Measures for prevention of school violence

Transcription

Deutsche Gesetzliche
Unfallversicherung e.V. (DGUV)
Mittelstraße 51
10117 Berlin
Telefon:030 288763-800
Telefax: 030 288763-808
BGAG-Report 1/2009e
Measures for prevention of school violence:
Stock taking of programmes
in the German-speaking area
BGAG-Report 1/2009e: Measures for prevention of school violence
– Literature study –
Authors:
Matthias Kliegel, Melanie Zeintl
Technical University Dresden
Chair of Developmental Psychology
Dirk Windemuth
BGAG – Institute Work and Health
of the German Social Accident Insurance, Dresden
Editorial support by: Anja Junge (BGAG)
Publisher:
German Social Accident Insurance (DGUV)
Mittelstraße 51, D – 10117 Berlin
Telephone: +49 (0) 30 288763800
Fax:
+49 (0) 30 288763808
Internet: www.dguv.de
E-Mail: [email protected]
− July 2009 −
ISBN:
978-3-88383-828-1
ISSN:
1866-9840
BGAG Report 1/2009
2
– Literature study–
Abstract
Every time traumatic events such as running amok come out a topic in public is
school violence. After the first horror-struck reaction and speechlessness constantly
the question of how to prevent school violence is raised in press and politics. At the
same time it often is not taken into account that there already is a whole series of
prevention programmes. In part these programmes even have been evaluated as
effectively. The following brochure was developed in order to facilitate the overview
on this great number of programmes for the persons responsible, the schools and
interested parties. It systematically lists a large part of German-speaking programmes.
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Maßnahmen zur Prävention von Gewalt an Schulen:
Bestandsaufnahme von Programmen
im deutschsprachigen Raum
– Literaturstudie–
Kurzfassung
Gewalt in Schulen ist immer dann ein Thema in der Öffentlichkeit, wenn große Ereignisse - wie Amokläufe - bekannt werden. Nach dem ersten Entsetzen wird in Politik
und Presse regelmäßig die Frage gestellt, wie Gewalt in Schulen vorgebeugt werden
kann. Nicht gesehen wird dabei oftmals, dass es schon eine ganze Reihe von Präventionsprogrammen gibt. Teilweise sind diese Programme sogar als wirksam evaluiert worden. Um den Verantwortlichen, den Schulen und den Interessierten eine
Übersicht über diese große Anzahl zu erleichtern, ist die folgende Broschüre entstanden, die einen sehr großen Teil der deutschsprachigen Programme systematisch
aufführt.
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Mesures de prévention contre la violence dans les écoles :
inventaire des programmes
existant déjà dans les pays germanophones
– Etude de littérature –
Résumé
La discussion sur la violence dans les écoles est relancée chaque fois qu’un évènement grave – comme une fusillade – est rendu public. Une fois le premier choc surmonté, les hommes politiques et la presse se demandent régulièrement comment
prévenir la violence dans les écoles. Mais on oublie souvent qu’il existe déjà toute
une série de programmes de prévention, des programmes qui, pour certains, ont
même déjà été jugés efficaces. La brochure suivante a été conçue pour fournir un
aperçu de ces nombreux programmes aux responsables, écoles et personnes intéressées. Elle reprend de manière systématique un très grand nombre des programmes existant déjà dans les pays germanophones.
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1
Introduction ........................................................................................................... 10
2
Individual listing of violence prevention programmes for schools in
alphabetical order. ................................................................................................ 15
Achtung Grenze (Attention! Limits) ........................................................................ 15
2.1
2.2
Adventure Based Counseling und Outward Bound (Adventure Based
Counselling and Outward Bound) ........................................................................... 18
2.3
Anti-Gewalt-Veranstaltungen der Berliner Polizei (Anti-violence events
organized by Berlin Police) ..................................................................................... 20
2.4
Arbeitsgruppe Gewalttäter an Schulen (AGGAS) (Violent School Offenders
Task Force)............................................................................................................. 22
2.5
Aufgschaut (Look Up!) ........................................................................................... 24
2.6
Be-Prox – Berner Programm gegen Gewalt im Kindergarten und in der
Schule (Be-Prox – The Bern Programme against Violence in Day-Care
Centres and Schools) ............................................................................................. 27
2.7
Betzavta – Miteinander-Erfahrungen (Betzavta – Learning Together)................... 30
2.8
Bremer Täter-Opfer-Ausgleich – Anti-Stress-Team (Bremen OffenderVictim Mediation – Anti-Stress Team)..................................................................... 33
2.9
Brummi, der Präventionsbär der Berliner Polizei (Brummi the Prevention
Bear from Berlin Police) .......................................................................................... 34
2.10
Buddy-Projekt (Buddy Project)............................................................................... 36
2.11
Chili (Chilli)............................................................................................................. 41
2.12
Cool sein – cool bleiben (Be Cool – Stay Cool) ..................................................... 44
2.13
Coolnesstraining (Coolness Training) .................................................................... 46
2.14
Cronus Camp.......................................................................................................... 48
2.15
Deeskalationstraining Zivilcourage zeigen! (De-escalation Training: Show
Civil Courage) ......................................................................................................... 49
2.16
DO Konzept (DO Concept) .................................................................................... 51
2.17
Drahtseil (Tightrope) .............................................................................................. 53
2.18
Echt Stark – Gewaltprävention (Really Strong – Violence Prevention) .................. 55
2.19
Echt Stark! (Really Strong!) ................................................................................... 57
2.20
echtSTARK (reallySTRONG)................................................................................. 59
2.21
Eigenständig werden (Becoming Independent) ..................................................... 60
2.22
Fairplayer................................................................................................................ 62
2.23
Faustlos (Without Fists) ......................................................................................... 64
2.24
Fit for life ................................................................................................................. 67
2.25
Freiburger Anti-Gewalt-Training (FAGT) (Freiburg Anti-Violence Training) ........... 69
2.26
Friedensstifter Training (Peacemaker Training)..................................................... 72
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2.27
Gewaltprävention und gewaltfreie Konfliktlösung – Projekt der Kinder- und
Jugendanwaltschaft Oberösterreich (KiJA OÖ.) (Violence Prevention and
Non-violent Conflict Resolution – A Project of the Children and Youth
Advocate of Upper Austria)..................................................................................... 75
2.28
Große Klappe – Stumme Schreie (Big Mouth – Silent Screams)........................... 77
2.29
Halt Gewalt! - Gemeinsam stark gegen Gewalt (Stop Violence! – Strong
Together against Violence) ..................................................................................... 80
2.30
Hinschauen – Ein Rezept für Zivilcourage! (Take a Closer Look – a Recipe
for Civil Courage).................................................................................................... 82
2.31
Ich - Du - Wir – Ohne Gewalt (Me – You – Us – Without Violence) ....................... 84
2.32
Ich und Du und Wir (Me and You and Us) ............................................................. 86
2.33
IKM – Projekttag Gemeinsam gegen Gewalt (IKM – Together against
Violence Project Day) ............................................................................................. 88
2.34
Konflikt-KULTUR (Conflict-CULTURE) .................................................................. 91
2.35
Konflikte – ja bitte! (Conflicts – yes please!) .......................................................... 94
2.36
Konflikttraining nach Gordon (Conflict Training based on Gordon)........................ 95
2.37
Konstanzer Trainingsmodell (KTM) (Constance Training Model) .......................... 97
2.38
Lebenswelt Schule (Lifeworld School) ................................................................. 100
2.39
Lions Quest – Erwachsen werden (Lions Quest – Becoming an Adult)............... 103
2.40
Mediation – Streitschlichtung (Mediation – Dispute Resolution) .......................... 106
2.41
Mit Grips gegen Gewalt (Brain over Brawn)......................................................... 110
2.42
Mobiles Anti-Gewalttraining (Mobile Anti-Violence Training) ............................... 113
2.43
NEUSTART – Gewalt- und Kriminalprävention in Schulen (NEWSTART –
Preventing Violence and Crime in Schools).......................................................... 114
2.44
Ohne Gewalt stark (Strong without violence)....................................................... 117
2.45
Olweus Programm (Olweus Programme) ............................................................ 121
2.46
Outdoortraining – Gewaltprävention für Schüler (Outdoor Training –
Violence Prevention for Students) ........................................................................ 125
2.47
Peacecamp (Peace Camp).................................................................................. 127
2.48
Peace-Force (Peace Force)................................................................................. 130
2.49
Peacemaker (Peacemaker) ................................................................................. 132
2.50
Peer-Mediation (Peer Mediation) ......................................................................... 134
2.51
People’s Theatre (People’s Theatre) ................................................................... 136
2.52
PFAD Curriculum Programm zur Förderung alternativer Denkmuster
(PATHS (Providing Alternative THinking Patterns) Curriculum)............................ 138
2.53
Prävention als Chance (PaC) / Schulbezogene Gewaltprävention im
Verbund (Prevention as a Chance (PaC)/ School-related violence
prevention in a network)........................................................................................ 142
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2.54
Prävention im Team (PiT) (Prevention in a Team)............................................... 145
2.55
Prävention von Aggression und Gewalt an Schulen (PAGS) (Prevention of
Aggression and Violence in Schools) ................................................................... 147
2.56
Programm zur Primärprävention (ProPP) – Schülerinnen und Schüler
stärken, Konflikte klären (Programme for Primary Prevention (ProPP) –
Strengthen Students, Clarify Conflicts) ................................................................. 149
2.57
Recht hat jedeR?! – Trainings für den alltäglichen Umgang miteinander:
Modul Wir sind Klasse?! (Everyone has Rights – right?! Training for
everyday interaction: “We’ve got class!” Module) ................................................. 152
2.58
Regionalmodell Göttingen (Göttingen Regional Model) ....................................... 154
2.59
RESPEKT – Aktion Gewaltfreie Schulen (RESPECT – Violence-free
Schools Campaign) .............................................................................................. 157
2.60
Schritte gegen Tritte (Steps against Kicks) .......................................................... 158
2.61
Schweizerisches Institut für Gewaltprävention (SIG) –
Gewaltpräventionskurse für Kinder und Jugendliche (Swiss Institute for the
Prevention of Violence – Violence Prevention Courses for Children and
Adolescents) ......................................................................................................... 160
2.62
Sign – Gewaltprävention für Schüler (Sign – Violence Prevention for
Students) .............................................................................................................. 162
2.63
Soziales Lernen (Social Learning) ....................................................................... 164
2.64
Sozialtraining in der Schule (Social Training at School)....................................... 166
2.65
Stinktier (Skunk) .................................................................................................. 168
2.66
Stopp-Gewalt-Kurse (Stop Violence Courses)..................................................... 170
2.67
TooA (TooA) ........................................................................................................ 172
2.68
Verhaltenstraining für Schulanfänger (Behavioural Training for School
Beginners) ............................................................................................................ 174
2.69
WiSK – Das Wiener Soziale Kompetenztraining (Viennese Social Skills
Training)................................................................................................................ 177
2.70
Zammgrauft (All Pull Together)............................................................................ 180
2.71
ZARA Zivilcouragetraining (ZARA Civil Courage Training) .................................. 183
3
3.1
Programmes listed by organizational structure and content .......................... 185
Organizational structure of the programmes......................................................... 185
3.1.1
Integrated into the lesson...................................................................................... 185
3.1.2
Integrated into general school life ......................................................................... 186
3.1.3
Projects in or out of school.................................................................................... 187
3.1.4
Recreational activities ........................................................................................... 189
3.2
Core contents of the programmes ........................................................................ 190
3.2.1
De-escalation training and civil courage training................................................... 190
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3.2.2
Adventure and sport education methods .............................................................. 190
3.2.3
Encouraging mutual respect and tolerance........................................................... 191
3.2.4
Fostering social-emotional skills and conflict resolution skills ............................... 191
3.2.5
Mediation and dispute resolution .......................................................................... 194
3.2.6
Networking and increasing awareness of violence ............................................... 194
3.2.7
Applied drama methods ........................................................................................ 195
4
Closing remarks .................................................................................................. 196
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1
Introduction
1 Introduction
Various forms of violence can occur in everyday school life. According to student and
teacher surveys from a range of German schools, the dominant form of this violence
is psychological aggression, in particular verbal aggression. Less common are physical attacks or vandalism. By far, the least common forms of violence are sexual harassment, extortion or the use of weapons (Melzer, Schubarth & Ethninger, 2004).
Another particular form of violence is bullying which is characterized by repeated
harassment of a student by another student, or group of students, over a long period
of time. According to its definition, the bully must be stronger than the victim (Smith,
Cowie, Olafsson & Liefooghe, 2002).
Over the last few decades, the topic of violence in schools has grown in public
awareness – due greatly to media reports concerning incidents of extreme school
violence. However, a study by the Central Federation of Public Sector Accident Insurers (BUK) came to the conclusion that between 1993 and 2003, there was actually a decline in the level of psychological violence across Germany. Of the aggression-related incidents that were recorded, most occurred in “Hauptschule” schools1,
followed by special-needs schools and “Realschule” schools. “Gymnasium” schools
and primary schools had the least number of incidents (BUK, 2005).
A trend analysis of the development of violence in Dresden schools in the years between 1999 and 2002, which included verbal aggression between students (e.g. insults, teasing and shouting) also showed a slight decrease (Finze, 2007). On the
other hand, the results of these studies show that schools are far from being violence-free and that children and adolescents are frequently confronted with verbal
aggression and bullying in their everyday school life. Therefore, violence in schools
still remains a topical issue which calls for preventative measures (Melzer et al.,
2004).
1
Germany has a multi-tiered system of secondary education based on academic achievement. The three schools
are “Hauptschule” (vocational track), “Realschule” (mixed track) and “Gymnasium” (university track).
BGAG Report 1/2009
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1
Introduction
The aim of this paper is to provide an inventory of the programmes currently available for preventing violence in German-speaking schools (Germany, Austria and
German-speaking parts of Switzerland).
These preventative measures are categorized as primary, secondary or tertiary preventative measures (e.g. Gollwitzer et al., 2007). The goal of primary prevention is to
prevent aggressive behaviour before it occurs. Measures for primary prevention focus on everyone who is potentially at risk (e.g. all students in a school). Such measures attempt to encourage positive behaviour, and thus prevent tendencies for negative behaviour to occur.
In contrast, secondary prevention applies when behavioural problems have already
occurred. Secondary prevention measures focus on groups which have already displayed violent behaviour and/or those with certain risk factors (e.g. students from difficult social backgrounds). These measures aim to reduce problematic behaviour.
Tertiary prevention focuses on people who have already displayed significant problematic behaviour (e.g. youths convicted of committing violent acts) and is aimed at
preventing the reoccurrence of this violent behaviour. Because tertiary prevention is
used more in conjunction with an individual who has repeatedly displayed violent behaviour and is rarely used in the general school context, this paper mainly focuses on
primary and secondary preventative concepts.
Research into violence-prevention programmes in German-speaking countries was
done using the PSYNDEX2 database, the WISO3 database, and general Internet
searches.
There is an abundance of recommendations and concepts concerning the prevention
of violence. Therefore, it was decided to only include programmes in this study which
have a defined structure, which are currently on offer, and which focus on preventing
violence in schools. Programmes which encourage “civil courage”4 were also taken
2
3
4
PSYNDEX is a reference database of psychological literature and tests from German-speaking countries as well
as audiovisual media and intervention programs relevant for psychology.
WISO is a database of literature from the social sciences.
“Zivilcourage” is a German word and can be translated into English as “courage to stand up for one’s beliefs”.
BGAG Report 1/2009
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1
Introduction
into consideration. Projects which were not included were those without a defined
organizational structure (e.g. campaigns against violence) or those projects which
selectively focus on only specific types of violence (e.g. sexual violence or racially
motivated violence). The included programmes can, of course, contain areas related
to such specific forms of violence; however, their fundamental aim is the prevention
of violence against school students. A total of 71 programmes were included in this
study.
The study is structured as follows: For each programme a summary is provided, together with the contents and methods, the target group being addressed, the provider of the programme and their contact information. Additionally, evaluation results
of the individual programmes are reported when available. In general, formative and
summative evaluation is differentiated (see Mittag & Hager, 2000). Formative evaluation is used during the development and testing of a programme to ensure its optimization, whereas summative evaluation determines the effectiveness of a programme
after it has already been designed and implemented. The programmes selected for
this study are mainly completed products. Thus, the results were always summatively
evaluated in terms of whether they came from empirical studies that were methodologically sound.
In order to adequately assess the effectiveness of a programme and to exclude alternative reasons for any changes, it is recommended to use a pre-test post-test control group design with follow-up (Hager, 2000). Therefore, feedback based on appropriate criteria measures (e.g. self-evaluation and external evaluation of violent behaviour, frequency of violent incidents, etc) should be elicited from relevant individuals
(e.g. students, teachers, parents, etc) both before and after implementation of a programme. This establishes whether there have been any changes in the criteria. One
or more follow-up surveys, conducted some time after the implementation of the programme, make it possible to assess whether the changes are only short-term or
whether they represent long-term, stable behavioural change.
A study of one or more control groups should also be conducted at the same time.
The control group should either not receive intervention (e.g. a waiting group) or undergo an intervention with different aims but under the same framework conditions.
BGAG Report 1/2009
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1
Introduction
Only by doing this can it be established that the changes seen are actually attributable to the programme and are not caused by unspecified factors (e.g. social interaction effects or expectation effects). Unfortunately, the information required to conclusively evaluate the programmes listed in this study was not always present or available. In these cases, the evaluation reports are based on the information available at
the time of writing.
In the following section, the selected programmes are presented in alphabetical order. In the second section, the programmes are systematically categorized by organizational structure and programme contents. In the third section, the programmes are
categorized by country and state (canton in Switzerland).
Sources and Literature
[1]
Bundesverband der Unfallkassen (2005). Gewalt an Schulen. Ein empirischer
Beitrag zum gewaltverursachten Verletzungsgeschehen an Schulen in Deutschland 1993-2003. Verfügbar unter:
http://www.unfallkassen.de/files/510/Gewalt_an_Schulen.pdf [29 October 2008].
[2]
Gollwitzer, M., Pfetsch, J., Schneider, V., Schulz, A., Steffke, T. & Ulrich, Ch.
(Hrsg.) (2007). Gewaltprävention bei Kindern und Jugendlichen. Aktuelle Erkenntnisse aus der Forschung und Praxis. Göttingen: Hogrefe.
[3]
Finze, F.-R. (2007). Quo vadis Aggression und Gewalt – Eine Trendanalyse an
Dresdner Schulen. In M. Gollwitzer, J. Pfetsch, V. Schneider, A. Schulz, T.
Steffke & Ch. Ulrich (Hrsg.), Gewaltprävention bei Kindern und Jugendlichen.
Aktuelle Erkenntnisse aus der Forschung und Praxis (pp. 38-57). Göttingen:
Hogrefe.
[4]
Hager, W. (2000). Wirksamkeits- und Wirksamkeitsunterschiedshypothesen,
Evaluationsparadigmen, Vergleichsgruppen und Kontrolle. In W. Hager, J.L.
Patry, & H. Brezing (Hrsg.). Evaluation psychologischer Interventionsmaßnahmen (Chapter 11, pp. 180-201). Bern: Huber Verlag.
BGAG Report 1/2009
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1
[5]
Introduction
Melzer, W., Schubarth, W. & Ethninger, F. (2004). Gewaltprävention und Schulentwicklung - Analysen und Handlungskonzepte. Bad Heilbrunn: Klinkhardt.
[6]
Mittag, W. & Hager, W. (2000). Ein Rahmenkonzept zur Evaluation psychologischer Interventionsmaßnahmen. In W. Hager, J.L. Patry, & H. Brezing (Hrsg.).
Evaluation psychologischer Interventionsmaßnahmen (Chapter 6, pp. 102-128).
Bern: Huber Verlag.
[7]
Smith, P. K., Cowie H., Olafsson, R. F., Liefooghe, A. P. D. (2002). Definitions
of Bullying − A Comparison of Terms Used, and Age and Gender Differences,
in a Fourteen-Country International Comparison. Child Development, 73, 11191133.
BGAG Report 1/2009
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2 Individual listing of violence prevention programmes for schools in alphabetical order
2 Individual listing of violence prevention programmes for schools
in alphabetical order.
2.1
Achtung Grenze
(Attention! Limits)
Summary
“Attention! Limits” is a violence prevention project for children and adolescents that
fosters self-confidence and social skills. The programme has three main aims: Primary prevention of violence against children and adolescents; secondary prevention
of violence (in the sense of disclosure); and public relations.
Provider
Deutscher Kinderschutzbund Nürnberg
Target Group
School students from Years 1 to 9
Contents
Primary and secondary prevention of violence against children and young people is
dealt with in workshops and talks using various themes:
•
Learn your own rights (also information about sexual assault)
•
Safety in the Internet
•
Appreciate and accept other people’s boundaries and set your own limits
•
Disclose violence yourself and don’t look the other way
•
Gender-specific role expectations
•
Know and use the available help resources
•
Improve self-confidence and social skills
BGAG Report 1/2009
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Method
The project is run by trained project leaders. The number of participants should not
exceed 28. The entire project has a duration of 17 hours. The programme is divided
into a preparation, an execution, and a follow-up phase, each with specific instructions. In the preparation phase, the programme is presented and the students have
the opportunity to get to know the project leader. The execution phase (approx. 15
hours) consists of various student workshops; individual talks for students, teachers
and parents; and teacher training.
Various methods are used in the workshops:
•
Interactive education using drama and games
•
Role-plays
•
Small group work
•
Talks for children and adolescents
•
Gender-specific work (in some parts)
•
Male and female project leadership
•
Possibility for follow-up sessions in school lessons (teacher training required)
In the follow-up phase, it is up to the teacher to decide which topics they work on further with the class. Materials for the relevant topics can be borrowed from the project
team.
