Managing Challenging Behaviour in Schools: Educational Insights and Interventions(5 Pädagogische Einsichten: Praxis und Wissenschaft im Dialog)

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.

Table of Contents:
Introduction 1. Education in times of social crisis 1.1 Psychosocial situation of children and adolescents against the background of social crises 1.2 School as a resilience factor 1.2.1 Classroom teaching 1.2.2 (Digital) learning at a distance 1.2.3 Closeness and distance in the educational relationship 1.3 Conclusion 2. Pupils with aggressive behaviour: Behaviour towards teachers 2.1 Theoretical considerations 2.2 Educational attitude 2.3 Cuts as solutions in everyday school life 2.3.1 Reset 2.3.2 From confrontation to closing unity 2.3.3 Paradoxical intervention 2.3.4 Redirect 2.3.5 Going out 2.3.6 Safe storage of dangerous objects 2.3.7 Place swap 2.3.8 Individual work order 2.3.9 Time Out 2.3.10 Trigger acoustic signal 2.4 Reparation instead of punishment 2.5 Conclusion 3. Pupils harm others 3.1 Theoretical considerations 3.2 Solutions for conflicts in everyday school life 3.2.1 Reactivation of sibling conflicts 3.2.2 Neglect 3.2.3 Bullying 3.2.4 Stigmatisation 3.2.5 Discrimination because of clan family names 3.2.6 Non-compliance with rules of faith 3.3 Conclusion 4. Pupils harm themselves 4.1 Theoretical considerations 4.2 Solutions for conflicts in everyday school life 4.2.1 Sensory overload 4.2.2 Separation anxiety 4.2.3 Self-harming behaviour such as scratching 4.2.4 Hyperactivity 4.2.5 Individual retreat 4.2.6 Blows to your own body 4.3 Conclusion 5. Parents who are difficult to reach 5.1 Legal framework for working with parents 5.2 Effect of parents on childrenʼs behaviour 5.3 Hard to reach parents 5.3.1 Causes of difficult accessibility 5.3.2 Solutions for conversations with parents 5.4 Conclusion 6. Prevention of challenging behaviour and conflicts 6.1 Prevention of challenging behaviour 6.2 School policy 6.3 School rules 6.4 Conclusion 7. Learning accesses for pupils with special needs in their emotional and social development 7.1 Inclusive and exclusive currents 7.2 Transition project 7.2.1 Theoretical background 7.2.2 Study results 7.2.3 Internal school organisation 7.2.4 Exchange and dissemination 7.3 Five learning accesses 7.3.1 Temporary learning group 7.3.2 Inclusive teaching 7.3.3 Counselling in a multi-professional team 7.3.4 Counselling with parents 7.3.5 Cooperation between schools and youth welfare services 7.4 Conclusion 8. Summary and outlook 8.1 Summary 8.2 Outlook Literature Index

About the Author :
Ulrike Becker is an adjunct professor at the Department of Education – Inclusion and Organisational Development, Faculty of Human Sciences at the University of Potsdam in Germany.