility5.3.2Solutions for conversations with parents5.4Conclusion6.Prevention of challenging behaviour and conflicts6.1Prevention of challenging behaviour6.2School policy6.3School rules6.4Conclusion7.Learning accesses for pupils with special needs in their emotional and social development7.1Inclusive and exclusive currents7.2Transition project7.2.1Theoretical background7.2.2Study results7.2.3Internal school organisation7.2.4Exchange and dissemination7.3Five learning accesses7.3.1Temporary learning group7.3.2Inclusive teaching7.3.3Counselling in a multi-professional team7.3.4Counselling with parents7.3.5Cooperation between schools and youth welfare services7.4Conclusion8.Summary and outlook 8.1Summary8.2OutlookLiteratureIndex
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