Evaluation
Interviews were carried out in 2007 to evaluate the project. In total, 155 teachers
from eight primary schools, two “Hauptschule” high schools, a “Realschule” high
school and a centre for further education took part. Parent evenings took place at
seven primary schools and two “Hauptschule” high schools. In addition, project days
were held at six primary schools and two “Hauptschule” high schools, whereby 181
students were interviewed.
BGAG Report 1/2009
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The overall level of satisfaction in all three groups (teachers, parents and students)
was very high. The assessments from the parent evenings were particularly positive.
Parents gave the highest rating to the speaker’s skills (professional competence,
clear presentation of issues); teachers gave the highest rating to the speaker’s performance (openness to questions, empathy and sensitive treatment of the topic).
When evaluating the contents, both groups gave a particularly positive evaluation of
the basic information. This general, positive evaluation was also reflected in the general settings of the project. The majority of the teachers and parents would recommend the programme to others and view the programme as an important addition to
school lessons. Because the events were of a voluntary nature, it is assumed that the
programme could only reach parents and teachers who were already interested in
the topic and see it as beneficial. This could have led to a slight distortion of the results. In addition, these were initial, exploratory results. Empirical testing of the programme’s effectiveness with a pre-interview and control group is still to be done.
Contact
Deutscher Kinderschutzbund Kreisverband Nürnberg e.V.
Silvia Knipp-Rentrop
Dammstraße 4
90443 Nürnberg
Telephone: +49 (0)911 / 92919000
Fax: +49 (0)911 / 286627
Email: [email protected]
[8]
Achtung Grenze! Available at: http://www.achtung-grenze.de/ [23 October
2008].
[9]
Deutscher Kinderschutzbund Kreisverbund Nürnberg e.V. (Hrsg.) (2008). Informationsbroschüre für Eltern, Lehrkräfte und pädagogische Fachkräfte zur Prävention sexueller Gewalt.
BGAG Report 1/2009
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2.2
Adventure Based Counseling und Outward Bound
(Adventure Based Counselling and Outward Bound)
Summary
These programmes use an experiential education technique. Experiential education
stresses “the use of a holistic, multi-sensory approach to learning that actively engages the participants” (Sommerfeld, 2001). In these projects, experiences are associated with emotions. Thus, the information being conveyed during the experience
can be better processed, reinforced and remembered. Kurt Hahn is the originator of
the concept. He developed the first concepts in Germany as early as 1930.
Provider
E.g.
•
Outward Bound
•
Verein zur Förderung bewegungs- und sportorientierter Jugendsozialarbeit e.V.
(bsj Marburg)
Target Group
Children and adolescents of all age groups
Contents
Experiential education concepts are characterized by three features:
1. A formative experience
2. Social learning (from the experience)
3. Transfer (to everyday situations)
This concept does not mean that the experiences must take place one after the
other. Rather that reflection and elaboration of relevant processes after each individual experience are more important. Old, stereotypical behaviour patters can be broken down and new strategies and courses of action can be tested out through discussion of new problems.
The goals are as follows:
BGAG Report 1/2009
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•
Encourage alternative, mature behaviour patterns
•
Develop positive personality traits
•
Develop self-reliance, self-initiative, decisiveness and responsibility
The focus of the project depends on the background situation and the goals of the
project leaders.
Method
Adventure Based Counselling (ABC) is a project developed in the seventies that has
been used for more than 30 years in various school and social-educational contexts.
Its aim is to use local, mobile and effective methods to reach the goals of experiential
education in practice. Group activities are encouraged. Reflection and realistic selfappraisal allow for goal-oriented actions and simplify learning processes. In Germany, the project is facilitated by employees from associations and youth initiatives.
Outward Bound mainly involves outdoor activities (climbing, hiking, abseiling, kayaking, skiing and caving). The actual focus is not mastering each of the sports, but
rather the learning processing itself. Initiative and problem-solving tasks are also
used as experiential learning activities. City Bound which is offered, for example, by
the Association for Exercise and Sport Oriented Youth Social Work (Verein zur
Förderung bewegungs- und sportorientierter Jugendsozialarbeit e.V.) takes place in
the city.
Evaluation
According to the Outward Bound Deutschland Association, the programme is currently being monitored by the University of Erlangen. At the time of writing, no
evaluation results were available.
Contact
OUTWARD BOUND Deutschland e.V.
Berghausstraße 1
87645 Schwangau
Telephone: +49 (0)8362 / 98220
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Web: www.outwardbound.de
Verein zur Förderung bewegungs- und sportorientierter Jugendsozialarbeit e.V.
(bsj Marburg)
Biegenstraße 40
35037 Marburg
Telephone: +49 (0)6421 / 685330
Web: www.bsj-marburg.de
[10] Schröder, A. & Merkle, A. (2007). Leitfaden Konfliktbewältigung und Gewaltprävention. Pädagogische Konzepte für Schule und Jugendhilfe. Schwalbach:
Wochenschau Verlag.
[11] Sommerfeld, P. (2001). Erlebnispädagogik. In H.-U. Otto & H. Thiersch (Hrsg.),
Handbuch Sozialarbeit/ Sozialpädagogik (pp. 394-402). Neuwied: Luchterhand.
2.3
Anti-Gewalt-Veranstaltungen der Berliner Polizei
(Anti-violence events organized by Berlin Police)
Summary
The anti-violence events co-ordinated by the Berlin Police force deal with everyday
violence and give students a closer look at the work of the police. Working together
with the police builds a positive relationship and helps to remove any fears of approaching the police for help.
Provider
Landespolizeischule Berlin
Target Group
Students at all school levels
Contents
The topics of the meetings between students and police officers are violent incidents
BGAG Report 1/2009
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that the students or their peers have experienced. Topics covered include violence in
the home, in the school and on the way to school. Real experiences with violence are
discussed and evaluated in the group. Realizing that there are better possibilities for
how to behave is the central point. The students learn how to use an emergency
number in the event that they or somebody else run into danger and become a victim.
Method
On a “violence line” poster the police officers demonstrate that violence begins when
another person is physically or emotionally hurt or about to be hurt. These situations
are recreated in role plays and then discussed with the students. The students can
ask the police officers questions about their work and as a result of this they gain a
better understanding of what the police do when an incident is reported. The work the
police do with victims and witnesses is also looked at and discussed.
Evaluation
An evaluation in conjunction with Freie Universität Berlin has been planned. The results should be available by the end of 2009.
Kontakt
Der Polizeipräsident in Berlin
Landespolizeischule "Coaching / Training" LPS 42
Radelandstr. 21
13589 Berlin
Telephone: 030 / 4664994305
[12] Lazai, E. (2001). Das Anti-Gewalt-Training der Berliner Polizei. Berliner Forum
Gewaltprävention 1. Available at: http://www.berlin.de/imperia/md/content/lblkbgg/praevention/polizeiundpraevention/lazai.pdf [23 October 2008].
[13] Senatsverwaltung für Bildung, Wissenschaft und Forschung Berlin. Gewaltprävention. Available at:
http://www.berlin.de/sen/bildung/hilfe_und_praevention/gewaltpraevention/ [23
October 2008].
BGAG Report 1/2009
21
2.4
Arbeitsgruppe Gewalttäter an Schulen (AGGAS)
(Violent School Offenders Task Force)
Summary
AGGAS was founded in 1996 by the head of Giessen police headquarters at their
station in Wetzlar in order to counter increasing ignorance of school violence. The
task force is responsible for 102 schools in the Lahn-Dill District. The basis of the
programme is a mix of repressive and preventative activities carried out by the police
in co-operation with students, parents, and teachers. A further goal of the AGGAS is
to expand into other cities, districts and states. The programme is recommended by
the European Commission.
Provider
Polizeipräsidium Mittelhessen
Regionale Kriminalinspektion Gießen
Target Group
Students, teachers and parents from all types of schools
Contents
The strength of the project is based on co-operation between schools, state school
authorities and the police. This co-operation aims to improve detection of anonymous
offenders and repeat offenders. The idea is to eliminate the fear that parents, students and teachers have of trusting the police. The program tries to reduce violations
of rules and standards, and attempts to lift the dark cloud surrounding violence. Continuous information exchange between the institutions means that new and particularly serious problems can be comprehensively dealt with (monthly talks, round tables, drug counselling). Social-psychological services are also included and ongoing
communication between parents, teachers and students is encouraged (other prevention programmes, improved cohesion). Furthermore, all participants have the
possibility to make use of a free helpline specifically set up to help with problems and
provide advice.
BGAG Report 1/2009
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Method
The AGGAS programme is based on the idea of combining preventative and repressive measures together. Repressive measures include quick intervention at the
scene and immediate communication with the youth welfare office, school authority
and the courts. Preventative measures are based on co-operation between various
institutions such as churches, paediatricians, social workers, foreigner's advisory
councils, and children and youth services. The programme also includes school and
lesson projects (e.g. talks); parent evening talks; setting up and maintaining a dialogue between parents, teachers and students; the use of the helpline; and regular
communication (at least monthly) between school authorities and teachers.
Evaluation
An evaluation study of the AGGAS programme (Lenzer, 2004) came to the following
conclusions: Both teachers and students viewed AGGAS as supporting the school
and believe that the effort involved in setting it up was worthwhile. 45.4% of teachers
and 54.6% of students stated that violent behaviour had been reduced in the school
due to the programme. The majority of students, teachers and parents were of the
opinion that AGGAS generally produced a decline in violent behaviour. All respondents were satisfied with the work done by AGGAS employees. Students, teachers
and parents were of the opinion that AGGAS mainly takes on an advisory function;
the job of prevention was only given secondary importance. The results should be
considered as provisional because there was no pre-interview and no control group.
Empirical validation of the results remains to be done.
Contact
Helmut Lenzer
Polizeihauptkommissar a.D.
Koordinator Schule-Polizei beim SSA Weilburg
Ludwigstraße 47a
35390 Gießen
Telephone: +49 (0)641 / 7006 -2700, -2701 und -2703
Fax: +49 (0)641 / 70062799
BGAG Report 1/2009
23
[14] Hessische Polizei. Arbeitsgruppe Gewalt and Schulen (AGGAS) Gießen. Available at:
http://www.polizei.hessen.de/internetzentral/nav/68b/broker.jsp?uTem=bff71055
-bb1d-50f1-2860-72700266cb59&uCon=d452030b-adce-4df3-362d61611142c388&uBasVariantCon=ed83d448-9a76-4e11-8a5b-28e46ce02000
[30 October 2008].
[15] Lenzer, C. (2004). Die Wirksamkeit des Wetzlarer Konzepts mit Trouble Line
und AGGAS. Available at:
http://www.verantwortung.de/fileadmin/user_upload/koordinierungsstelle/aggas/
TROUBLEL.pdf [31. Oktober 2008].
2.5
Aufgschaut
(Look Up!)
Summary
“Look up” is a programme to encourage self-assertiveness and civil courage in primary schools. The programme is directly linked to another project called
“Zammgrauft” (Bavarian dialect for “all pull together”) and can be seen as its extension for younger children. The project is a co-operation between Munich Police and
the Chair for Social Psychology at Ludwig Maximilians University, Munich.
Provider
Polizei München
Target Group
Primary school students
Contents
Prevention of violence ideally begins in primary school because it is easier to help
children become aware of violent situations and victim situations. Developing a
strong personality and providing possible alternatives of how to act in violent situations are the programme’s core elements. The project covers both direct forms of
violence (verbal and physical assault) as well as indirect forms of violence (psychological or social assault, e.g. bullying, name calling). Sexual assault as a potential
threat to children is also dealt with. The main focus of the training is to develop
BGAG Report 1/2009
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awareness of violent situations and victim situations; to feel a sense of personal responsibility; to be engaged (empathy, pro-social behaviour); and to engage in measured self-defence or defence of others in violent situations.
Method
The project uses role plays and activities in order to better reflect the experiences of
the children in their school and everyday life. Each game is assessed by a round of
reflection. The children speak about the game, list its goals again and reflect on what
they have learned. It is also possible to involve the children in discussions outside of
the project (e.g. in class lessons). There is a strong focus on problem solving in all of
the exercises. Possible alternative ways of behaving are internalized and practised
through the use of role plays. The effectiveness of the programme is demonstrably
increased when it is conducted over a long period of time and implemented at different levels (everyday life, school lessons, and after-school care).
In most cases the trainer is the form teacher (homeroom teacher) as they often have
a close relationship with the class and are a person of trust. Single elements of the
programme can also be built into class lessons so that current conflicts from school
life (e.g. scuffles and brawls) can be discussed. In the project pack there are exercises, tips and game instructions as well as possibilities for integrating the programme into lessons (e.g. sports activities).
Evaluation
10 primary school classes (Year 1 to 4) were surveyed in order to evaluate the programme. The students completed a questionnaire on bullying before and after the
project (modified version of Smith & Levan, 1995; German translation, Schäfer &
Albrecht, 2004). A control group was not used. Before commencement of the programme, over 80% of students stated that they are sometimes or very often bullied.
This figure dropped across all classes after the programme. In addition, the number
of victims went down; whereas, the number of bystanders increased and the number
of offenders remained the same. The students stated in the second questionnaire
that there were fewer brawls and less name calling. A survey of the teachers (before
the training, after the training and then again 2 months and 12 months after the training) showed that the programme was also very well received by the teachers. The
BGAG Report 1/2009
25
teachers received a lasting benefit from the training and they stated that violence in
the school had significantly dropped over the period of one year.
Due to the fact that there was no control group, these results must be provisionally
considered. Empirical validation of the results remains to be done.
Contact
Münchner Kommissariat für Verhaltens-Prävention – Opferschutz
Kommissariat 105
Bayerstr. 35 - 37
80335 München
Telephone: +49 (0)89 / 29104444
[16] Frey-Gaska, A., Frey, D., Kastenmüller, A., Fischer, P., Spies, R. & Manzenrieder, A. (2007). „aufgschaut“ - Ein Projekt zur Förderung von Selbstbehauptung
und Zivilcourage in der Grundschule. In K. J. Jonas, M. Boos & V. Brandstätter
(Hrsg.), Zivilcourage trainieren! Theorie und Praxis (pp. 107-135). Göttingen:
Hogrefe.
[17] Polizei Bayern. Münchner Kommissariat für Verhaltens-Prävention – Opferschutz. Available at:
http://www.polizei.bayern.de/schuetzenvorbeugen/beratung/index.html/663 [30
October 2008].
[18] Schäfer, M. & Albrecht, A. (2004). „Wie du mir, so ich dir?“ Prävalenz und Stabilität von Bullying in Grundschulklassen. Psychologie in Erziehung und Unterricht, 51, 136-150.
[19] Smith, P. K. & Levan, S. (1995). Perceptions and experiences of bullying in
younger pupils. British Journal of Educational Psychology, 65, 489-500.
[20] Spies, R., Manzenrieder, G. & Gaska, A. (2003). Aufgschaut – Selbstbehauptung und Zivilcourage. Ein Polizeikurs für Kinder. München. Arbeitsmaterialien
für Multiplikatorschulungen (only available as part of the training).
BGAG Report 1/2009
26
2.6
Be-Prox – Berner Programm gegen Gewalt im Kindergarten und in der
Schule
(Be-Prox – The Bern Programme against Violence in Day-Care Centres
and Schools)
Summary
The team from the Alsaker Group for Prevention offers lectures on the topics of bullying and preventing bullying amongst children and adolescents. It also offers complementary courses for teaching staff. Information regarding bullying is provided to participants over a series of 5 to 6 sessions. These sessions take place over some
months so that new information can be applied in practice and then discussed in
subsequent sessions.
Provider
Alsaker Gruppe für Prävention, Universität Bern
Target Group
Staff in day-care centres and primary schools
Contents
The programme presents the definition of bullying, forms and frequency of bullying,
bullying roles (bystanders, victim, bully, borderline victims), and characteristics of
group dynamics. Topics covered include:
•
Learn to look = See it sooner
•
broaching the issue of bullying in the class
•
discussing, implementing and enforcing agreements and contracts with the children
•
practising civil courage
•
learning to say stop and getting help
•
implementing positive and interesting activities for everyone
•
maintaining contact with parents
BGAG Report 1/2009
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The aim is to improve the self-confidence of teaching staff by improving their ability to
handle bullying.
Method
The main focus of Be-Prox is to provide information about bullying and to develop
and discuss practical strategies to combat bullying. The central aspects and principles are:
•
respect and acceptance
•
clear, open communication
•
civil courage and body awareness
The following topics are covered with the teaching staff over a total of eight sessions:
•
Session 1: Raising awareness of bullying
•
Session 2: The importance of boundaries and rules for children
•
Session 3: Myths and stereotypes regarding bullies and victims
•
Session 4: Roles and responsibilities of onlookers
•
Sessions 5 to 8: The importance of motor activities, encouragement of empathy
and reflection
Evaluation
The effectiveness of the “Be-Prox” programme was evaluated as part of a broader
study called “Bullying in day-care: Origins and prevention” (Mobbing im Kindergarten:
Entstehung und Prävention). A comprehensive survey of the children, teachers and
parents was conducted using questionnaires and interviews. Approximately 1000
children from 60 day-care centres were involved in the study. The prevention programme was run in approximately half of the day-care centres studied; the other half
served as a control group. The interview sessions took place within a year before and
after the intervention. A third survey was done one or two years later. The results
show that teachers’ acceptance of the prevention programme was high. Teachers
from the intervention group reported that it was safer to deal with bullying situations.
BGAG Report 1/2009
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Compared to children in the control group, children in the prevention group stated at
the end of the school year there were more appropriate reactions to bullying. Most
children were aware that bullying is hurtful and unfair.
The findings from the evaluation of Be-Prox in day-care centres point towards a positive impact of the programme. Further evaluation studies (especially in schools) are
needed to confirm the results.
Contact
Alsaker Gruppe für Prävention
Prof. Dr. Françoise D. Alsaker
Institute for Psychology
Muesmattstrasse 45
3000 Bern 9
Telephone: +41 (0)31 / 6314016
Fax: +41 (0)31 / 6313981
[21] Alsaker, F. D. (2003). Quälgeister und ihre Opfer, Mobbing unter Kindern – und
wie man damit umgeht. Bern: Hans Huber.
[22] Alsaker Gruppe für Prävention. Available at: http://www.praeventionalsaker.unibe.ch/index.html [27 October 2008].
[23] Nägele, Ch., Valkanover, S. & Alsaker, F. D. (2005). Mobbing im Kindergarten.
Erste Rückmeldung an die Eltern. Institut für Psychologie, Abteilung Entwicklungspsychologie, Universität Bern.
[24] Nationales Forschungsprogramm 52. Mobbing im Kindergarten. Entstehung
und Prävention. Available at:
http://www.nfp52.ch/d_dieprojekte.cfm?Projects.Command=details&get=17 [27
October 2008].
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2.7
Betzavta – Miteinander-Erfahrungen
(Betzavta – Learning Together)
Summary
Learning Together with Betzavta (Hebrew: together) is a programme for teaching
democracy from the Bertelsmann Foundation and the Centre for Applied Policy Research (CAP, University of Munich). It has been used as a preventative programme
for teaching democracy and tolerance since 1997. The programme is based on the
“Betzavta” programme that was developed by the Adam Institute for Democracy and
Peace in Jerusalem in 1986. The aim of the programme is to teach children, adolescents and adults the meaning and relevance of democratic principles. The programme uses games, activities and exercises with participants of all age groups so
as to develop a “qualitative understanding of democracy” and to practise using creative suggestions to solve conflicts. The programme has been tested and evaluated in
20 trial seminars with more than 500 participants Germany-wide.
Provider
•
Europäische Jugendbildungs- und Jugendbegegnungsstätte Weimar
•
Centrum für angewandte Politikforschung (CAP), Akademie Führung & Kompetenz
Target Group
Adolescents and adults from 14 years of age; participation of children aged under 14
should be discussed beforehand with the seminar facilitator.
Contents
There are three phases in the didactic concept
1. Confronting one’s own denial of equality
2. Confronting the fact that equality is often only acknowledged when it brings personal benefit
3. Acknowledging equality as a basic principle, regardless of whether talking about
one’s own rights or the rights of others
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The participants go through an education process in which they think about and
change their own behaviour. Conflicts are transformed into dilemmas. People who
feel that it is a dilemma are better placed to understand a conflict. The ability to empathize is consolidated in further exercises. During the seminar, the participants learn
how undemocratic their behaviour can sometimes be. The approach is not a recipe
for handling dilemma situations, but rather its focus is on increasing the sense of social responsibility in individuals. Strengths and weaknesses of the social system are
presented and it is shown that, on the whole, democratic methods of finding solutions
are worthwhile.
Method
It is worth keeping in mind that students do not necessarily take part in school
classes voluntarily; that they are under a lot of pressure to get good marks; and that
time is often very tight. As such, it is better not to conduct the activities during school
time, but rather to have a project week outside of the school, for example, at a school
retreat.
Five topics are discussed.
•
Democratic principles
•
The relationship between the majority and minority
•
Basic rights
•
Equality before the law
•
The path to democratic decision-making
The exercises from the topics can be combined with each other. Role plays and
group discussions form the basis of the exercises. It is very important to have feedback after each of the activities where participants can exchange information, answer
questions and if necessary, discuss topics that are still open.
Evaluation
An evaluation was done of a training course for people who wanted to employ the
Betzavta programme. The participants of this training course were 25% teachers and
BGAG Report 1/2009
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more than half were educationalists. The programme was to be implemented into
schools as well as other youth and adult training institutions. The research design
included written and verbal interviews. Both of these took place after the training. The
results were as follows. More than 75% of those questioned stated that their understanding of democracy had changed as a result of the training. This was demonstrated by a change in political behaviour, improved understanding of the structure
and boundaries of democracy, and a changed attitude towards majority and minority
problems. An empirical study to evaluate the programme’s effectiveness has not yet
been done.
Contact
Europäische Jugendbildungs- und Jugendbegegnungsstätte Weimar
Jenaer Str. 2/4
99425 Weimar
Stephan Eschler
Telephone: +49 (0)3643 / 827105
Fax: +49 (0)3643 / 827111
Centrum für angewandte Politikforschung (CAP)
Akademie Führung & Kompetenz
Contact person: Susanne Ulrich
Maria-Theresia-Str. 21
81675 München
Telephone: +49 (0)89 / 21801300
Fax: +49 (0)89 / 21801329
[25] Melzer, W., Schubarth, W. & Ethninger, F. (2004). Gewaltprävention und Schulentwicklung - Analysen und Handlungskonzepte. Bad Heilbrunn: Klinkhardt.
[26] Ulrich, S, Henschel, T. & Oswald, E. (2001). Miteinander – Erfahrungen mit
Betzavta. Gütersloh: Bertelsmann Stiftung.
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2.8
Bremer Täter-Opfer-Ausgleich – Anti-Stress-Team
(Bremen Offender-Victim Mediation – Anti-Stress Team)
Summary
This project deals with modifying peer mediation. Students act as neutral facilitators
to resolve problems amongst themselves. The aim of the project is the prevention of
conflicts and violence.
Provider
Täter-Opfer-Ausgleich Bremen e.V.
Target Group
Students at all class levels
Contents
Preferably, students with discipline issues and a history of conflict are chosen as mediators. They have first-hand knowledge and experience with conflicts and are better
placed to put themselves in the shoes of their fellow students when they fight. The
mediators are supervised and trained by coaches. The coaches themselves are not
mediators, but rather they remain in the background and offer advice if needed. They
also provide the necessary security that the mediators may not have at the start.
Method
The mediation coach is specially trained in workshops which include how to coach
mediators, documentation and supervision. The mediators themselves resolve problems together with the conflicting parties. They are impartial and listen to both sides,
make notes on goals and conflicts, and finally try to find a peaceful agreement between both sides without there being a loser.
More detailed information regarding the methodology of peer mediation can be found
in the description of the Mediation-Arbitration programme (see 2.40).
Evaluation
Monitoring of the programme showed that the mediators gain several competencies.
However, there was limited acceptance of the programme by students and teachers.
An empirical study to evaluate the programme’s effectiveness has not yet been done.
BGAG Report 1/2009
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Contact
Täter-Opfer-Ausgleich Bremen e.V.
Buntentorsteinweg 501
28201 Bremen
Telephone: +49 (0)421 / 3365400
Web: www.toa-bremen.de
[28] Winter, F. (2001). „Anti-Stress-Teams“: Besonderheit der Ausbildung von Schülerstreitschlichtern in Bremen. In Ch. Simsa & W. Schubart (Hrsg.), Konfliktmanagement an Schulen – Möglichkeiten und Grenzen der Schulmediation (164182). Frankfurt/Main: DIPF.
2.9
Brummi, der Präventionsbär der Berliner Polizei
(Brummi the Prevention Bear from Berlin Police)
Summary
This prevention programme from Berlin Police conducts anti-violence events in primary schools. “Brummi the Bear” (a large-sized hand puppet) gives children tips and
tricks on how to be strong and confident. Berlin Police has had many years experience in organizing events for preventing violence.
Provider
Berliner Polizei
Target Group
Contents
Children are made aware of the many dangerous situations that can occur in everyBGAG Report 1/2009
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day life (without frightening them) so that they are better prepared for these. Various
situations are discussed with the children:
•
Saying “NO”
•
Self-confidence and body language
•
Good and bad secrets (confiding and looking for help)
•
“When strangers talk to me”
•
Taking things
•
Getting help
Method
Two behavioural trainers from the police conduct the event (approx. 2.5 hours) and
use pictures, stories and songs to deal with the above topics in a way that is suitable
for children. Together with Brummi the Bear, the children find out what behaviour in
which situations can make them as “strong as a bear”. In addition, Brummi asks the
children for advice and this helps the children to think about and discuss things. The
seminars normally take place in the usual school environment and the number of participants should not exceed the size of the class. The best results for working together are when the children have their chairs in a circle.
Evaluation
Strong demand and overwhelmingly positive feedback from teachers and students
speaks highly for the strong acceptance of the programme. An evaluation of the programme has not yet been conducted, but is planned for 2009/2010.
Contact
Der Polizeipräsident in Berlin
Zentrale Serviceeinheit
Abt. Aus- und Fortbildung
ZSE IV B 3
Telephone: +49 (0)30 / 4664994230
BGAG Report 1/2009
35
[29] Brummi, der Präventionsbär der Berliner Polizei. Available at:
http://www.berlin.de/polizei/praevention/brummi.html [23 October 2008].
2.10 Buddy-Projekt
(Buddy Project)
Summary
In this project, younger students are allocated a buddy from a higher class that stays
with them for the school year. The project supports a school-oriented learning culture
and a sense of communal responsibility in schools. Schools are seen not only as
places for academic learning but also a place where social competencies can be acquired and democratic values can be learned. The project provides social skills and
the ability to resolve conflict in order to create a lasting change in the way that teachers, students and parents interact with each other. Fostering empathy increases respect with regard to other people, their needs, interests and feelings. The result is a
change in students’ values and attitudes. The peer-education approach is used,
whereby young people are encouraged to be active, they take on responsibility and
they have an important role in shaping the school culture. The project prevents violence by encouraging co-operation, communication and resolution-oriented conflict
management.
In total, more than 800 schools from various German states and numerous schools in
Austria participant in the Buddy project. At all schools, specially trained buddy trainers work together with teachers on selected projects.
Provider
Buddy e.V.
Target Group
Contents
The Buddy project has a preventative effect because it reinforces existing resources
BGAG Report 1/2009
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and provides the social skills that the students are missing. The project brings together three proven concepts into one innovative programme:
•
Peer Education: The project improves childrens’ competencies and makes use
of the fact that children learn from one another and help one another. Thus, students are engaged in different peer connections:
•
Peer Helping: students help students
•
Peer Learning: students learn together
•
Peer Coaching: students coach students
•
Peer Counselling: students counsel students
•
Peer Mediation: students as mediators
These connections can be across different ages, be group specific or occur in exchange programmes. Thus, students learn to support one another, confide in friends,
and to learn from one another.
Systematic approach:
The Buddy project applies to individual students but also has an effect on the class
dynamic and improves the school culture. Changes within one system also have an
impact on the system as a whole. The Buddy project, like all other life competency
approaches, cannot be viewed as an isolated single project but rather within the
overall context of schools, school development, group context and involved parties
(students, teachers and parents).
Real world orientation:
The Buddy project takes into consideration the individual needs of the students and
solves real problems in schools. Students are involved in the project’s development,
learn to manage everyday situations and thus acquire key life competencies.
Method
At first, teachers are trained how to train buddies and also how to implement and
BGAG Report 1/2009
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conduct the projects in the school. The buddies then attend a workshop where they
are prepared for their new tasks. A buddy’s role is to help others by looking out for
them and providing advice in all aspects of school life and the class community.
Hands-on projects based on individual needs are conducted to strengthen competencies in social behaviour. These are initiated and monitored by teachers and school
social workers in co-operation with the students. These hands-on projects can be
done in the classroom (e.g. in the form of a class council) or in groups that span different classes (e.g. homework buddies). To ensure the long-term success of the project, it is necessary to have the full support of the school community (principal, teaching staff, parents and students).
Evaluation
The Free University of Berlin evaluated a Buddy project in Lower Saxony in
2006/2007. 91 school principals, 229 buddy teachers and 460 students were interviewed. The study focused primarily on organizational aspects of the project. The
primary goal was to assess the distribution, the form and the innovation level of the
Buddy project in Lower Saxony.
The evaluation was conducted using qualitative and quantitative methods, once before the project and once after. The results showed a high level of acceptance of
buddies by students as well as the project being well received by the school community. 80% of buddies were needed several times per month and around 40% were
needed several times per week. Students saw buddies as role models and rated their
presence as positive. Following the project, buddies enjoyed going to school more.
Around 62% of buddies liked school more and 42% thought that the general feeling
in school breaks had improved.
In addition, the Buddy project was evaluated by a student from the University of
Innsbruck as part of her studies. 139 first class students and 39 buddies were interviewed with the help of an anonymous questionnaire. Besides organizational aspects
such as frequency and type of contact between buddies and students, the survey
also asked about the kinds of problems that buddies helped out with. Most of the
problems were with other students but there were also problems with teachers and,
albeit more rarely, with family. A total of 56% of students and 88% of buddies rated
support from buddies as helpful. One third of the buddies reported that they had diffiBGAG Report 1/2009
38
culties doing their job because students were too draining or there was not enough
support from teachers. Despite this, only around 29% reported that they felt overstretched because of their buddy work.
A further evaluation took place at Reithmann Gymnasium High School in Innsbruck in
January 2008. At the time of the evaluation, the project had been running at the
school for four years. Qualitative interviews were conducted with people involved in
the project (principal, teachers, buddies and their parents, as well as “buddied-up”
students and their parents).
Analysis of the interviews indicated that those questioned believed that the goals of
the Buddy project had been reached. These include the provision of conflict resolution and social skills as well as encouragement of empathy, co-operation, communication and resolution-oriented conflict management. Both those directly and indirectly
involved had a positive attitude towards the project and stated that it had had a positive impact on the school atmosphere and also outside of school. The students and
buddies felt that they were taken seriously which improved feelings of self-esteem.
The teachers and the principal as well as the buddies themselves viewed their work
as relieving the burden on the teachers. However, the buddies reached their limits
when it came to family problems. The knowledge that had been learned in theory did
not always come out in practise. Although the project was very interesting for first
class students, this interest dropped, for reasons unknown, from the second class on.
The results should be considered as provisional because there was no pre-interview
and no control group. Empirical validation of the results remains to be done. A further
evaluation is currently being done in Hesse which is also studying the effects on
learning as a result of the Buddy project. However, results from this study have not
yet been released.
Contact
buddy e.V.
Benzenbergstr. 2
40219 Düsseldorf
Telephone: +49 (0)211 / 3032910
BGAG Report 1/2009
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Mag. Evelin Müller-Bürgel
Koordinatorin des Buddy-Projekts Tirol
Institut für Schulentwicklung und Qualitätsmanagement
Adamgasse 22/II
6020 Innsbruck
Telephone: +43 (0)512 / 5088544
Fax: +43 (0)512 / 5088505
[30] Buddy e.V. Aufeinander achten. Füreinander da sein. Miteinander lernen. Available at: http://www.buddy-ev.de/Buddy-Projekt/ [23 October 2008].
[31] Faller, K. & Kneip. W. (2007). Das Buddy-Prinzip. Soziales Lernen mit Prinzip.
Buddy e.V.
[32] Goldenbaum, A., Kuper, H. & Knop, A. (2008). Bericht zur Evaluation des Buddy-Projekts „Mach mit! Verantwortung lernen“ im Landesprogramm Niedersachsen. Available at: http://www.buddyev.de/Download/Buddy_Projekt/Wissenschaftliche_Studien/Evaluation_Buddy_
Projekt_Niedersachsen.pdf [23 October 2008].
[33] Goldenbaum, A., Lindner, D., Stanke, D., Lehmann, J. & Rech, S. (2008). Was
sind die Ziele des Buddy-Landesprogramms in Hessen? Available at:
http://www.ewi-psy.fu-berlin.de/einrichtungen/arbeitsbereiche/weiterbildung
_bildungsmanagement/media/downloads/Evaluation_Buddy_Niedersachsen_03
-2007.pdf [31 October 2008].
[34] Kaczmarek, M. (2006). Das Buddy Projekt. Forschungsprojekt für das Institut
für LehrerInnenbildung und Schulforschung der Universität Innsbruck.
[35] Müller-Bürgel, E. Was ist das Buddy-Projekt Tirol? Available at: http://www.phtirol.ac.at/typo3/fileadmin/user_upload/fuchs/pdf_texte/buddy_evelin.pdf [23 October 2008].
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[36] Steidl, M. & Heim, A. (2006). Das Buddy Projekt: Verantwortung lernen, Gewalt
verhindern. Available at: http://www.faireschule.at/einreichungen_2007/2-250
[23 October 2008].
2.11 Chili
(Chilli)
Summary
Chilli is a violence prevention programme for day-care centres, schools and youth
organisations. Children and adolescents are encouraged to approach problems
openly before they can result in frustration or even violence. They learn to recognize
their own behavioural patterns. Teachers are also involved in the training programme. In this way, Chilli affects not only the children but also influences their environment.
Provider
Swiss Red Cross
Target Group
The programme is offered to a number of different target groups:
•
Chilli for children: children in pre-schools, and lower and middle school
•
Chilli for adolescents: students in upper school, secondary schools and youth
organisations
•
Chilli for teachers and school communities
Contents
Chilli for children and adolescents has several goals.
•
Raise awareness in children of an open approach to conflicts
•
Expand their skills in dealing with conflicts
•
Raise awareness of the dangers of violence and racism
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The programme educates children in how to handle conflicts. It is preventative and
contributes to their wellbeing. The participants:
•
learn how and why arguments and conflicts arise
•
receive advise on dealing with frustration and anger
•
learn about attitudes, roles and patterns in conflict situations
•
receive training on how to constructively handle conflict situations
•
practise communication rules that help avoid conflicts
•
boost their self-confidence and are made aware of their own responsibilities
Chilli for teachers and school communities improves the ability of teachers to recognize conflicts early on and how to handle them constructively. Thus, it helps to minimize violence. The participants:
•
learn how to handle conflicts in a competent and constructive way
•
learn strategies and tools for conflict management
•
learn how to react constructively in conflict situations
•
learn early recognition of potential conflict between different players and how to
suitably react to this
Method
The methods used in the programme for children and adolescents include practical
exercises, role plays, creative modelling and group work. The methods are adjusted
to take into consideration the age and abilities of the participants. In addition, evaluation talks are conducted with the teachers. Topics such as racism or boys versus girls
can be incorporated into the training if desired.
The methods used in the programme for teachers and school communities include
practical exercises, work in large and small groups, and theoretical training. Addi-
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tional components on offer include situation analysis, awareness days, implementation workshops, supervision, coaching, and parent events.
Evaluation
The Chilli programme was evaluated by KommEnt in 2003. The evaluation consisted
of a document analysis (project reports from 2001 to 2002, trainer handbook, etc) as
well as interviews with project leaders, trainers and clients. In addition to results concerning organizational aspects of the programme such as its practicality, the evaluation report also elaborated on the sustainability of the programme. The study came to
the conclusion that based on its concept and the framework of its implementation, the
Chilli programme is preventative. This is because it focuses on personal experiences
and makes it possible to practise examples of positive behaviour. In addition to this,
students and teachers in the Zurich canton were given a questionnaire in 2006 regarding the execution of the programme. This showed that teachers strongly valued
the Chilli programme and that they were interested in further projects. According to
the teachers, the Chilli programme covers the important aspects of conflict management and provides good examples of how the topics can be integrated into everyday
school life. Furthermore, the training leaves the students with a lasting theoretical
understanding of conflict management, although this proved to be difficult to put into
practise for some students. Although these results appear to be positive, they can
only be considered as provisional because empirical validation of the programme’s
effectivess remains to be done.
Contact
Swiss Red Cross
chili
Rainmattstrasse 10
3001 Bern
Telephone: +41 (0)31 / 3877420
Fax: +41 (0)31 / 3877404
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[37] Schweizerisches Rotes Kreuz. chili – Konstruktive Konfliktbearbeitung. Available at: www.chili-srk.ch [27 October 2008].
[38] Hartmeyer, H. (2003). Evaluation CHILI. Available at:
www.komment.at/media/pdf/pdf27.pdf?PHPSESSID=744f70194fcd10997fdf774
2f4e26775a [27 October 2008].
2.12 Cool sein – cool bleiben
(Be Cool – Stay Cool)
Summary
“Be Cool – Stay Cool” is a training programme for the prevention of violence developed by the Frankfurt Kinderbüro (Frankfurt Childrens Office). It aims to maintain
skills in handling violent situations. Students learned to recognize these violent situations and avoid them. The project can also be used as a basis for further training.
Provider
Kinderbüro Frankfurt
Target Group
Students in Years 5 to 10; Training for police officers, teachers, educationalists, etc.
Contents
In the first and second training units, the students gain awareness of situational constructs, actions and risks involved with provocation, unwanted bodily contact (e.g.
accidental jostling) and violent incidents. Thus, the danger of getting involved in violent situations and/or becoming a victim is reduced. The third training unit deals with
help behaviour and its goal is for victims to actively remove themselves from the offender’s “magnetic field”. In the fourth unit, the skills learned in the previous units are
further consolidated through special exercises.
Method
Firstly, conflict situations and strategies for avoiding conflict are explained, followed
by exercises which show how to face a threatening situation head-on and how to deescalate it. Role plays show the students how to appropriately behave as a victim or
helper. Important key terms covered are magnetic field, distance rules, withdrawing
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from conflict, appropriate victim and offender behaviour, as well as responsibility diffusion and its start.
Project leaders are familiarized with the methods used in the programme during special training sessions. These methods include:
•
Individual, partner and group work
•
Short presentations by the project leader
•
Practical exercises and role plays with special feedback
•
Exercises for loosening up
•
Working with different materials (pinboard, flipchart, videos with feedback)
•
Working with project documents (worksheets, photo documentation, literature)
All of the flipcharts and posters are photographed so that they are available to the
participants for further discussion and activities.
Evaluation
The programme has not yet been evaluated.
Contact
Frankfurter Kinderbüro
Jutta Lederer-Charrier, Rüdiger Niemann
Schleichermacherstr. 7
60316 Frankfurt
Telephone: +49 (0)69 / 21239003
[39] Frankfurter Kinderbüro. Available at: www.kinderbuero-ffm.de [27 October
2008].
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Wochenschau Verlag.
2.13 Coolnesstraining
(Coolness Training)
Summary
Coolness training serves both as violence prevention as well as a means of handling
violence. Children and adolescents learn to take a closer look at violent situations. In
the project they practise peaceful intervention right through to dispute resolution.
Coolness training is available throughout Germany. It is deployed in various contexts
and can be customized to special situations.
Provider
Gerhard Humm, Anti-aggression and coolness trainer
Target Group
Students in the 3rd class and above
Contents
The main goal of the training course is the development of a community which is
characterized by acceptance and harmony. Further goals are:
•
practising and improving skills in dealing with conflict-prone situations
•
violence prevention and intervention
•
fostering students’ social skills; practising taking a closer look and peaceful intervention
•
reducing the sense of hostility
•
encouraging de-escalation behaviour
•
making victims stronger and aware of offenders
•
preventing being a victim
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Method
The training can take place during a project week or over a longer period of time. As
part of the project week there are sessions over five days, each going for three
school periods. Depending on the problems being addressed, long-term training
takes place over three to six weeks with one session per week for three school periods.
The confrontational education method is used with the formula “Acceptance + Confrontation = Social development”. Different methods are also used for working together (discussions, role plays, joint assessment)
Evaluation
As part of an evaluation study, teachers reported an improved sense of togetherness
and a more relaxed class atmosphere. Students remarked that they had greater selfassurance and self-esteem. The trainers evaluated the short term effects of the training as very strong and reported a high number of inquiries from different educational
fields. The training method was rated as very positive. Long term effects from the
training were not tested. More detailed information regarding the design of the
evaluation study was unfortunately not available and was not provided despite being
requested.
Contact
Gerhard Humm
Dipl. Sozialpädagoge (FH), Anti- Aggressivitätstrainer, Coolnesstrainer
Buchenstrasse 5
89185 Hüttisheim
Telephone: +49 (0)160 / 5519641
[41] Humm, G. (2003). Coolness - Training® (CT). Available at:
www.antigewaltkurse.de [30 October 2008].
[42] Rush, N. (2005). Reden statt Schlagen. Available at:
http://www.peaceforce.ch/h/bilder/H33.pdf [30 October 2008].
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2.14 Cronus Camp
Summary
Cronus Camp is run by a group of experts in the Zug canton of Switzerland for the
prevention of violence. Based on the concepts of fairness and mutual respect, children learn different methods of self defence. Games, sport and fun are at the core of
a holistic training programme that helps children to better deal with conflict situations.
Provider
Amt für Sport, Zug Canton
Target Group
Children between 10 and 14
Contents
The concept was developed by specialists, the course manager, and martial arts expert Christian Mayer (Sheng Shan Wu) as well as primary school teacher Reto Etterli, holder of a black belt 1st Dan in Ju-Jitsu. It combines the complexities of violence prevention with the tried and tested aspects of a sports camp. The concept follows a holistic approach. The motto is: self-confidence and respect instead of fear
and violence. Christian Mayer, Reto Etterli and Manuela Griffel, the youth relations
officer from Zug police, accompany the boys and girls during the seven day camp. At
its core is a demanding training programme in which the children learn, through
games, ways to defend themselves. A further aim of the camp is to combine sports
with self-defence techniques. The training, therefore, goes beyond just physical education. Fairness and mutual respect are at the core of this holistic approach to training. The children learn that self-confidence is connected to self-awareness. To assert
yourself, you must get to grips with yourself and with others.
Method
The daily routine in Cronus Camp is carefully structured. Recurring fixed elements
alternate with sessions when the children can freely use the large sports fields in the
town of Mürren. Regular morning and evening rituals give the day a framework. The
day begins and ends with concentration exercises. Included in this are breathing
techniques, mental training, training the senses, and intuition exercises. The training
room has been given the Japanese name “dojo”. Every morning, intensive training
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over several hours is conducted by Christian Mayer and Reto Etterli. Defence techniques, patterns and evasion techniques are sometimes practised; other times children learn how to fall and throw. Pushing one’s limits is also opened for discussion.
The diverse training gives children the ability to control aggression and reduce stress.
It opens the way for self-confidence, patience and discipline. Talks and role plays
also have a fixed part in the programme. The experiences of the children are discussed with regard to handling conflict, dealing with peer pressure and pressure to
conform. Central questions are: What kinds of violence are there? How do I face violence or bullying? Where can I turn to if I need help? The programme also aims to
provide information that boosts the children’s self-confidence and improves their
room to manoeuvre.
Evaluation
Contact
Amt für Sport
Kirchenstrasse 6
6300 Zug
Telephone: +41 (0)41 / 7283554
[43] Kanton Zug. Lager Sportamt Zug. Available at:
http://www.zug.ch/behoerden/direktion-fur-bildung-und-kultur/amt-fursport/Jugendsportlager/lager-sportamt-zug [28 October 2008].
2.15 Deeskalationstraining Zivilcourage zeigen!
(De-escalation Training: Show Civil Courage)
Summary
The POLTRAIN team offers training courses for de-escalation of violence and racism. The participants learn to be more aware of, to assess and to correct their own
actions. They are also trained in alternative ways of behaving.
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Provider
POLTRAIN De-escalation Team
Target Group
Schools classes, youth groups and parents
Contents
Awareness of self and others is communicated and practised as well as recognizing
one’s own strengths and weaknesses. In addition, students learn to state and defend
their own point of view. They gain an understanding of when situations can escalate.
They also discuss the forms that non-violent actions or intervention possibilities can
take.
Method
The training uses a range of diverse, interactive methods. Included amongst these
are experience-oriented educational methods such as role plays, theatre performances, relaxation exercises and group work; other media and worksheets are also
used.
Evaluation
Although all of the training programmes are being logged for evaluation and revision
purposes, the results are currently not available.
Contact
POLTRAIN De-escalation Team
Heinz Kraft
Peter-Alfs-Str. 10
58256 Ennepetal
Telephone: +49 (0)2333 / 977221
Web: www.gewalt-deeskalationstrainings.de/
[44] Poltrain – Trainings zur Deeskalation von Gewalt und Rassismus. ZivilcourageTraining. Available at: http://www.gewaltBGAG Report 1/2009
50
deeskalationstrainings.de/deesktrain/zivcourage/Zivilcouragetraining.pdf [29
October 2008].
2.16 DO Konzept
(DO Concept)
Summary
The DO concept is based on karate and follows the principle of “More debate – less
violence”. Children and adolescents learn to have respect for others and for themselves; to carry more personal responsibility; to set and accept boundaries; to say
“no”; and to avoid victory and defeat. This requires discipline and perseverance as
well as courage and social competence. DO has been used in public schools and
career counselling programmes since 2003.
Provider
DO – The organisation
Target Group
Students in the 6th and 7th class; can also be modified for older groups if required
Contents
Children and adolescents gain access to values that characterize our community – in
its simplest form by using games and physical activity. Martial arts, as understood
and used in the project, is a journey of self-discovery. Karate teaches a deep understanding of values such as respect, discipline, solidarity, trust and boundaries. The
DO concept is based on this insight and on years of experience with karate and selfdefence courses.
Method
The project is always preceded by a preliminary information phase for participants,
teaching staff and parents. The programme is concluded with a final review and assessment, adaptation and final report.
A project for preventing violence based on the DO concept consists of eight modules
divided by topic which are taught in fortnightly blocks. Each module is divided into
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theory, games, role plays, karate, and self-defence. The topics of the eight modules
are:
•
M1 Respect
•
M2 Personal responsibility
•
M3 Goals
•
M4 Discipline/Solidarity
•
M5 Boundaries/Saying “no”/self-defence
•
M6 Violence
•
M7 Self-confidence/concentration
•
M8 Victory/Defeat
In all of the eights phases, a strong emphasis is placed on lively exchange between
all those involved. This ensures that the course provider is aware of expectations and
can meet these expectations as well as making sure that the programme remains
interesting and fun.
Evaluation
The DO concept has not yet been comprehensively evaluated. There is only a short
final questionnaire given to the teaching staff involved in the project. This questionnaire has been in place for a year and a summarized assessment has not yet been
done.
Contact
DO
Postfach 210
5430 Wettingen
Telephone: +41 (0)56 / 2227337
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[45] Do Gewaltprävention. Das Do-Konzept: Kurzform. Available at:
http://www.mitschi.ch/gewaltpraevention/?q=GP/Konzept [27 October 2008].
2.17 Drahtseil
(Tightrope)
Summary
“Tightrope” is a well-known project established many years ago for preventing addiction and violence. It is a project for prevention, early recognition and avoidance of
aggravated addictive and violent behaviour in children and youths.
Provider
Zentrum für Integration eV
Target Group
Children, adolescents and young adults up to the age of 27
Contents
The programme consists of services which can be used in various institutions
(schools, day-care centres, etc). In addition, the possibility exists for individual counselling. Project days and weeks are provided which foster life skills for children and
adolescents in the following areas: addiction and drugs, violence, and a healthy lifestyle.
Topics covered in primary school are:
•
Violence – no thanks!
•
Somehow different! Dealing with being different!
•
You started it – no you! Fighting has to be learned
•
When two people fight, a third one helps! Taking on responsibility to intervene
Topics covered in the fifth class and higher are:
•
Fighting has to be learned – small 1x1 for brawlers
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•
Improving the environment ... mediation in groups
•
Team player? Tips and tests for team building
Method
Regular preventative campaigns take place at the “Tightrope” Children and Youth
Centre. The participants exchange their experiences with addiction and violence.
There is also co-operation with teachers and other educational workers. A psychological consultancy service is available. The project is conducted either at “Tightrope”
or directly at the school. When conducted at the school, the sequence of the programme is discussed with the programme providers.
The project gives parents and educators advice on how and when they can act preventatively. Teachers attend different sessions including information sessions, discussion groups and educational days which cover different topics (addictive drug users, implementing addiction and violence prevention in their own institutions, and the
development of addiction in children and youths). Parents are offered information and
discussion groups so that they can speak about topics such as preventing addiction
when raising children or what to do if their children take drugs.
Evaluation
Contact
Zentrum für Integration e.V., Projekt "Drahtseil"
Demmeringstraße 15
04179 Leipzig
Contacts: Susanne Petschauer, Antje Nojack, Matthias Jentsch
Telephone: +49 (0)341 / 4955690
Fax: +49 (0)341 / 3199770
[46] Drahtseil. Available at: http://www.zfi-leipzig.de/Draht/Drahtseil.htm [31 October
2008].
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[47] Zentrum für Integration e.V. Projekt „Drahtseil“. Available at: http://www.zfileipzig.de/Drahtseil/index.html [31 October 2008].
2.18 Echt Stark – Gewaltprävention
(Really Strong – Violence Prevention)
Summary
“Really Strong” is a programme for preventing violence, established by Daniela Kreh
und Jens Richter in 2002, which has undergone further development in terms of content and methodology. Originally it was a programme for children and adolescents
who are confronted by violence, a lack of boundaries and who are left to their own
devices. At first, the programme was successfully adapted for use in schools and
other youth institutions, and was then further developed for parents and other people
who work with children and youths. Since 2007, “Really Strong” has also offered social skills training for young people who are about to commence their professional
life.
Provider
•
Daniela Kreh, Schulsozialpädagogin in Ludwigshafen und Neustadt/Weinstraße
•
Jens Richter, selbständiger Trainer, Lehrtrainer, Berater, Coach und Supervisor
Target Group
Contents
The programme increases the students’ field of awareness and their room to manoeuvre. They also practise how to responsibly deal with their own aggression as
well as violence from other people. The aim is to develop and encourage social skills
(being a team player and handling conflict), empathy and self-management. When
the training is done early enough, even as early as day-care age, certain rules of behaviour can be imprinted as normal, for example, that all people are able to assert
themselves.
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The programme consists of the following main areas: self-discovery, risk competency, boosting creativity and intuition, “Me”-strengthening and being aware of how to
experience and enjoy life.
Method
The programmes offers a variety of methods:
•
Confrontation training
•
Systemic conflict analysis
•
Perception and physical exercises
•
Role plays
•
Self-management to deal with anger and aggression
•
Resource transfer: Dealing with demarcation, fear and panic
•
Creative approaches: Fantasy travel, painting, stories, etc.
•
Action games: Discussing rules and then learning to “fight”, etc.
•
Reflecting on personal experiences with violence or witnessing violence
•
Providing information with the use of different media on topics specific to children and young people (violence, addiction, sexuality, physical changes, counselling services, etc).
Evaluation
Reviews from several schools are available. There are also a number of newspaper
articles about the use of the project. According to these articles, children and adolescents benefit from the project. In addition, group leaders (often trainee teachers and
educators) can learn from the project how to work together with young people in the
future. However, these are only reports of personal experience. Empirical validation
of the programme’s effectiveness remains to be done.
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Contact
Daniela Kreh
Mandelring 206
67433 Neustadt
Telephone: +49 (0)6321 / 968236
Jens Richter
Haingeraideweg 1
76829 Landau
Telephone: +49 (0)6341 / 968144
Fax: +49 (0)6341 / 6490346
[48] EchtStark – Gewaltprävention. Available at: www.echtstarkgewaltpraevention.de [30 October 2008].
2.19 Echt Stark!
(Really Strong!)
Summary
“Really Strong” is a project from the Heilbronn District of Baden-Württemberg in
Germany. Its main focus is the prevention of violence, addiction and sexual abuse
and this is achieved by improving personal development and teaching social skills.
Provider
Pfiffigunde e.V.
Target Group
Primary school children
Contents
The main aim of the programme, namely preventing violence, is dealt with in several
targeted areas. At first, the children get to know themselves better and to build trust.
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Based on this, different problems in the group can be resolved by encouraging
teamwork. They talk about their feelings and secrets, how to say “no”, and how to set
and accept boundaries. Body and self-awareness are improved. Additionally, the
topic of “Getting Help” also comes into play.
Method
At first, teachers and parents receive a preliminary briefing. Then the following topics
are dealt with over 5 sessions (2 periods per session):
•
Who are we – who are you? (Getting to know you and building trust)
•
Together we are strong (solving problems in groups)
•
A magic session for the lump in my throat and the knot in my stomach (feelings,
secrets, getting help)
•
Well roared, lion5 (Physical awareness and setting boundaries)
•
The Really Strong! Certificate (end-of-course test)
After the end-of-course test, there is a debrief with teachers and parents. This can be
followed-up with further training in the fourth class.
Some of the school sessions take place in large groups; other parts are in smaller
groups - sometimes in mixed gender groups and other times in single gender groups.
The following methods are used: role plays, discussion groups, songs, worksheets,
physical exercises and adventure games.
Evaluation
The results are rated by teachers and parents after the sessions. Meaningful evaluation results concerning the programme’s effectiveness are not yet available.
Contact
Pfiffigunde e.V.
Dipl. Soz.Päd. Stephanie Ackermann / Monika Harsch
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58
Dammstraße 15
74076 Heilbronn
Telephone: +49 (0)7131 / 166178
Fax: +49 (0)7131 / 72922
[49] Pfiffigunde e.V. „Echt stark“. Available at: http://www.pfiffigundehn.de/2/222.html [27 October 2008].
2.20 echtSTARK
(reallySTRONG)
Summary
The “reallySTRONG” programme is a practical model for teaching the prevention of
violence developed by Horst Lehner from the State Office of Criminal Investigation,
Tyrol in co-operation with the educationalist Ilse Strauß. Since its inception, the programme has been very successfully implemented. “reallySTRONG” is made up of a
specially developed TV commercial “Violence is coming closer”, the German prevention film “Offside”, and a detailed working manual. The project can provide those interested with timely assistance for preventing violence in schools. However, it should
not be seen as a single, stand-alone project and it only represents the first step towards a variety of possible approaches – especially when used in conjunction with
other projects.
Provider
Landeskriminalamt für Tirol – Kriminalprävention
Target Group
Secondary school students (6th – 9th class) in Allgemeinbildenden Pflichtschulen
(Compulsory schools), Allgemeinbildenden höheren Schulen (Higher general secondary schools) and Berufsschulen (Technical and vocational schools)
5
From the title of a German children’s book “Gut gebrüllt, Löwe”
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Contents
The aim throughout “reallySTRONG” is “to improve empathy”. Feelings should and
can be shown. Fears should be taken seriously, offenders should be stopped, victims
should be protected and onlookers should be more involved. The main topics covered are: verbal aggression, bullying, physical aggression.
Method
The use of games creates awareness of problems initially at the school level, then at
the class level and finally at the individual level. The motto is: “Stay cool instead of
hitting out”
Evaluation
Contact
Landeskriminalamt für Tirol – Kriminalprävention
Contact person: Horst Lehner
Telephone: +43 (0)59 / 133703753
Website: www.bundespolizei.gv.at
[50] Zur Entwicklung von echtSTARK. Available at:
http://www.bundespolizei.gv.at/lpdreader/documents/272.pdf [23 October 2008].
[51] Datenblatt: echtSTARK - schulische Gewaltprävention. Available at:
http://www.tibs.at/sb-bb/gewaltpraevention/gewalt-lsr/echt-stark-schueler.htm
[23 October 2008].
2.21 Eigenständig werden
(Becoming Independent)
Summary
This project for primary school children is based on encouraging life skills. The students’ social and personal skills are supported and strengthened. The forerunner of
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“Become Independent” was the “Fit and Strong for Life” programme from the Institute
for Therapy and Health Research in Kiel. The programme runs in 9 states and has
been very well received by teachers.
Target Group
Contents
Five goals are achieved with help of the programme: Stress regulation, preventing
addiction, personal development, promoting good health, and preventing violence.
The children also develop and practise empathy and communication skills for dealing
with stressful situations.
Method
Every year approximately 10 training sessions take place. The programme itself runs
across classes so that in addition to project work, there are also relaxation activities
or exercise breaks to take pressure off the children. Journeys of imagination are also
incorporated into the lesson as a means of giving the children a particular form of
encouragement. Active listening and articulation are trained via group discussions.
Evaluation
The project was evaluated with a control group design with measurement points at
the start and the middle of the programme. Compared to the control group, students
in the intervention group were more likely to report an improvement in the class environment and less involvement in physical violence. The programme was also embraced by the teachers. However, measurement during the course of the programme
took place only after some of the teaching units had been completed. Ascertaining
the project’s effectiveness following the complete execution of the project as well as
verification of its long-term effectiveness still remains to be done.
Contact
Mentor Stiftung / Projektmanagement
Fürstenallee 4
5020 Salzburg
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Telephone: +43 (0)662 / 65824200
Mobil: +43 (0)664 / 4615666 (Rudolf Theierl); +43 (0)664 / 1563295 (Dr. Peter Egger)
[52] Eigenständig werden. Das pädagogische Stabilitätsprogramm. Available at:
http://www.eigenstaendig.net [23 October 2008].
2.22 Fairplayer
Summary
“Fairplayer e.V.” and “Fairplayer.manual” (founded 2003) are long-term programmes
with the goal of encouraging pro-social behaviour, mutual respect, civil courage and
socially competent conflict management in adolescents and young adults. “Fairplayer.manual” is a structured preventative measure in the form of a manual which is
available across Germany. It was developed in the Developmental Science and Applied Developmental Psychology departments of the Free University of Berlin.
Provider
Fairplayer e.V.
Target Group
Young people aged between 11 and 21 (school classes, youth and sports groups);
teachers in secondary schools I and II; youth educationalists
Contents
The aim of the Fairplayer programme is to encourage social skills and civil courage
and to prevent school violence and bullying. These broad aims can be broken down
as follows:
•
Understanding of antisocial behaviour and encouraging personal responsibility
•
Communicating information about pro-social behaviour
•
Sharpening awareness of emergency/violent situations
•
Foster empathy and social-emotional skills
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•
Encourage morale awareness
•
Provide action strategies and alternatives
Method
When used in schools, cognitive and emotional perspective-taking is practised. Role
plays about different topics are also used. It is important that the work group get together to do their work on a regular basis over a number of sessions.
Students can participate in extracurricular activities such as creative competitions.
For example, in co-operation with Bremen Trams and Bremen Advertising and Design, students have the opportunity to redesign the exterior decoration of trams
based on the topic of “For each other, with each other”.
A number of well-known people (politicians, sports people and musicians) act as
Fairplayer ambassadors to raise awareness of the programme.
Evaluation
Information regarding evaluation results was not provided, despite being requested.
Contact
fairplayer e.V.
Prof. Dr. phil. Herbert Scheithauer
Arbeitsbereich Entwicklungswissenschaft und Angewandte Entwicklungspsychologie
Fachbereich Erziehungswissenschaft und Psychologie
Wissenschaftsbereich Psychologie, Pf 19
Habelschwerdter Allee 45
14195 Berlin
Telephone: +49 (0)30 / 83856546
Mobil: +49 (0)171 / 7072270
Fax: +49 (0)30 / 83856588
Email: [email protected] oder [email protected]
Web: http://userpage.fu-berlin.de/~hscheit
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[53] Fairplayer.online. fairplayer – gegen Gewalt an Schulen und für soziale Kompetenz! Available at: www.fairplayer.de [27 October 2008].
[54] Scheithauer, H. & Bull, H.D. (2006). fairplayer.manual: Förderung von sozialen
Kompetenzen und Zivilcourage – Prävention von Bullying und Schulgewalt.
Theorie- und Praxismanual für die Arbeit mit Jugendlichen und Schulklassen (3.
veränderte & erweiterte Auflage). Bremen: niebank-rusch Fachverlag.
2.23 Faustlos
(Without Fists)
Summary
“Without Fists” (Cierpka, 2001) is a curriculum for preventing impulsive and aggressive behaviour, and for encouraging social-emotional competencies. It was specifically designed for working with children in primary schools (and pre-schools). It is
based on “Second Step” (Beland, 1988), a US American programme developed by
the Committee for Children in Seattle. The curriculum is based on theoretical approaches of developmental psychology. It is designed for long term application and is
continually evaluated. “Without Fists” is used in more than 8000 institutions across
Germany, Austria, Switzerland, Luxembourg and Italy.
Provider
Heidelberger PräventionsZentrum (HPZ), Baden-Württemberg
Target Group
Day-care centres, primary schools, secondary schools (soon to be published)
Contents
The “Without Fists” sessions are built on research findings from developmental psychology on the causes of aggressive behaviour. Violent behaviour is closely connected to a lack in empathy, impulse control, problem-solving skills and selfassertiveness as well as diminished skills in handling anger and rage. As such, the
aim of the programme is to encourage social skills in the following three areas
(Schick & Cierpka, 2004):
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•
Empathy: Recognizing the feelings of others, understanding the perspective of
others and reacting to this with empathy
•
Impulse control: Cognitive problem-solving techniques, social behaviour skills
•
Handling anger and rage: Techniques for reducing stress, strategies for selfinstruction and problem solving, techniques for calming down
Method
The “Without Fists” programme is integrated into school lessons as part of the curriculum. The curriculum for primary schools consists of 51 lessons and for day-care
centres there are 28 lessons. A lesson is given approximately every two weeks, beginning in the first class and continuing to the third class. In every lesson there is a
large poster which displays a situation from the topic of that lesson. A story is told for
every poster and after this, the students are asked questions and their opinions are
discussed.
After a predominantly cognitive discussion about the topic for that lesson, the children then practise what they have learned in role plays. They also talk about how
they can apply what they have learned to every day life. Ideally the curriculum is
used throughout the entire school or institution. Prior to the programme's commencement, teaching staff are trained on how they can effectively communicate the
contents of the programme to the children.
Evaluation
There are early empirical evaluation studies of the “Without Fists” curriculum in primary schools and pre-schools. The effectiveness of the “Without Fists” programme in
primary schools was evaluated over 3 years using a pre test/post-test control group
design (Schick & Cierpka, 2003). Positive effects in the children were shown particularly at the emotional level (better at overcoming fear). From the parents’ perspective,
their children displayed less anxious, depressed behaviour at home and a reduction
in the tendency to internalize, which suggests a knowledge transfer from the “Without
Fists” curriculum. From the teachers’ perspective, the curriculum was rated overall
as “good to very good”. They reported positives effects on the social behaviour of the
students, which in turn had a positive effect on the class and learning environment.
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The effectiveness of the “Without Fists” programme in day-care centres was studied
using a pre-test/post-test control group design over a period of one year (Schick &
Cierpka, 2004). Children in the “Without Fists” programme showed a significant increase in empathy, basic emotional skills, and social-cognitive skills in preventing
violence. However, from the perspective of the parents and teachers, the newly acquired social-cognitive skills did not lead to observable changes in behaviour after
one year. Teachers did notice, however, an increase in the ability to control impulses.
Supplementary measures of effectiveness were done by observing behaviour and
showed that “Without Fists” children react less with verbal aggression. The evaluation results, so far, indicate the programme has a positive effect. Testing the longterm stability of the effects remains to be done.
Contact
Heidelberger PräventionsZentrum (HPZ)
Keplerstraße 1
69120 Heidelberg
Faustlos Day-Care and Primary Schools:
Telephone: +49 (0)6221 / 914422
Fax: +49 (0)6251 / 948620
Email Faustlos for Day-Care: [email protected]
Email Faustlos for Primary Schools: [email protected]
Faustlos Secondary Schools:
Telephone: +49 (0)6221 / 18719560
Fax: +49 (0)6221 / 18719569
[55] Beland, K. (1988). Second Step. A violence-prevention curriculum. Grades 1-3.
Seattle: Committee for Children.
[56] Cierpka, M. (Hrsg.). (2001). FAUSTLOS. Ein Curriculum zur Prävention von
aggressivem und gewaltbereitem Verhalten bei Kindern der Klassen 1 bis 3.
Göttingen: Hogrefe.
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[57] Schick, A. & Cierpka, M. (2004). "FAUSTLOS" – Ein GewaltpräventionsCurriculum für Grundschulen und Kindergärten. In W. Melzer & H.-D. Schwind
(Hrsg.), Gewaltprävention in der Schule (S. 54-66). Baden-Baden: Nomos.
[58] Schick, A. & Cierpka, M. (2003). Faustlos: Evaluation eines Curriculums zur
Förderung sozial-emotionaler Kompetenzen und zur Gewaltprävention in der
Grundschule. Kindheit und Entwicklung, 12, 100-110.
[59] Schick, A. & Cierpka, M. (2004). Evaluation des Faustlos-Curriculums für den
Kindergarten. Stuttgart: Landesstiftung Baden-Württemberg.
2.24 Fit for life
Summary
“Fit for Life” is an evaluated programme that is conducted by expert trainers (teachers or psychologists). The programme supports the development of social and life
skills. It particularly encourages emotional-cognitive ability and social skills.
Provider
Bremen Institute for Pedagogy and Psychology Institut für Pädagogik und Psychologie (bipp)
Target Group
Students and young adults between 13 and 21
Contents
The programme consists of various modules which foster emotional-cognitive abilities and social skills, namely: motivation, health, body language, communication,
self-assurance, confidence in conflicts, feelings, empathy and free time. There are
also sub-modules for career and life planning, the future, and praise and criticism.
Method
A training group consists of 6 to 10 young people. Weekly training sessions of 90
minutes take place over the course of six months. For each module there are three
exercises with worksheets and illustrations. A large proportion of time is spent on role
plays and exercises for behaviour and concentration. There is detailed feedback for
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all exercises. The groups are moderated by specially trained experts who have successfully completed an advanced training course.
Evaluation
As part of an evaluation, 45 students and 12 trainers were questioned. There were
questionnaires regarding: the collaboration of the young people in “Fit for Life”; the
social behaviour of the young people; the “Fit for Life” sessions; and an evaluation of
the advanced training used (Jugert, Rehder, Notz & Petermann, 2005). The questionnaire regarding the social behaviour of each student was filled out by the respective trainer after the start of the training and after completion of the training. The
questionnaire regarding collaboration was filled out by the trainers, and the questionnaire regarding the “Fit for Life” session was filled out by the students after the training.
The results were as follows:
The trainers stated that the collaboration of the young people was very good. Particularly high scores (on a scale from 1-6) were given to the students’ attention (4.29)
and co-operation with the trainers (4.38). Of particular note was the autonomous and
creative way in which the young people collaborated with trainers. This also applied
to disabled youths. According to feedback from the trainers, the training resulted in a
considerable improvement in the students’ social behaviour. Feedback from the “Fit
for Life” sessions themselves was very positive. The young people viewed the training as helpful for their future professional lives and they supported not only the training but also the goals of the “Fit for Life” programme.
The results reported should be seen as provisional because a control group was not
used. Further empirical validation of the programme’s effectiveness needs to be
done.
Contact
Bremer Institut für Pädagogik und Psychologie (bipp)
Elsasser Str. 17
28211 Bremen
Telephone: +49 (0)421 / 4360760
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Fax: +49 (0)421 / 4360765
[60] Jugert, G. & Chamakalayil, L. (2006). Evaluation des Trainings “Fit for Life” in
dem gleichnamigen LOSProjekt in Bremen-Hemelingen. Available at:
http://www.hemelingen-bremen.de/files/EvaluationLOS.pdf [31 October 2008].
[61] Jugert, G., Rehder, A., Notz, P. & Petermann, F. (2005). Fit for Life. Module und
Arbeitsblätter zum Training sozialer Kompetenz für Jugendliche (3. Auflage).
Weinheim und München: Juventa.
[62] Jugert, G., Rehder, A., Notz, P. & Petermann, F. (2007). Soziale Kompetenz für
Jugendliche. Grundlagen, Training und Fortbildung (5. Auflage). Weinheim und
München: Juventa.
2.25 Freiburger Anti-Gewalt-Training (FAGT)
(Freiburg Anti-Violence Training)
Summary
FAGT was established in 1997 and has been implemented and further developed in
various schools and youth institutions. FAGT is based on an integrated bio-psychosocial understanding of why violence occurs and from this, the requirements necessary for an intervention concept were developed (see Fröhlich-Gildhoff, 2006). At its
core are four topics: self-perception and perception of others, self-control, selfesteem stabilization, and social skills.
Provider
Prof. Dr. Klaus Fröhlich-Gildhoff
Target Group
Children and adolescents between 10 and 17
Contents
The aforementioned core topics do not only apply to aggressive behaviour. In particular it is about looking at people’s strengths and weaknesses in conjunction with
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their environment (multimodal contemplation). Important skills that are communicated
as part of the programme include handling conflicts and how to integrate better into
one’s environment. Participants are gently “nudged” to try out new ways to experience the world and to be in a position to change themselves. The trainer also talks
with the children’s parents and provides counselling.
The following topics are discussed with the children and youths:
•
self-perception, perception of others
•
relaxation, feelings, anger and rage
•
empathy
•
how conflicts start and how to resolve them
•
self-esteem (praise)
•
social skills
Method
The group size should be between 6 and 8 participants. The participants should be at
the same level of development. It is important that the ratio between males and females in mixed gender groups is balanced. The training is always conducted by two
trainers. The training consists of 10 group sessions of 90 minutes each plus a closing
session. There are also two parent evenings. The sessions are structured with starting and ending rituals, and have different focal points (see above). The area of social
skills is supported in particular with role plays and videos. The programme is coupled
with a reinforcement and reward system. Further methods used include group work,
relaxation exercises and worksheets. Throughout the entire programme, experientialoriented elements alternate with periods of reflection. Any conflicts during the project
are addressed immediately.
Evaluation
The project was evaluated in 2004 (see Fröhlich-Gildhoff & Engel, 2006). The results
can be summarized as follows:
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Fundamentally, trainers rate the running of the course and the training sessions as
positive. The total rating of the course was above average on the positive side.
However, assessment of the quantitative data from the evaluation showed significant
differences between the training group and a control group which did not receive any
training. Students from the training group were rated as more troubled and as coming
across as more aggressive. Due to the lack of a pre-training interview with the students, it cannot be ruled out that these differences were already present prior to the
programme. Therefore, a systematic comparison of the training group and the control
group was not possible.
Parents and teachers filled out a standardized questionnaire for rating aggressive
behaviour in children both before and after the programme (CBCL-Aggression Scale,
SDQ; Achenbach, 1991). According to their assessment, the children were less hyperactive and displayed increased pro-social behaviour after completing the training.
The students themselves stated in a questionnaire (Dörner & Fröhlich-Gildhoff, 2006)
that there was a reduction in their own aggressive behaviour. In summary, a change
in behaviour could be seen in two-thirds of students.
The results should be seen as provisional because it was not possible to compare
the results with the control group. Further empirical evaluation of the programme is
therefore necessary.
Contact
Prof. Dr. Klaus Fröhlich-Gildhoff
Evangelische Fachhochschule Freiburg
Bugginger Strasse 38
79114 Freiburg
Telephone: +49 (0)761 / 4781240
[63] Achenbach, T. M. (1991). Integrative Guide to the 1991 CBCL/4-18, YSR, and
TRF Profiles. Burlington: University of Vermont, Department of Psychology.
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[64] Dörner, T. & Fröhlich-Gildhoff, K. (2006). Fragebogen zur Selbsteinschätzung
aggressiven Verhaltens (FSA). In K. Fröhlich-Gildhoff (Hrsg.), Gewalt begegnen
– Konzepte und Projekte zur Prävention und Intervention (pp. 174-205). Stuttgart: Kohlhammer.
[65] Fröhlich-Gildhoff, K. (2005). Freiburger Anti-Gewalt-Training (FAGT). Ein Handbuch. Stuttgart: Kohlhammer.
[66] Fröhlich-Gildhoff, K. & Engel, E.-M. (2006). Evaluation des Freiburger AntiGewalt-Trainings. In K. Fröhlich-Gildhoff (Hrsg.), Gewalt begegnen – Konzepte
und Projekte zur Prävention und Intervention (pp. 133-174). Stuttgart: Kohlhammer.
2.26 Friedensstifter Training
(Peacemaker Training)
Summary
This is a programme that supports the acquisition of new strategies for handling conflicts. The bais of these strateiges are social skills, emotional skills and empathy.
Provider
Gasteiger-Klicpera, B. & Klein, G. (2006). Das Friedensstifter Training. Grundschulprogramm zur Gewaltprävention. München: Ernst Reinhardt.
Target Group
Contents
The theoretical foundation of the programme is Bandura’s social learning theory
(1986) which states that aggressive behaviour is learned behaviour, and the social
information-processing theory of Crick und Dodge (1994). During the programme, it
is crucial that students have interpersonal experience. The programme consists of
several areas:
•
Conflicts: What is fighting? How can you prevent fighting? Communicating alternative action strategies
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•
Negotiation: differentiate between conflicts over material things and conflicts
over relationships; both sides practise conflict analysis together
•
Dealing with your own negative feelings: How do you deal with anger and rage?;
coaching of alternative action strategies
•
Conflict resolution: resolve conflicts with the assistance of a neutral person; explaining the role and tasks of a mediator
Method
The programme consists of 13 teaching units. It can be done at either class or school
level. The programme is moderated by the class teacher or an external consultant. It
is important that the children pay attention to their own behaviour and actions. The
work materials include different actitivites for the children, for example, partner work,
role plays, making “I would like . . .” sentences, acting out feelings, feelings barometer, picture stories, and talking about fighting (based on the children’s own experiences).
The materials for the programme can be found in the “Peacemaker Training” handbook (inc. CD-Rom) (Gasteiger-Klicpera & Klein, 2006). This book is also the training
manual for the accompanying teacher. This packet also includes photocopiable
worksheets and materials for the parent evenings. In order to improve the effectiveness of the programme it is important that all teaching staff get behind the programme. As part of this, the programme should be built into everyday school life so
that it becomes part of the children’s routine. A disadvantage of the programme is
that the teachers must train themselves with the help of the manual but without supervision. Thus, possible mistakes cannot be corrected. Therefore, it is recommended that the teachers monitor each other.
Evaluation
To date there are evaluation results from a preliminary study (Gasteiger-Klicpera,
2002) and a long-term study (Gasteiger-Klicpera & Klein, 2005). The studies were
conducted empirically and were based on a pre-test/post-test control group design.
Students and teachers were interviewed in both studies. In addition, parents were
interviewed in the long-term study. Compared to the control group, the degree of agBGAG Report 1/2009
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gression and the number of victims in the intervention group dropped. The students
also showed an increase in social skills. Preliminary results from the long-term study
also suggest a drop in the number of victims, an increase in positive behaviour between students, and a decline in the number of withdrawn children. Further empirical
evaluation studies could contribute to the positive effects of the programme being
verified.
Contact
Not available
[67] Bandura, A. (1986). Social foundations of thought and action. A social cognitive
theory. Englewood Cliffs: Prentice-Hall.
[68] Crick, N. R. & Dodge, K. A. (1994). A review and reformulation of social information processing mechanisms in children’s social adjustment. Psychological
Bulletin, 115, 74-101.
[69] Gasteiger-Klicpera, B. (2002). Konfliktmediation in der Grundschule – eine Pilotuntersuchung. Heilpädagogische Forschung, 28(2), 80-89.
[70] Gasteiger-Klicpera, B. & Klein, M. (2005). Aggressionsprävention in der Grundschule: Evaluation eines Trainings zur Konfliktlösung in dritten Volksschulklassen. In A. Ittel & M. von Salisch (Hrsg.), Lästern, lügen, leiden lassen. Aggressives Verhalten von Kinder und Jugendlichen (pp.135-156). Stuttgart: Kohlhammer.
[71] Gasteiger-Klicpera, B. & Klein, G. (2006). Das Friedensstifter Training. Grundschulprogramm zur Gewaltprävention. München: Ernst Reinhardt.
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2.27 Gewaltprävention und gewaltfreie Konfliktlösung – Projekt der Kinderund Jugendanwaltschaft Oberösterreich (KiJA OÖ.)
(Violence Prevention and Non-violent Conflict Resolution – A Project of
the Children and Youth Advocate of Upper Austria)
Summary
The Children and Youth Advocate of Upper Austria (Kinder- und Jugendanwaltschaft
(KiJA) OÖ) has offered a workshop for violence prevention and non-violent conflict
resolution for school classes (students and teachers) since 2004. The workshop runs
under the title of “Violence Prevention and Non-violent Conflict Resolution” or in primary schools under the name “Fighting, hitting, violence and conflicts”. The basis of
the workshop is a tried and tested approach developed by the Children and Youth
Advocate of Upper Austria, that is, violence prevention and intervention is linked to
non-violent conflict resolution and the procurement of social skills.
Provider
KiJA OÖ. Mobbing- und Gewaltpräventionsstelle
Target Group
Students at all school levels; adults (parents, grandparents, teachers, school administration, day-care teachers, etc) who are looking for support because of a particular
child or who have general questions regarding bullying and topics concerning the
prevention of violence.
Contents
As part of the workshop, the following age-appropriate skills for children and youths
are improved: early recognition of conflicts; getting to know one’s own conflict behaviour; taking responsibility for non-violent resolution of conflicts, with and without help
from third parties; and prevention of violence. The main focus is on the importance of
emotions (fear, anger, sadness, etc) and dealing with violence and conflict at a personal level. The students’ real life conflicts and experiences with violence are discussed, and ways to resolve them are outlined. Thus, the workshops offer the opportunity for students to deal with their own experience of handling violence, bullying and
conflicts (primarily in their class or school, but also in the family and in peer groups)
as well as learning alternative ways of behaving and then practising these.
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Method
A female and male trainer from the Children and Youth Advocate work directly in comoderation with the students from one class (students aged 7-10 have two half days
and students aged 11 and older have three half days; classes with more than 16 students are split into two groups). The new behaviour pattern should also have an influence on the participant’s family and on life outside of school. The workshop is
geared towards the needs of the participating schools, students and teachers. In addition to theoretical explanations, each workshop contains practical excercises which
are adjusted for the age and the goals of the students. These include games, film
reviews, role plays, discussions, presentations, and sociometric work such as constellation work and discussing specific cases.
Evaluation
An evaluation study of the KiJA workshops was published in 2007. This was based,
to a significant degree,on the results of interviews and questionnaires. Nine experts
were interviewed and there were also twelve interviews in selected classes participating in the workshops (six with teachers plus six group interviews with two students
each). Altogether, there were questionnaires from students, their parents, teachers
and district school inspectors. Improvements at the individual and class level were
noted by teachers, students and their parents. The core results were: diminished levels of conflict and violence in participating classes following the programme; a drop in
the number of conflict and violent situations; clarification of internal class conflict and
violent situations through the workshop; an improved class environment; and a reduction in the number of class disturbances. They also reported changes in individual
behaviour as well as improved handling of conflict and violent situations both inside
and outside the school context.
However, it must be stated that these interviews only took place with the intervention
group at the end of the programme. Furthermore, a control group was not studied.
Therefore, it cannot be conclusively stated whether these changes would have occurred even without the programme, and whether the subjective impression of those
interviewed would also be confirmed by a before and after comparison. Further empirical verification of the programme’s effectiveness is needed.
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Contact
KiJA OÖ. Mobbing- und Gewaltpräventionsstelle
Promenade 37
4021 Linz
Telephone: +43 (0)664 / 1521824
[72] Kinder- und Jugendanwaltschaft OÖ. Mobbing und Gewaltpräventionsstelle. Für
eine Kultur des Eingreifens! Available at: http://www.kijaooe.at/MOBBING_UND_GEWALTPRAEVENTIONSSTELLE.php [27 October
2008].
[73] Land Oberösterreich (2006). Information zur Pressekonferenz zum Thema:
Gewalt unter Jugendlichen – Präventionsarbeit der Kinder- und Jugendanwaltschaft an Oberösterreichs Schulen. Available at: http://www.kijaooe.at/media/2006-11-29-Gewalt_unter_Jugendlichen.pdf [27 October 2008].
[74] LIquA (2007). Konfliktlösung und Gewaltprävention in Schulen. – Evaluation
des Informations- und Beratungsangebotes der Kinder- und Jugendanwaltschaft OÖ. für SchülerInnen und LehrerInnen. Available at:
http://www.liqua.net/liqua/index.php?option=com_content&task=view&id=98&Ite
mid=63 [27 October 2008].
2.28 Große Klappe – Stumme Schreie
(Big Mouth – Silent Screams)
Summary
This project is designed as de-escalation training and aims to minimize “everyday”
violence. Violence in everyday life and “little” instances of nastiness and hurtfulness
can result in acts of greater violence under certain circumstances. On one hand, the
programme offers projects for students and on the other hand it supports parents and
teachers, and offers them options for dealing appropriately with both victims and offenders. The project is supported by the Lower Saxony Lotto Foundation and the
Hanover Klosterkammer.
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Provider
Jugendschutz Niedersachsen und theaterpädagogische werkstatt Lagerhalle gGmbH
Target Group
Students aged between 10 and 13, teachers and parents
Contents
The aim of the project is primary prevention of violence in schools. The age of the
participants (10 -13) was specifically chosen because the developmental demands at
this age are particularly great and they can often overwhelm children. On the other
hand, puberty offers opportunities for new paths in the development of values and
norms, identity and self-esteem.
The aim of the project is to deal creatively with emotions and aggression as well as
developing a starting point for a total concept of preventing violence that includes all
participants.
Method
The following methods are used:
•
Drama and role plays
•
Movement-oriented training
•
Group and small group work
•
Interactive scene collages on the topic of violence
•
Further training of teaching staff and parents
•
Consultation and support during the development of concepts for preventing
violence
Evaluation
The project was evaluated in 2005. Anonymous, written surveys were given to 236
students in Years 6 to 8, 157 parents and 10 teachers of the participating students.
The surveys were conducted in 2 rounds approximately three months apart. The students were also divided into two experimental groups and one control group. The
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majority of students, parents and teachers rated the project as quite useful or very
useful. In contrast to this, students and teachers rated information about the running
of the programme as moderate, and parents rated it negatively. Despite this, everyone felt that they were well integrated into the running of the programme. After the
project, the majority of students stated they had undergone positive changes in their
attitude towards violence. However, only a third of parents, and even fewer teachers,
reported seeing such changes. They were unanimous that the students had gained
knowledge of violence because of the programme and that the project should continue. A comparison between the two survey points could not establish a significant
change in the class environment from the perspective of the students, teachers or
parents. Furthermore, neither students nor parents reported a change in experiencing physical and verbal violence (from the perspective of victim or offender). Also,
they did not report a change in attitude towards violence, in readiness to show civil
courage, or in empathy. The results from the second survey with the students, regarding general satisfaction of lessons, were significantly more negative. However,
this drop was also seen in the control group, which cannot be attributed to the project. From the perspective of both the students and teachers, there was an improvement in social skills. Additionally, the teachers reported a significant reduction in both
verbal and physical violence amongst students. Verification of the programme’s long
term effectiveness remains to be done.
Contact
theaterpädagogische werkstatt Lagerhalle gGmbH
Lange Str. 15/17
49080 Osnabrück
Telephone: +49 (0)541 / 6002670
Fax: +49 (0)5417 / 6002674
Landesstelle Jugendschutz Niedersachsen
Leisewitzstr. 26
30175 Hannover
Telephone: +49 (0)511 / 858788
Fax: +49 (0)511 / 2834954
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[75] Franke, A. (2006). Endbericht zu der vom Landespräventionsrat Niedersachsen
sowie von der Landesstelle Jugendschutz Niedersachsen geförderten Evaluation des theaterpädagogischen Projekts zu Gewaltprävention an Schulen „Große
Klappe – Stumme Schreie“. arpos Institut e.V.
[76] Große Klappe. Available at: www.grosse-klappe.com [30 October 2008].
2.29 Halt Gewalt! - Gemeinsam stark gegen Gewalt
(Stop Violence! – Strong Together against Violence)
Summary
The aim of the project is to support teachers and parents to create a non-violent environment in the school. Parents and teaching staff are requested to work together to
achieve active education. At its core is the fostering and development of values and
attitudes which ensure that the students deal with each other respectfully, without
violence, and at an equal level. This includes regard for others; acknowledgement of
rules and agreements; communication skills; and recognition, naming and non-violent
resolution of conflicts.
Provider
Verein Hazissa
Target Group
Students from the first to fourth class
Contents
In two four-hour workshops, teachers are given training on the topic of school violence and how to incorporate prevention in their day-to-day teaching. Following this,
there is a parent evening where parents receive basic information on the topic of violence and are introduced to the “Strong Together against Violence” project.
Students attend workshops which consist of three modules:
•
Self-awareness and dealing with feelings
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•
Awareness of others and empathy training
•
Handling conflicts
Method
In addition to providing training and information to teachers and parents, the programme also covers the main areas of preventing violence. It is run over a minimum
of 15 hours in single-gender groups of six to twelve children. Social skills are developed and strengthened by improving self-esteem and by discussing feelings and
boundaries. Non-violent interaction with each other is made possible through training
empathy, breaking down prejudices, increasing tolerance and questioning genderrole attributes. “Fight” training is used to practise communication skills and nonviolent strategies for conflict resolution.
Evaluation
The programme was implemented in three schools during its pilot year in 2007/2008.
Workshops took place in 13 classes. 231 children were involved as well as 146
adults from the teacher seminars and parent evenings. The majority of children
stated that the programme had made a very good overall impression and had resulted in changes in the classroom. They associated this with successful dispute
resolution and a drop in both physical and verbal violence as well as greater awareness of violence and its various forms. For the children, the most important insights
were into the topics of co-operation, rage, boundaries and feelings. Their feedback
also indicated that not only were they more aware of their own boundaries, but also
those of others. The class teachers rated communication exchange with the project
team as very good. They also remarked on positive changes in the classroom, especially with regard to communication, stronger class community and an improvement
in settling conflicts. It is worth nothing that schools where all classes were involved
gave only positive feedback. In comparison, schools where only some teachers and
classes participated reported less satisfaction. The evaluation of the teachers’ seminar showed that the majority of these teachers evaluated the contents, the ability to
put it into practise and the overall impression as very good. However, the results
should be considered provisional because empirical validation of the programme’s
effectiveness with a pre-test/post-test comparison and control group is yet to be
done.
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Contact
Verein Hazissa
Kettengasse 3/2
8010 Graz
Telephone: +43 (0)316 / 680956
[77] Verein Hazissa. Fachstelle für Prävention gegen (sexualisierte) Gewalt. Available at: http://www.hazissa.at/ [24 October 2008].
2.30 Hinschauen – Ein Rezept für Zivilcourage!
(Take a Closer Look – a Recipe for Civil Courage)
Summary
The “Take a closer look” project is a drama and video project that deals with the mechanics of peer group pressure and the consequences of exclusion against the
background of human rights. During the project, students learn to solve problems
more constructively and not to fall into old patterns of behaviour. Together with a mediator, and in a playful atmosphere, the children discuss problems (especially bullying) and find constructive solutions.
Provider
aha.mediation
Target Group
Contents
Keeping in mind the age of the children, the project introduces the topics of exclusion, enemy stereotypes, racism, civil courage and human rights. Its aim is to illustrate the children’s own behaviour with each other through you use of drama pieces
on different topics. The project empowers students to find constructive ways of deal-
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ing with differences. It also motivates both students and teachers to change their behaviour appropriately in order to intervene in actual incidents.
Method
The theatre and video days take place during a special project week. Initially there
are warm-up activities for acting: manner, posture, showing different moods. Individual roles and characters are developed and then appropriate masks are made. This
is followed by acting out stories relevant to the topic and then transferring this to the
tangible topics of bullying, exclusion and civil courage. At the end of the project week,
the performances are filmed and set to the music of rhythm instruments.
The follow-up phase consists of two lessons per week over three weeks. The following topics are dealt with through games and group activities:
•
Commonalities/differences between people and groups, personal value systems, equality
•
From the association of enemy stereotypes, recognize one’s own tendency to
devalue others, the answer to combat enemy stereotypes: Take a closer look!
•
Human rights and children’s rights
•
Courage training: seven steps for appropriate intervention in situations of exclusion, bullying and racism
During the consolidation phase, the film is used to make references to the classroom
situation, to demonstrate bullying and to show that it should not be tolerated. Based
on this, the rights and obligations of the students and teachers are discussed in
terms of real examples.
Evaluation
Early first-hand reports of the project are available from Hofacker School in Triengen,
Switzerland where the programme was conducted with the sixth class. The mediator,
Andreas Hausherr, stated that the class was very engaged in the programme and
used a lot of fantasy to find practical solutions for real problems in their everyday
classroom life. The method of topic-related drama proved itself to be effective because the stories discussed and the scenes acted out had introduced the children to
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the topics in a practical and hands-on manner. The teacher of the class, Christoph
Bühlmann, was also satisfied with the project because the project week had contributed to a clarification of classroom grievances and to a positive change in behaviour
between the students and also between the class and the teacher. However, a high
level of engagement was still necessary on the part of the teacher in order to motivate the class to work further on the topic.
Even though the first-hand reports indicate the programme has a positive effect, an
empirical evaluation of the programme’s effectiveness is still to be done.
Contact
aha.mediation
Andreas Hausheer-Hofstetter
Stadtstrasse 3
6204 Sempach
Telephone: +41 (0)41 / 4602411
[78] Schulprojekte gegen Rassismus. Allgemeine Übersicht. Available at:
http://www.projetscontreleracisme.ch/deutsch/pagesnav/PR.htm [27 October
2008].
2.31 Ich - Du - Wir – Ohne Gewalt
(Me – You – Us – Without Violence)
Summary
“Me – You – Us – Without Violence” is a project offered for both children and adolescents. The project was initially developed for primary school children by Renate
Schmitz in 1998. Since then it has been extensively used in primary school classes in
the German town of Aachen. Children are made aware of the topics of violence and
racism. They try new ways of resolving conflict without violence and they learn to
treat each other with respect. The project has subsequently been adapted for use
with children in Years 5 to 8.
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Provider
Renate Schmitz, M.A.
Target Group
Students from the first class to the eighth class
Contents
The project is based on four core modules that use a variety of methods. Children in
the first to fourth class have four project days and students in the fifth to eighth class
have two project days. The four modules are:
•
Me: improving self-esteem
•
You: encouraging communication
•
Us: supporting co-operation
•
Without violence: developing non-violent methods of conflict resolution
The children are able to experience positive interaction with each other during the
project and thus, have a strong long-term basis on which to learn productive methods
of resolving conflicts without the need for violence or exclusion. The goals of the project are to create an environment of tolerance and regard for others; to appreciate
similarities and differences when dealing with each other; and to try to live harmoniously with people of different backgrounds. By doing this, violence and racism can be
prevented.
Method
Different methods are used to cover the four basic modules:
•
Me: getting to know each other; practical exercises to engourage self-awareness
(recognize your own worth, perceive yourself as valuable and be perceived by
others as valuable)
•
You: learn different ways of communicating; exercises for body language, gestures and facial expressions; learn how to say hello in different languages
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•
Us: use games to try out different ways of co-operating and working together in
the group without violence
•
Without violence: brainstorm the topic of resolving conflict without violence; formulate agreements; practical use of alternative ways of behaving.
Evaluation
First-hand reports from the programme suggest that a friendly atmosphere was
achieved in participating classes and conflicts were resolved relatively quickly as a
result of the project. The children’s social and communicative skills were further developed and a general attitude against violence in the school was produced. Results
from an empirical evaluation study have not yet been produced.
Contact
Renate Schmitz, M.A.
Nekesstr. 11
52074 Aachen
Telephone: +49 (0) 241 / 4001310
[79] Schmitz, R. Ich – Du – Wir – Ohne Gewalt. Available at:
http://www.ichduwirohnegewalt.de/index.htm [27 October 2008].
2.32 Ich und Du und Wir
(Me and You and Us)
Summary
The programme serves as primary prevention of violence in primary schools by encouraging children’s personal development. The school supports social learning, personal development and enables the children to understand respect, co-operation,
politeness and reliability. The aim is to extend the personal and emotional capabilities
of the children and to provide parents and teachers with materials, training and supportive advice.
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Provider
•
Institut für schulische Fortbildung und schulpsychologische Beratung Speyer
•
Schulpsychologisches Beratungszentrum Mainz
Target Group
Students in Years 1 to 4
Contents
The programme consists of three areas with respective sub-items:
•
Me: self-awareness and self-knowledge, self-esteem and self-confidence, fantasy and creativity, stress management, enjoyment
•
You: awareness of others, communication, co-operation, interaction with others
•
Us: values and standards, actions and decisions, critical thinking and problem
solving, conflict management
Method
The programme is integrated into the school lesson. The modules are conducted
once or twice a week by trained staff over a period of at least one year. Parent evenings are also offered. The “Speak and Listen” method fosters social skills. The children learn to express their thoughts and feelings as well as to take an interest in what
other people are saying. Students have conversations, find the right expression, understand, listen, practise non-verbal communication, participate in discussions and
clear up conflicts. As such the programme is based on an interactive teaching approach and uses interactive games to encourage communication, contact, cooperation, trust, feedback, acceptance, and to reduce fear. Interactive games allow a
non-cognitive approach to the topics and problems. During these games, the children
can contribute their thoughts, feelings, knowledge and curiosity; they can try out their
behaviour; and they can learn something about themselves and the group.
Evaluation
The programme is currently being evaluated in co-operation with the school’s provider of psychological services.
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Contact
Institut für schulische Fortbildung und schulpsychologische Beratung Speyer
Christine Holder
Telephone: +49 (0)6232 / 659187
Schulpsychologisches Beratungszentrum Mainz
Rosemi Waubert de Puiseau
Telephone: +49 (0)6131 / 611113
[80] Pädagogisches Zentrum Rheinland-Pfalz. Ich und Du und Wir. Available at:
http://pz.bildungrp.de/pn/paed_beitr_2_06/ich_und_du_und_wir.htm#Die%20praktische%20Um
setzung [27 October 2008].
2.33 IKM – Projekttag Gemeinsam gegen Gewalt
(IKM – Together against Violence Project Day)
Summary
The Institute for Conflict Management and Mythodrama (IKM) was founded under the
direction of Prof. Allan Guggenbühl in 1995. IKM bases its work on three principles:
practicality, goal orientation and resource activation. It offers, amongst other things, a
project day called “Together against violence” and a project week called “Handling
conflict”. Class intervention is also offered for difficult classes. The following information outlines an example of the “Together against violence” project day.
Provider
Institut für Konfliktmanagement und Mythodrama (IKM)
Target Group
Students at all levels
Contents
The aims of “Together against violence” are:
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•
to make the students aware of different forms of violence, for example, verbal
aggression, physical attacks, bullying, gang pressure and vandalism
•
to show the students that they can do something to prevent violent incidents
•
to improve the group skills of the class
•
to clearly indicate to the students, as a result of the measures they develop, that
they are jointly responsible for the atmosphere in the school
Method
Mythodrama is the main method used at IKM. Using this method, the ability of aggressive children to resolve conflict is increased and school violence is prevented.
The methodological approach sees the first step as a hypothetical discussion of conflicts, and that only after this can the children’s own behaviour in everyday situations
be discussed. The advantage of this is that it minimizes direct conflict confrontation
when working on problems which, under certain circumstances, could lead to further
insecurity and resistance.
The “Together against violence” project day runs as follows:
•
Slideshow: Short introduction to all students about the appearance of violence in
the school
•
Stories or case studies (class level): Stories or case studies are used as an indirect method of teaching the children about the topic of violence. After talking
about the topic at an impersonal level and reaching a degree of emotional concern, they then examine their own conflicts in everyday school life
•
Transfer: Using targeted questions, the students are made aware of possible
parallels between their stories and their everyday life. The main problems of the
students are compiled. In the afternoon the children discuss practical measures
with respect to the “hot topics” that they selected.
•
Work out practical measures for preventing violence: In sub-groups, the students develop suggestions of how they can contribute to a better atmosphere in
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the classroom. The ideas are presented to each other and then together they
are fleshed out into concrete measures.
•
Final presentation: Each class presents their measures in a session where everyone is present. It is also possible to invite parents and school administration to
the presentation.
There are two possibilities for running the project day:
Variation 1:
The project day is run by the teachers who are introduced to the mythodrama method
by an IKM employee in the lead-up to the day. One or two IKM employees are present during the project day.
Variation 2:
The project day is run by IKM employees. Teachers are present in the classroom to
some extent but also work out their own measures separately with regard to their
contribution to a better school climate. At the end of the day, the teachers and students present their suggestions (possibly in a combined final presentation)
Evaluation
The intervention programme for difficult classes (which is also based on the mythodrama method) has been empirically evaluated with a pre-test/post-test control group
design. Students, teachers and parents were questioned. The results show the intervention has a positive effect. The teachers and parents assessed the class climate
as calmer. There was a drop in aggressive behaviour in the classroom and normal
lessons could be resumed again. The students also felt more comfortable at school
after the intervention (Guggenbühl, Hersberger, Rom & Boström, 2005). However,
the “Together against Violence” project day for ordinary classes has not been separately tested for its effectiveness.
Contact
Institut für Konfliktmanagement und Mythodrama (IKM) Zürich
Untere Zäune 1
8001 Zürich
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Telephone: +41 (0)44 / 2611717
Web: www.ikm.ch/index.htm
[81] Guggenbühl, A. (1999). Aggression und Gewalt in der Schule - Schulhauskultur
als Antwort. Handbuch für Lehrerinnen und Lehrer. Zürich: Edition IKM.
[82] Guggenbühl, A. (1999). Das Mythodrama. Zürich: Edition IKM.
[83] Guggenbühl A., Hersberger K., Rom T. & Boström P. (2005). Helping schools in
crisis. A scientific evaluation of the mythodramatic intervention approach in
Swiss and Swedish schools. Zürich: Edition IKM.
[84] Institut für Konfliktmanagement und Mythodrama. Projekttage. Available at:
http://www.ikm.ch/projekttage.htm [29 October 2008].
2.34 Konflikt-KULTUR
(Conflict-CULTURE)
Summary
This prevention programme provides techniques that enable the rights of students
and teachers to be realized. Students and teachers are able to treat each other with
respect, they can enjoy lessons without interruptions, and they learn ways to resolve
conflict without violence. In order to do all of this, conflicts in everyday school life are
taken up and worked on. Personal and social skills are trained. 83 schools now use
the Conflict-CULTURE methods.
Provider
Institut für Konflikt-KULTUR, Freiburg
Target Group
Schools at all class levels
Contents
The main topics are as follows
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1. Rules for working together:
A good working atmosphere and value system create the basis for effective working and learning
2. Rules for living together:
Social cohesion, respect and regard for each other
3. Mediation:
A conflict resolution ritual helps the students to resolve conflicts without violence.
Teachers can use the technique themselves and also teach it to students (peer
mediation)
4. Victim-offender mediation:
The offender is confronted with the victim’s perspective and must personally
make amends.
Elements 1 and 2 run over the entire school year. Elements 3 and 4 run over a period
of six months.
Method
In order to enable emotional experiences and use these for creating change, the programme suggests four different techniques:
1. Straight Talking – Five methods for refuting self-justification strategies
2. Live-Sociogram – Methods for disclosing and discussing conflicts in groups
3. The Chance – Methods to respectfully confront unsocial behaviour
4. The Affirmation – Methods to publicly acknowledge pro-social behaviour
Evaluation
558 students filled out a written survey on the frequency of violence occurring prior to
the project. In order to evaluate the project, 60 students, 12 teachers and 12 mediators were randomly chosen and interviewed verbally. The results showed that, in
general, 60% of students and 40% of mediators perceived a change at their school.
This change manifested itself in less violence and an improvement in the conflict culture. Teachers rated the project’s effectiveness similarly, but they put the improved
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conflict culture as number one. Two-thirds of all students and teachers rated the programme as good or very good. 8 out of 12 teachers approved of the project continuing. These results should be considered provisional as a control group was not studied. A further empirical evaluation of the programme’s effectiveness is recommended.
Contact
Institut für Konflikt-KULTUR
Thomas Grüner
Reichsgrafenstr. 2
79102 Freiburg
Telephone: +49 (0)761 / 2921943
Web: www.konflikt-kultur-freiburg.de/
[85] Deutsches Forum für Kriminalprävention (2004). Primäre Prävention von Gewalt gegen Gruppenangehörige – insbesondere: junge Menschen. Newsletter
37. Bonn.
[86] Durach, B., Grüner, Th. & Napast, N. (2002). „Das mach ich wieder gut!“ Mediation -Täter-Opfer-Ausgleich - Regellernen. Soziale Kompetenz und Gewaltprävention an Grundschulen. Lichtenau: Aol-Verlag.
[87] Grüner, Th. & Hilt, F. (2004). Bei STOPP ist Schluss! Werte und Regeln vermitteln. Lichtenau: Aol-Verlag.
[88] Lösel, F. & Bliesener, T (2003). Aggression und Delinquenz unter Jugendlichen.
Untersuchungen von kognitiven und sozialen Bedingungen. München: Luchterhand.
[89] Reinbold, C.-J. (2002). Konflikt-KULTUR®. Soziale Kompetenz und Gewaltprävention. Berichte aus der Praxis. Freiburg: AGJ-Verlag.
[90] Roth, G. (2003). Fühlen, Denken, Handeln. Frankfurt: Suhrkamp.
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2.35 Konflikte – ja bitte!
(Conflicts – yes please!)
Summary
This is a project for preventing violence that uses a technique of acting out various
scenes. It was conducted in the fifth class of a comprehensive school in the Darmstadt district of Germany.
Provider
Kinder- und Jugendförderung Kreishaus Darmstadt
Target Group
Students in the fifth class
Contents
The programme was specially developed at the school’s request. Two staff members
from Kinder- und Jugendförderung Kreishaus Darmstadt gave the fifth class support
for one year. Creating a stronger class and encouraging the constructive handling of
conflicts are the main focus points of the programme. Its aim is to provide general
information about the topic of conflicts and to work out alternatives for resolving conflict situations.
Method
The project consists of a 3-day class excursion to an education centre and 6 project
days at the school. During this time, the team leader conducts activities for cooperation and perception. Experiential pedagogical elements are also used. Background information about conflicts is given and alternative resolution possibilities are
worked on. These possibilities are tried out by means of acting out scenes. The procedures for acting out scenes are simplified or customized to meet the level of the
fifth class students. For example, the team leader might use a hand puppet that becomes the group’s mascot. This mascot asks questions during the scenes, stops the
scenes at important points and asks the children acting out the scene about their
feelings in that situation. Some conflicts are recreated and recorded on video for use
later. On open day, the children can present the scenes that they developed (with
different outcomes) to an audience. After the end of the project, the teacher (who
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was actively involved the whole time) is provided with working materials in order to
do more in-depth work with the contents.
Evaluation
Contact
Kinder- und Jugendförderung
Kreishaus Darmstadt
Ansprechpartner Martin Münch
Jägertorstr. 207
64289 Darmstadt
Telephone: +49 (0)6151 / 8811466
Wochenschau Verlag.
2.36 Konflikttraining nach Gordon
(Conflict Training based on Gordon)
Summary
“Conflict training based on Gordon” is directed at students, parents and teachers. It
aims to impart skills for non-violent conflict resolution. The basis of the training is that
conflicts are not avoidable in everyday life. Therefore, it is important to point out possibilities of how conflicts can be resolved without violence and without it leading to a
power struggle between those involved.
Provider
E.g. Landesinstitut für Schule und Medien (LISUM) Brandenburg
Target Group
Students in Years 3 to 10, parents, teachers
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Contents
“Conflict Training based on Gordon” imparts communication skills for producing constructive relationships. The goal is to find compromises which can be accepted by
both sides in the conflict. One of these methods for conflict resolution is the “defeatless” method, which is based on mutual respect, two-way communication and an acceptable resolution for both sides. In addition, communication between both parties
should be characterized by the “Language of Acceptance” by signalling to the other
person that they are accepted for who they are. The project provides possibilities for
working on the students’ own attitudes and skills with respect to non-violent conflict
resolution.
Method
The following six steps are recommended for using the “defeatless” method (Gordon,
1992)
1. Identify and define conflicts
2. Find possible alternative solutions
3. Evaluate the alternative solutions critically
4. Select the best alternative solution
5. Work out how to implement the solution
6. Check the solution
“I” and “YOU” messages play a central role. Instead of accusations, emotions and
feelings are expressed in the “I” form. Role plays, group discussions and rounds for
reflection support the steps. The students actively play a part and exchange experiences. In addition, there is knowledge transfer through short lectures and structured
written tasks. Homework encourages the students to use what they have learned in
everyday situations. Teachers, parents and students also train to actively listen as
the basis for peacefully being together.
Evaluation
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Contact
E.g.
Landesinstitut für Schule und Medien (LISUM) Brandenburg
Contact Person: Ulrike Kahn
14974 Ludwigsfelde-Struveshof
Telephone: +49 (0)3378 / 209417
Fax: +49 (0)3378 / 209444
[92] Gordon, T. (1992). Lehrer-Schüler-Konferenz. München: Heyne.
[93] Landesinstitut für Schule und Medien Brandenburg. Projekt Nr. 4: Das Konflikttraining (nach Thomas Gordon). Available at: http://www.lisum.berlinbrandenburg.de/toleranz/handeln/4k_gord.html [27 October 2008].
2.37 Konstanzer Trainingsmodell (KTM)
(Constance Training Model)
Summary
The Constance Training Model was developed at the University of Constance and is
aimed at teachers. It is used to convey possibilities for dealing with disturbances and
aggressive behaviour during lessons. The central element is team work.
Provider
E.g.
•
Institut für Friedenspädagogik Tübingen e.V.
•
Regierungspräsidium Stuttgart, Abt. 7 Schule und Bildung
Target Group
Teachers
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Contents
The aim of the KTM is that teachers are better able to deal with aggression during
lessons by improving their room to manoeuvre and by furthering their social skills.
Co-operative forms of behaving and the school’s well-being should be the goal for
both students and teachers. The teacher's existing subjective theories about aggression and disturbance problems serve as the starting point for coping with problematic
situations in the classroom. Class disturbances, aggression and violence are interaction problems. Therefore, the ability of the teacher to communicate is improved in
order to prevent aggression during the lesson.
Method
A special feature of the KTM is the co-operation between two teachers at the same
school as tandem work. The team partners take part mutually in the lesson and reflect on critical situations in order to work out appropriate action strategies and alternatives with the help of a KTM folder. These are then directly tried out in the lesson in
co-operation with the team partner and their effects are then evaluated. The model
does not provide procedures regarding what to with specific disturbances. However,
methods are given for evaluating the teacher’s own behaviour and from this, courses
of action for conflict situations are developed. Different methods are at the teacher’s
disposal:
•
Face undesirable behaviour (direct intervention in aggressive situations)
•
Curtail negative incentives (avoid aggressive starting points)
•
Offer positive incentives (encouragement, learn mutual empathy)
•
Change their own attitude and personal evaluations
•
Encourage desirable behaviour (co-operation, appropriate communication)
Evaluation
The KTM has been empirically evaluated based on a pre-test/post-test control group
design with the use of both surveys and observations (Tennstädt & Dann, 1987). In
comparison to the control group, which had gone through an alternative course, the
KTM teachers achieved a signficicant reduction in disturbances and the level of agBGAG Report 1/2009
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gression in the classroom. KTM teachers felt more competent in dealing with aggression and violence and had more self-confidence. Therefore, they intervened in conflict situations more frequently and used fewer punishments. Overall, there was an
improvement in the class climate and the climate amongst the teachers. However,
verification of the long-term effectiveness of the programmes remains to be done.
Contact
E.g.
Corrensstr.12
72076 Tübingen
Telephone: +49 (0)7071 / 920510
Fax: +49 (0)7071 / 9205111
Regierungspräsidium Stuttgart
Abt. 7 Schule und Bildung
Herr RSD Stasch
Telephone: +49 (0)711 / 6670201
[95] Humpert, W. & Dann, H.-D. (2001). KTM kompakt - Basistraining zur Störungsreduktion und Gewaltprävention in pädagogischen und helfenden Berufen auf
der Grundlage des Konstanzer Trainingsmodells. Bern: Huber.
[96] Institut für Friedenspädagogik Tübingen e.V. Das Konstanzer Trainingsmodell:
Lehrerfortbildung zum Umgang mit Aggression. Available at:
www.friedenspaedagogik.de/themen/konstruktive_konfliktbearbeitung/umgang_
mit_gewalt/modelle_und_massnahmen_zum_umgang_mit_agression_und_gew
alt/das_konstanzer_trainingsmodell [28 October 2008].
[97] Regierungspräsidium Stuttgart. (2005). Konstanzer Trainingsmodell (KTM) –
„Ein Basistraining zur Störungsreduktion und Gewaltprävention“. Available at:
www.rps-schule.de/gym/fortbild/konstanz.html [28 October 2008].
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Wochenschau Verlag.
[99] Tennstädt, K.-Ch. & Dann, H.-D. (1987). Das Konstanzer Trainingsmodell
(KTM). Bd. 3: Evaluation des Trainingserfolges im empirischen Vergleich. Bern:
Huber.
[100] Tennstädt, K.-Ch., Krause, F., Humpert, W. & Dann, H.-D. (1991). Das Konstanzer Trainingsmodell (KTM), Einführung. Bern: Verlag Hans Huber.
2.38 Lebenswelt Schule
(Lifeworld School)
Summary
The programme aims to encourage children at an individual level, particularly during
their transition from pre-school to primary school and from primary school to high
school. A local responsibility network is set up for this purpose which consists of
schools, day-care centres, youth welfare services, local authorities and members of
the general public. These organisations plan and guide the development and implementation of the goals. The community structure should be constructed in such a
way that children can receive optimal encouragement and support during the aforementioned transitional phases.
Provider
Deutsche Kinder- und Jugendstiftung gGmbH
Target Group
Children and adolescents aged from 3 to 15
Contents
Students should not only be challenged at school, but should also feel and experience. In co-operation with the organisations mentioned above, not only is academic
performance encouraged but also the students’ complete awareness. The school is
seen as a place where experiences from a wide variety of life situations can be incorporated and personal experiences can be gained.
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Interest is shown in the students’ individuality and possible problems are solved together.
The following requirements must be met or made possible for the Lifeworld approach:
•
Social and spatial design of schools geared towards students’ needs
•
Extension of school, lessons and actions beyond everyday school life
•
Ability to integrate (ensure equal opportunity, consider individuality)
Method
Every school that uses the Lifeworld concept should involve itself with non-school
organisations and components, and build a network. In order to develop or reestablish equal opportunity, there should be an improvement in the students’ selfesteem. Students are encouraged in various ways so that each one is in the position
to show, at least once, a good performance (open learning, project work, creative
work, experiential teaching methods, working with girls, working with boys, working
with parents, working with foreign students, chill-out exercises). The students should
feel good at school. So parents and teachers remodel the school and run projects
that the children are particularly interested in. Social skills for handling situations are
taught and practised, and conflict training, rules and rituals are maintained. Special
training is provided to teachers to assist with this. Students are encouraged to resolve conflicts on their own or through peer mediation. In addition, incorporating extracurricular activities (theatre, school band, project groups) is very important for encouraging children at an individual level.
Evaluation
Apart from the self evaluation in schools regarding the individually defined goals of
the participants, there was also a regular external evaluation in terms of process
monitoring with the aim of a critical analysis of the feasibility and effectiveness of the
programme. Results up to now have been quite positive. It was shown that the propensity for violence in four test schools had dropped significantly. However, implementation of the programme requires substantial systematic restructuring, a large
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amount of material and personnel resources, and highly-motivated teachers and coworkers.
Further empirical verification of the programme as part of a control group design with
multiple measurement points is recommended to conclusively assess the programme’s effectiveness.
Contact
Deutsche Kinder- und Jugendstiftung
Lebenswelt Schule
Tempelhofer Ufer 11
10963 Berlin
Ansprechpartner:
Mario Tibussek: +49 (0)30 / 25767643
Marta Freire: +49 (0)30 / 25767657
Telephone: +49 (0)30 / 25767640
Fax: +49 (0)30 / 25767610
Web: www.lebenswelt-schule.net/
[101] Braun, K.-H. & Wetzel, K. (2000). Sozialpädagogisches Handeln in der Schule.
Einführung in die Grundlagen und Konzepte der Schulsozialarbeit. Neuwied:
Luchterhand.
[102] Hensel, R. (1995). Lebenswelt Schule. Praxis Schule 5-10, 5, 20-22.
[104] Senatsverwaltung für Schule, Berufsbildung und Sport (1995). „Jugend mit Zukunft“ Sonderprogramm gegen Gewalt. Berlin.
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2.39 Lions Quest – Erwachsen werden
(Lions Quest – Becoming an Adult)
Summary
“Lions Quest – Becoming an Adult” is based on “Lions Quest - Skills for Adolescence” which was developed in the USA in 1984. It is now used in more than 40
countries. Since the programme’s introduction to Germany in 1993, more than
19,000 teachers have taken part in the project’s seminars. The programme’s main
goal is to encourage the social skills of young people.
Provider
Hilfswerk der deutschen Lions e.V., Lions Quest in Bremen, Niedersachsen und
Sachsen
Target Group
Students aged between 10 and 15
Contents
In order to achieve the project’s main aim – encouraging young people’s social skills
– a number of different sub-goals are used. Self-confidence and communication skills
are improved. Information is provided on how to make contacts, build relationships
and maintain these relationships. Problems associated with puberty are discussed
and solutions are sought. The students are given support to develop their own value
system. In all of these areas, it is not only the teachers who play an important role but
also the parents. Thus, the programme has a special parent’s manual with practical
parenting tips on dealing with puberty, problems, etc.
Method
The programme consists of seven areas which deal with the topic of “growing up”. A
collection of materials with planning advice and photocopiable activities supports the
project.
Part 1: Me and my (new) group: Who am I? Who are the others? Talking about
group mechanics and interacting with one another. This part of the projects provides
the basis for constructive, trusting co-operation during the entire project.
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Part 2: Strengthen self-confidence: What is self-confidence? Can I influence it? The
students become aware of their own capabilities and how to use them in order to obtain recognition.
Part 3: Managing Emotions: Be aware of feelings, take them seriously, express them
and accept them. This plays a particularly important role during difficult situations.
Part 4: Peer Relationships: Build true friendships. Peer pressure, differences of opinion and conflicts can be solved in a friendship. Dealing with disappointment and loss.
Part 5: My home: What is a home? What can you expect from a home? The students
speak about disappointment and dissatisfaction, and what they can do about it.
Part 6: Temptations: Make a decision: Accepting responsibility for your own decisions (lifestyle, body, job). They also discuss the topic of addiction (drugs, advertising, skipping school).
Part 7: I know what I want: How can you make your dreams and hopes come true?
Patience, determination and self-discipline are addressed.
The different parts can be integrated into lessons, regardless of subject, and then
worked upon further.
Evaluation
An evaluation carried out by the University of Bielefeld in May 2002 returned positive
results for the programme. The evaluation was based on a pre-test/post-test control
group design. 1378 teachers and around 1000 students (about half of these were
from the control group) from 336 German school at all grades were studied. The students from both the intervention and control groups were surveyed a total of three
times. The first survey took place before the programme, the second soon after the
programme, and the third some months after the end of the programme. The programme could boast a high level of acceptance. The teachers rated the didactic concept and integration into school lessons as very positive. The goals of the programme were successfully implemented: It achieved a positive learning atmosphere,
better handling of conflicts, a better student-teacher relationship, autonomous work, a
sense of responsibility, and a drop in aggression. 64% of students stated that they
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more easily accepted the strengths and weaknesses not only of themselves but also
of others. 61% of students also reported positive feedback from their parents. The
results reported here were successfully replicated in additional evaluation studies
conducted by the University of Bielefeld. To confirm the long-term effectiveness of
the programme, the University of Leipzig and University of Nürnberg-Erlangen are
currently conducting long-term studies of the programme.
Contact
Hilfswerk der Deutschen Lions e.V.
Ressort Lions-Quest
Bleichstraße 1- 3
65183 Wiesbaden
Fax: +49 (0)611 / 9915483
Web: www.lions-quest.de
Ingeborg Vollbrandt:
Telephone: +49 (0)611 / 9915481
Melanie Martin
Telephone: +49 (0)611 / 9915495
Also Lions Quest regional (e.g. in Bremen, Lower Saxony and Saxony)
Contact under: www.lions-quest.de/
[105] Bauer, U. (2004). Evaluationsergebnisse zu Lions-Quest „Erwachsen werden“.
In W. Melzer & H.-D. Schwind (Hrsg.), Gewaltprävention in der Schule (pp. 113138). Baden-Baden: Nomos.
[106] Kähnert, H. (2002). Evaluation des Lions-Quest Programms „Erwachsen werden“. Available at: http://www.unibieleBGAG Report 1/2009
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feld.de/gesundhw/ag4/downloads/Abschlussbericht_Erwachsen%20werden_2
%20Auflage.pdf [31 October 2008].
Wochenschau Verlag.
[109] Wilms, E. (2004). Das Lions-Quest Programm „Erwachsen werden“ als Beitrag
zum sozialen Lernen. In W. Melzer & H.-D. Schwind (Hrsg.), Gewaltprävention
in der Schule (pp. 101-112). Baden-Baden: Nomos.
2.40 Mediation – Streitschlichtung
(Mediation – Dispute Resolution)
Summary
Dispute Resolution is an extension of the social learning approach. Peer education
plays a central role, that is, adolescents take an interest in others and intervene in
conflict situations. Adults should put aside their own prejudices and take adolescents
seriously. On the one hand, the programme helps adolescents to resolve conflicts by
themselves. On the other hand, it relieves some of the pressure on teachers to resolve students’ conflicts.
Provider
For example:
•
Arbeitskreis Schulmediation Leipzig
•
Target Group
Contents
In the project, students are trained to be mediators. Through the use of ritualized
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mediation techniques, professional mediators teach the students how to make use of
co-operative, constructive solutions. There is a focus on non-violent resolution with a
win-win result that benefits both sides in terms of the dispute and of their relationship.
The programme’s aim is not to eliminate conflicts or problems but rather to provide
skills to deal with them. However, dispute resolution can result in problems and temporary increased stress because the mediators must first learn to cope with responsibility and the fact that this can result in being overwhelmed in the short term. Therefore, the programme is designed for use over a long period of time so that the students and mediators can get accustomed to new methods of dispute resolution and
their application.
Method
If a school decides to use a mediation programme, the following steps take place:
•
Discussion with school administration
•
Discussion with staff and commissioning of the project
•
Teachers are trained as mediators
•
Students are trained to be mediators and the work they do is incorporated into
everyday school life
•
Accompanying in-school work (school assemblies, school newspapers, parent
evenings) and out-of-school work (press releases, presentation to neighbouring
schools) provides a solid base for the project
The students are given the following procedure to resolve disputes.
1. Introduction: Explain rules and gain trust. Explain the goal (mediation) and procedures, get buy-in from the involved parties
2. Points of view: Conflicting parties put forward their positions. The mediator reflects, summarizes and writes down the important points
3. Conflict clarification: Motives and feelings of both sides are determined, a change
in perspective is encouraged
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4. Problem solving: Solutions are found and assessed (based on viability, balance
and correctness)
5. Agreement: Talk about controlling and handling future problems. Plan follow-up
meetings. Sign the agreement and end the discussion on a positive note.
After a few days there is a feedback session to determine whether the agreement
has been kept.
Basic conditions that must be fulfilled for good dispute resolution are as follows:
•
A neutral, private spot (not the classroom or staffroom)
•
Round table (where possible), at least 6 chairs, a lockable drawer or cabinet (for
agreements, cannot be accessed by teachers), poster with the rules for dispute
resolution, other materials
The motto for arranging the room: A nicely arranged room reduces aggressiveness
In order for the dispute resolution programme to be successfully implemented, the
trainers pass on more competencies to the mediators:
•
Ways to win trust
•
Strategies to gather facts about the origin of the conflict
•
Active listening and question-asking
•
Calming down the fighting parties, coping with emotional situations
•
Writing notes and listing critical points
•
Teamwork
•
Self-confidence
•
Ensuring that rules are kept
•
Formulating agreeements and checking them later
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•
The mediators themselves should wear some type of special identification (e.g.
badge, cap, shirt)
Evaluation
There are early exploratory results from an evaluation: Anonymous surveys from a
high school (Realschule) showed that the number of resolved disputes continuously
rose from year to year and that mediators were accepted first and foremost by
younger students.
A thesis from the University of Hamburg (Kaeding & Leiß, 1997) showed that because of the student mediators the number of conflicts dropped by 50%, only a few
conflict talks were unsuccessful, and that a positive development in social behaviour
could be partially observed.
The experience of Leopold von Daun High School was that mediators changed their
perspective and that the mediation programme was well accepted. The teachers reported more intensive work with students at a personal level but also a higher workload on their part. Due to co-operation between the teachers and the higher workload, the teachers also grew closer together which in turn had a positive effect on
lessons. The mediators’ reputation constantly improved and even “difficult” students
could develop into good mediators. The presence of mediators had a preventative
effect and the school psychologist also rated the programme as very positive.
Despite these positive findings, it is important to note that an empirical evaluation of
the programme’s effectiveness based on a control group design with multiple assessment points is yet to be done.
Contact
Arbeitskreis Schulmediation Leipzig
Katrin Gwiaska-Wilke
Vollhardtstr. 2d
04279 Leipzig
Telephone: +49 (0)341 / 4792372
Fax: +49 (0)1212 / 524679610
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Web: www.schulmediation-leipzig.de
Corrensstr.12
72076 Tübingen
Telephone: +49 (0)7071 / 920510
Fax: +49 (0)7071 / 9205111
[110] Kaeding, P. & Leiß, M. (1997). Peer-Mediation: Wie SchülerInnen in Konflikten
vermitteln können. Planung und Durchführung eines Trainingsprogramms. Diplomarbeit, Hamburg.
[111] Schwarzhans, F., Hauck, T. & Redlich, A. (2001). Streit-Training, faires Streiten
in der Grundschule. Weinheim: Beltz.
[112] Walker , J. (1995). Gewaltfreier Umgang mit Konflikten der Sekundarstufe 1.
Berlin: Cornelsen Lehrbuch.
[113] Walker, J. (2001). Mediation in der Schule. Berlin: Cornelsen Lehrbuch.
[114] Walker , J. (2004). Gewaltfreier Umgang mit Konflikten in der Grundschule. Berlin: Cornelsen Lernhilfen.
[115] Zehschnetzler, G., Schankin, P. & Hobert, B. (2002). Praxis in der Streitschlichtung. Donauwörth: Auer.
2.41 Mit Grips gegen Gewalt
(Brain over Brawn)
Summary
“Brain over brawn” is an initiative of the Western Saxony Police Headquarters which
involves many committed partners. In addition to being a holistic, networked approach it also expresses the perception of responsibility in our democratic society.
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Provider
Polizeidirektion Westsachsen
Target Group
Students from special needs schools and secondary schools
Contents
The initiative consists of seven projects that interested schools can select from:
•
“Violence is cool, isn’t it?” Creative drama workshop
•
Multimedia education for preventing violence
•
Mock trials
•
Self-assertiveness for girls
•
Teacher training - “Right-wing extremism”
•
Photo project – “School violence – it doesn’t concern me (or does it?!)”
•
Anti-violence training – “Taking action instead of looking away”
Two of the projects are given here as examples:
1. Photo project – “School violence – it doesn’t concern me (or does it?!)”
Using photography as a medium, student in Years 5 to 9 come to grips with the topic
of violence. In four 2-hour sessions, under the guidance of a photographer, the students are shown how to handle a camera and take photos artistically. A selection of
these photos is then used for an exhibition which can be used for prevention activities in schools.
2. Anti-violence training – “Taking action instead of looking away” (a joint project between Peer Training Saxony e.V. and the West Saxony Police Headquarters)
This training is aimed at students in Years 7 to 9. The course helps students to be
aware of how they and others perceive violence. It provides strategies for countering
acts of violence. The main focus of these strategies is the right form of communicaBGAG Report 1/2009
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tion in potentially violent situations. By strengthening self-esteem and selfconfidence, the students are more likely to display civil courage.
Method
The contents of the project are geared towards dealing with violence in its different
facets including extremism and xenophobia. The programme runs over many years
and provides schools with a long-term plan. The programme receives support from
various partners in terms of contents, finance and logistics and is also sponsored by
regional and inter-regional media, the Leipzig School Authority, various associations,
politicians and private individuals. The idea of the sponsorship is that each individual
project secures its own external partner who works with the school to develop and
implement projects. Thus, not only is the quality of the project improved but also networks are built. Based on the needs of the project and its necessity, it can be further
developed with the help of the partner.
Evaluation
Contact
Sächsisches Staatsministerium des Innern / Abteilung 3
Öffentliche Ordnung und Sicherheit, Landespolizeipräsidium
Wilhelm-Buck-Straße 2
01095 Dresden
Ansprechpartner: Herr Riedel, Herr Streubel
Telephone: +49 (0)3437 / 930614
[116] Polizei Sachsen. Projektinitiative „Mit Grips gegen Gewalt“. Available at:
http://www.polizei.sachsen.de/zentral/2918.htm [31 October 2008].
[117] Polizeidirektion Westsachsen (2005). Projektinitiative „Mit Grips gegen Gewalt“.
Available at:
http://www.polizei.sachsen.de/zentral/dokumente/downloads/downloads_ohne_
konvert/pdf_datei.pdf [31 October 2008].
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2.42 Mobiles Anti-Gewalttraining
(Mobile Anti-Violence Training)
Summary
Mobile anti-violence training tries to provide children and adolescents with a better
understanding of fairness when interacting with each other. Its core elements are
discussion without violence and tolerance for others.
Provider
Downtown Connection e.V.
Target Group
Students at all levels
Contents
Children and adolescents learn about the complexities of aggressive relationships
and power structures within a group. Parents, teachers and other interested parties
gain a better understanding of aggressive children. The children learn about their
own strength and that of other children. They learn in what aspects they can distinguish themselves from other group members. As a result, the children gain more selfdetermination and self-confidence as the basis for well thought-out behaviour in violent situations.
Method
The children participate in different role plays as part of the training. They learn that
anyone can win or lose, and which feelings are associated with this. They experience
what it is like to be an individual or part of a team. The children learn about the consequences of overstepping boundaries. Positive experiences are deliberately repeated and internalized. With the help of different games, they learn to deal with their
own feelings, defeats and being different. Children learn how strong other children
are and as a result also assess their own strength.
Evaluation
Contact
Downtown Connection e.V.
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Uhlandstr. 85 / Pfalzburgerstr. 42
10717 Berlin
Telephone: +49 (0)30 / 39404780
Web: www.downtown-connection.com
[118] Downtown Connection e.V. Mobiles Antigewalttraining MAT. Available at:
http://www.downtownconnection.com/index.php?option=displaypage&Itemid=72&op=page&SubMenu= [27
October 2008]
2.43 NEUSTART – Gewalt- und Kriminalprävention in Schulen
(NEWSTART – Preventing Violence and Crime in Schools)
Summary
NEWSTART is a professional organisation, active across Germany, that offers services for preventing violence. The methods they use vary depending on the problems
the school is facing. Students, teachers and parents are given support so they can
cope with problematic situations that arise in everyday school life. Disruptions in the
school caused by children with behavioural problems can be minimized or eliminated;
socially acceptable behaviour at school is encouraged. The goal is adolescents who
engage in less violence and who are confronted with less violence.
Provider
NEUSTART - Bewährungshilfe, Konfliktregelung, Soziale Arbeit
Target Group
Students from Years 5 up and the people responsible for them
Contents
Depending on the school’s individual issues, they can pick and choose from the
NEWSTART modules as part of the sessions that they book. The NEWSTART staff
members can provide comprehensive training from a large range of services which
deal with preventing violence and crime. This includes areas such as conflict manBGAG Report 1/2009
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agement, dealing with alcohol, handling acute crisis situations in individual and group
discussions, group work, and sound psychological knowledge. They also have ondemand access to a resource network of professional groups such as lawyers, police, social services and youth welfare.
Module 1: Ongoing consultation and crisis intervention
Aims: To provide teachers, parents and students with support in dealing with problematic situations that arise as part of everyday school life; to prevent or eliminate
disruptions at school caused by children with behavioural problems; to support the
development of behaviour agreements at school and at education sessions; to provide advice and support in preparing projects on the topic of preventing violence and
crime.
Module 2: Information sessions
Aim: To prevent violence and crime by means of presentations and work in small
groups
Module 3: Conflict transformation/Conflict resolution by specialists
Aims: To support teachers, students and parents with existing conflicts; to coach
teachers in overcoming conflict situations; to mediate between parents, teachers,
students and others; to moderate conflict sessions between parents, teachers and
students
Module 4: Theme-centred group work
Aim: To use groupwork as a means of preventing violence and crime
Method
The modules available for selection are as follows:
Module 1: Ongoing consultation and crisis intervention
A NEWSTART social worker is present at the school for one morning (four hours) per
week over the entire school year and offers advice and crisis intervention for students, teachers and parents. Additionally, the NEWSTART social worker can be conBGAG Report 1/2009
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tacted by phone on workdays, for at least eight hours, in order to act quickly in the
event of an acute crisis. This also includes consulting regularly with the principal and
teachers.
Module 2: Information sessions
As part of the class lesson, the NEWSTART consultant provides the students with
information about various topics on preventing violence and crime. Parents and/or
teachers are provided with this information in separate sessions. Topics can be chosen from a pool of topics available at www.neustart.at. The pool of topics is continually adjusted to meet the needs of schools. Possible topics include dealing with violence and crime, conflict resolution strategies in everyday school life, dealing with
addiction, alternatives to punishment, help for victims, causes and forms of crimes
involving foreigners. Depending on the topic, a relevant co-operation partner is available (police, correctional facility, court, etc).
Module 3: Conflict transformation/Conflict resolution by specialists
In the case of acute conflict, specially trained and experienced NEWSTART consultants conduct a reconciliation of interests. The methods chosen reflect the type of
conflict, those involved and the degree of escalation. The basic principle is neutrality
and taking into consideration the interests of all parties.
Module 4: Theme-centred groupwork
A group of students together with the school administration agree on conflict topics to
be discussed over a minimum of eight sessions (over the course of one school year).
The group work is led by at least two group leaders. The basic methods used are
theme-centred interaction (TCI) based on Cohn (1975), group dynamics, and methodical approaches from anti-violence work.
Evaluation
A pilot project is currently running at a school in Vienna and this is being evaluated
by the University of Education, Vienna. The results are expected to be available in
one year.
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Contact
NEUSTART
Bewährungshilfe, Konfliktregelung, Soziale Arbeit
Castelligasse 17
1050 Wien
Telephone: +43 (0)1 / 5459560
Fax: +43 (0)1 / 545956050
[119] Cohn, R. C. (1975): Von der Psychoanalyse zur themenzentrierten Interaktion.
Von der Behandlung einzelner zu einer Pädagogik für alle. Stuttgart: KlettCotta.
[120] NEUSTART Gewalt- und Kriminalprävention in Schulen. Available at:
http://www.neustart.at/GP/de/Informationen/Angebote/ [23 October 2008].
2.44 Ohne Gewalt stark
(Strong without violence)
Summary
This project has been offered by Bochum Police for 8 years and trains students in
Year 8 how to look at and address the topic of violence. The training takes place at
the police headquarters. Core issues include avoiding being a victim, strategies to
resolve conflict, and understanding violence. The project has been well accepted by
students and has already been evaluated.
Provider
Polizei Bochum
Target Group
Students in Year 8
Contents
The programme not only focuses on avoiding violence and providing strategies to
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cope with violence, but also fosters civil courage. Perception of different roles is enhanced (offender, victim and observer). By communicating social and community
values to the children they can develop their ability to manage conflict. Another important aspect of the project is defining and understanding the term violence and how
to deal with it. Students come to understand that there are different views about the
topic of violence, that people perceive violence differently, and that violence can
nearly always be prevented if you express your own views. The students learn that
violence can be prevented and that even as a bystander you can intervene in a violent situation and help the victim without using violence yourself (countering the bystander effect). The topic of self-defence is also covered.
Method
The programme consists of approximately four sessions. The police place particular
emphasis on ensuring that the training fits in with the lesson rather than individual
incidents being dealt with. The students prepare for the training course at school.
After the four sessions at the police station, there is a debriefing that is integrated into
the class lesson. At least one teacher takes part in the sessions (ideally the class
teacher) and they later run the debriefing session.
After the class has registered for the project, there is an information evening for the
parents prior to its commencement. There are a number of exercises and games
used in the training, including:
1. Violence Scale: Students place their own issues/roles on a scale ranging from
“violence” to “no violence”
2. Self-defence: Students use examples to discuss how to deal with unexpected
violence
3. Violence Spiral: Through role plays, the children learn that verbal altercation can
lead to a violent act with physical injury. The children talk about the dangers of
such situations
4. Victim, Witness, Helper: A violent situation is acted out (a victim, an offender
and a witness). The group then discusses the reactions of each of the roles.
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5. The Elephant Game: A group of students sits on the floor and huddles together;
other students play the hunters. The hunters must separate the huddle using only
their strength but without violence. A referee supervises the situation. Thus, the
children learn the difference between strength and violence, and that peaceful coexistence nearly always requires rules and regulations.
6. The influence of bystanders on violence: Two students fight each other with
foam bats. The class is instructed to take turns cheering on one of the fighters
and then the other on the moderator’s signal. After the fight, the fighters talk about
the effect of being cheered on. The class then all talks together about fights in the
schoolyard and the role of bystanders in causing fights by spurring others on.
Evaluation
The project was monitored and evaluated for a year by the Chair of Criminology at
Ruhr-Universität Bochum. In order to check the effectiveness of the project, they
used a questionnaire with 4000 students. The questionnaires were filled out before
the project day and then 6-8 weeks after the project day. A control group was not
used. Standardized test items included parts of the AMG (Aggression-Motive-Grid;
Burkhardt, Zumkley, & Kornadt, 1987) and the YSR (Youth Self Report; Döpfner,
1998). The results are summarized as follows:
61% of students rated the project day as useful. For questions where victim situations were depicted, the project participants displayed a significant drop in helplessness. Changes in attitude were also reported. After the project day, the students
were in a better position to use and pass on the tips they had learned regarding ways
to behave (e.g. to yell loudly for help). The project participants also registered an increase in their willingness to approach the victim of a violent situation. These results
should be considered provisional because a control group was not studied. A further
empirical evaluation to verify the programme’s effectiveness remains to be done.
Contact
Polizeipräsidium Bochum
Kriminalitätsvorbeugung/Opferschutz
Uhlandstr. 35
44791 Bochum
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Klaus Tigges
Telephone: +49 (0)234 / 9094053
Dietrich Voß
Telephone: +49 (0)234 / 9094067
Johann Holecek
Telephone: +49 (0)234 / 9094066
[121] Burkhardt, K., Zumkley, H. & Kornadt, H.-J. (1987). Das Aggressions-MotivGitter. Konstruktion und erste Ergebnisse. Diagnostica, 33, 339-353.
[122] Döpfner, M., Pflück, J., Bölte, S., Lenz, K., Melchers, P. & Heim, K. (1998).
Handbuch: Fragebogen für Jugendliche. Einführung und Anleitung zur Selbstauswertung zur deutschen Fassung des Youth-Self-Reports (YSR) der Child
Behavior Checklist. Köln: Arbeitsgruppe Kinder-, Jugend- und Familiendiagnostik.
[123] Fischelmanns, F., Lang, M. & Goldberg, B. (2006). Das Projekt "Ohne Gewalt
stark" der Bochumer Polizei - Wie wirksam sind eintägige Gewaltpräventionsmaßnahmen? In R. Hoffmann (Hrsg.), Empirische Polizeiforschung VII: Evaluation und Polizei. Konzeptionelle, methodische und empirische Einblicke in ein
Forschungsfeld. Schriften zur Empirischen Polizeiforschung (pp. 135-157), Bd.
4. Frankfurt: Verlag für Polizeiwissenschaft.
[124] Goldberg, B. (2005). Ohne Gewalt stark: Erste Ergebnisse einer Schülerbefragung und Projektevaluation. In Polizei-Führungsakademie (Hrsg.), Jugendkriminalität in Deutschland. Lagebilder und Bekämpfungsansätze. Schriftenreihe
der Polizei-Führungsakademie (pp. 64-90), Bd. 2. Münster.
[125] Goldberg, B. & Kretzer, M. (2004). Projektbeschreibung zur Evaluation des Projekts „Ohne Gewalt stark“ der Bochumer Polizei. Available at: http://www.ruhrBGAG Report 1/2009
120
uni-bochum.de/kriminologie/pdf/Projektbeschreibung%20OGS.pdf [30 October
2008].
[126] Polizei Bochum. Jugendkriminalität. Available at: http://www1.polizeinrw.de/bochum/Vorbeugung/kv/article/gewaltpraevention.html [30 October
2008].
[127] Zumkley, H. (1987). Zur Gültigkeit des Aggressions-Motiv-Gitters. Psychologische Beiträge, 29, 558-566.
2.45 Olweus Programm
(Olweus Programme)
Summary
The Olweus Programme for the prevention of violence has three main goals: To reduce or eliminate problems of violence in schools; to prevent new incidents of violence; and to improve the relationship between students at the school.
Provider
E.g. Landesinstitut für Schule und Medien (LISUM) Brandenburg
Target Group
Contents
The aim is to reduce violence and create a good relationship between students so
that there are fewer victims and offenders. Two conditions must be met: Firstly, the
programme leaders (parents and teachers) must be aware of the extent of violence in
the school. To achieve this, Olweus (2007) developed a “Bullying Questionnaire” for
students which is filled out before the start of the programme. The students anonymously assess the nature and prevalence of violence in the school so that the project
team can gain a good overview of the situation. Secondly, teachers and parents must
take a real interest in bringing about change. Important elements of the programme
for achieving its main goals are:
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•
Strengthen social skills
•
Prepare and implement rules for living together socially
•
Joint effort by all those involved
•
School-wide rules against bullying
Method
The programme is implemented at three levels:
1. School level:
•
Structured improvement in supervising lesson breaks
•
Redesign of the schoolyard
•
Contact telephone to enable students to talk with a trusted person
•
Teacher training to improve the social environment at the school
2. Class level:
•
Establish clear rules against violence
•
Class discussions (Are the rules being kept? Do the rules make sense?)
•
Co-operative learning
•
Lessons on coping with day-to-day situations (discussion of current problems in the lesson)
•
Co-operation of the Parent-Teacher committee
3. Individual level:
•
Talking with victims, offenders, and their parents
•
Help at home
•
Discussion groups between parents, victims and offenders
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Evaluation
In addition to evaluation studies done in the USA and Norway, the Olweus Programme has also been evaluated in Germany (Hanewinkel & Eichler, 1999;
Hanewinkel & Knaak, 1999). A total of 36 schools using the programme were monitored. A pre-test/post-test design without control group was used. The first assessment was done in June 1994. At two of the schools the second interview took place
after one year, at 5 other schools after 18 months, and at 30 schools after 2 years.
The summary of the results are:
In the pre-survey, 19% of students stated that they had been the victim of bullying.
Half of these incidents took place inside the class. Most offenders were in middle
grades and most victims were in lower grades. Students rated intervention by teachers as poor.
The results showed that exchange between teachers and victims, and parents and
victims remained unchanged; furthermore, that interaction between teachers and offenders, and parents and offenders had even slightly worsened. The percentage of
victims in the bullying questionnaire went from 29.1% down to 26.9%. However, this
did not apply to “Gymnasium” high schools, where the number of victims actually increased. A possible explanation for this negative effect of the programme was that
the questionnaire used is not a suitable measurement tool for higher secondary
schools. Furthermore, it was noted that there were problems in the programme’s
execution. Firstly, there were deviations from the programme’s main focus and secondly, there was a lack of motivation from the teachers to implement the programme
(conflicts between colleagues, poor co-operation, management issues)
The results reported should be considered provisional because of the lack of a control group. Empirical evaluation studies from other countries have been able to show
positive effects due to the programme. However, in order to verify the results listed
above, it is recommended that a further empirical study of the German version of the
programme be undertaken.
Contact
E.g.
Landesinstitut für Schule und Medien (LISUM) Brandenburg
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Contact Person: Ulrike Kahn
14974 Ludwigsfelde-Struveshof
Telephone: +49 (0) 3378 / 209136
Fax: +49 (0) 3378 / 330
[128] Hanewinkel, R. & Eichler, D. (1999). Ergebnisse einer Interventionsstudie zur
Prävention schulischer Gewalt. In M. Schäfer & D. Frey (Hrsg.), Aggression und
Gewalt unter Kindern und Jugendlichen (pp. 245–264). Göttingen: Hogrefe.
[129] Hanewinkel, R. & Knaack, R. (1999). Prävention von Aggression und Gewalt an
Schulen. Ergebnisse einer Interventionsstudie. In H. G. Holtappels, W. Heitmeyer, W. Melzer & K.-J. Tillmann (Hrsg.), Forschung über Gewalt an Schulen.
Erscheinungsformen und Ursachen, Konzepte und Prävention (2., korr. Aufl.,
pp. 299 -313). Weinheim: Juventa.
[131] Olweus, D. (1987). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell.
[132] Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and
effects of a school based intervention program. In D. J. Pepler & K. H. Rubin
(Hrsg.), The development and treatment of childhood aggression (pp. 411-448).
Hillsdale: Erlbaum.
[133] Olweus, D. (1996). Gewalt in der Schule. Was Lehrer und Eltern wissen sollten
– und tun können (2. Aufl). Bern: Huber.
[134] Olweus, D. (2007). Olweus Bullying Questionnaire. Hazelden.
[135] Olweus Bullying Prevention Program. Available at:
http://www.clemson.edu/olweus/ (30 October 2008).
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2.46 Outdoortraining – Gewaltprävention für Schüler
(Outdoor Training – Violence Prevention for Students)
Summary
The aim of the project is to improve the learning and social environment as well as
forms of communication in order to reduce aggressive behaviour. When the first
signs of a tendency towards violence and inappropriate behaviour are displayed,
these can be halted by means of learning and counselling.
Provider
•
Therapeutische Gemeinschaft Steiermark - Verein zur Förderung von Kindern
und Jugendlichen
•
Akademie für Wissensmanagement
Target Group
Contents
Using a hands-on approach, the students learn to form and understand their own
character through real experiences, impressions and sensations, and through activities in/with various elements such as water and earth. A special feature of the programme is the attempt to co-ordinate teachers, students and parents at a global level
in planning and implementing long-term measures, so that the positive individual approaches that already exist can be integrated and used in each school. Different
elements or modules are available for use at the school level, class level or individual
level, and can be chosen based on the specific needs of each school.
At the school level and class level, it is about developing attitudes and creating conditions that can reduce the amount of violent acts throughout the school or stop the
development of new problems. At the individual level, the aim is to change the behaviour or the situation of individual students.
Method
Students, teachers and parents are given an introduction to the topic of violence and
aggression prior to the outdoor days. In addition, the students do both individual and
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group work with the teachers to prepare for how outdoor education works. They are
also given a questionnaire on violence and asked about their individual goals.
The two-day outdoor training is adjusted for the age of the students. It is conducted in
conjunction with survival training, archery, team training, initiative activities, trust activities, basic meteorology, orienteering, cooking on a campfire and in a stone oven,
low elements, and sessions for reflection and contemplation. Students stay overnight
in an original tepee or youth hostel.
Three weeks after the end of the training there is a debriefing and the start of longterm monitoring of the project. The students prepare a presentation about the project
by themselves and present their impressions of the project with the use of photos
and a flip chart. Both teachers and parents are invited to the presentation.
This concept is flexible in terms of time and contents. It raises general awareness of
violence at all levels concerned. In order to ensure the lasting success of the programme, it is recommended to have long-term measures and projects after the training.
Evaluation
An evaluation is currently being conducted; the results are expected in February
2009.
Contact
Therapeutische Gemeinschaft Steiermark
Verein zur Förderung von Kindern und Jugendlichen
Herzog Ernst Gasse 11
8600 Bruck an der Mur
Telephone: +43 (0)3862 / 57477
Akademie für Wissensmanagement
JAHE OG
Herzog Ernst Gasse 11
8600 Bruck an der Mur I
Leitung Seminare und Erlebnispädagogik: Klaus Strassegger
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Telephone: +43 (0)3862 / 57477
Mobil: +43 (0)664 / 8227822
Web: www.wissen-akademie.at
[136] Therapeutische Gemeinschaft Steiermark. Gewaltprävention. Available at:
www.tg-steiermark.at/gewaltpraevention.html [24 October 2008].
[137] Akademie für Wissensmanagement. Angebot für Schulen. Team- und Persönlichkeitstraining für SchülerInnen. Available at: http://www.wissenakademie.at/cms/fileadmin/wissen/pdf/Outdoor_Schule.pdf [24 October 2008].
2.47 Peacecamp
(Peace Camp)
Summary
The Evangelical Reformed Church in Aargau, Switzerland together with the Catholic
Church and other partners launched a prevention project for adolescents and young
adults to create a non-violent culture and promote peace. They engaged two socialcultural “entertainers” to run Peace Camp which had its pilot year in 2005 in the
towns of Mellingen and Frick. Peace Camp is designed to have a long-lasting effect
and has been running in Aargau ever since. Peace Camp was established as part of
the “Decade to Overcome Violence” – an initiative of the World Council of Churches.
It aims to address violence at all levels of church life and to achieve a culture of nonviolence.
Provider
Evangelisch-Reformierte Landeskirche Aargau
Target Group
Adolescents and young adults aged from 14 to 25
Contents
There are five training areas each with its own title, for example, the area dealing
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with satisfaction has the title “The Way to Happiness”. The project leader selects
concepts from a collection which can be used for the five training areas. These areas
are then built in co-operation with exhibition makers and design specialists. The adolescents have direct input into how the contents of the concept are constructed. The
training areas are basically constructed as installations (exhibits) so that personal
effort is kept as low as possible.
However, from time to time, interactive workshop modules on various topics are provided as a learning experience. Different organisations are asked to provide these
modules on-site.
The core elements of Peace Camp are:
1. Chill-out room:
The centre of the training area is a large tent serving as a chill-out room. It acts as a
starting point and assembly point for the five training areas. There is free drinking
water and seating, a relaxed atmosphere with chill-out music and occasional silence.
The keywords for this tent are “oasis” and “spring”.
2. Notice board:
A large, electronic notice board is set up in an open location that is outside the training area (near the entrance or the main stage). It displays the project logo and the
training area’s theme in a creative way: adolescents and other visitors are encouraged to answer the core questions from the training area by sending an SMS with
their answer. These are then displayed on the notice board. This is intended to draw
the attention of visitors to the Peace Camp.
Method
The training areas creatively encourage adolescents to come to terms with promoting
peace. The main focus is on primary prevention.
How can adolescents be encouraged to act as key figures against violence in everyday life?
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How can information about preventing violence and promoting peace be conveyed to
adolescents in fun and creative ways?
The adolescents are directly involved in the discussion about violence and the promotion of peace. The adolescents are treated and viewed not as problem cases or
the threatened generation but rather as creative, young, intelligent people with great
potential.
Peace Camp has two action areas:
1. Training the adolescents and working with them and the facility employees
2. Making adolescents and other visitors aware of the various open-air areas during
the running of the training area
Evaluation
Visitors to Peace Camp completed a written survey in its Pilot Year (2005) and once
again in 2007. The majority of the feedback from both surveys was very positive.
Most visitors stated that they had learned “a lot of” or “a few” things because of the
project and would recommend it to others. A large proportion gave a positive rating to
the drop in frustration due to the project. These results should be seen as exploratory
because empirical verification of the programme’s effectiveness with a pre-test/posttest control group design has not yet been done.
Contact
Reformierte Landeskirche Aargau
Bereichsleitung Pädagogik + Animation
Beat Urech (Gesamtprojektleitung)
Augustin-Keller-Strasse 1
Postfach
5001 Aargau
Telephone: +41 (0)62 / 8380022
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[138] Peacecamp. Projekt Peacecamp – Ein Projekt zur Friedensförderung. Available
at: http://www.peacecamp-ag.ch/ [27 October 2008].
2.48 Peace-Force
(Peace Force)
Summary
Peace Force is a systematically networked programme for resolving conflicts in
which mediators assist students to resolve their disputes themselves.
Provider
Roland Gerber
Target Group
Children and young people aged from 4 to 20
Contents
The Peace Force technique is based on the following three approaches:
1. Conflict theory
2. Mediation and peer group education
3. A balanced mix of the previous two approaches for the practical phase: the Peace
Force conflict resolution technique
Peace Force expands the students’ knowledge of conflict resolution strategies. Children and adolescents are trained as mediators and learn conflict resolution techniques geared towards a win-win result. Teachers receive an introduction to the
method so that they can train and consult the mediators. Parents receive information
about Peace Force at a parent evening. Mediators receive regular supervision and
support in consultation sessions. The project aims to provide children and adolescents with the ability to mediate arguments, and to inform teachers and parents about
the conflict resolution technique. As a result the entire education system extends its
conflict resolution skills.
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Method
In the arbitration there are always two students acting as conflicting parties and two
students as mediators. This setting means that there is individual balance and that all
participating students have a specific task. The mediators have specific roles: one
person leads the discussion, the other person makes sure that the rules of discussion
are followed and also writes the minutes. The mediators use cards with symbols or
sentences on them which they control during the arbitration. At the end of the mediation process there is some kind of symbolic commitment. For young children this is a
handshake, for older children the peace sign, and for adolescents they “seal a deal”
that the dispute is resolved. Neither children nor adults can learn to resolve conflicts
in isolation. Regular reflection on the meditative function helps to constantly improve
it. All Peace Force children are monitored and counselled after the training by those
responsible for the project.
Evaluation
As part of the implementation of the Peace Force programme, there were formative
evaluations done in order to determine possible areas for improvement. Students and
teachers were verbally surveyed on aspects such as needs, level of information and
other similar topics. An empirical, summative evaluation of the programme’s effectiveness has not yet been done.
Contact
Peace-Force
Roland Gerber
Metzerstrasse 49
4056 Basel
Telephone/Fax: +41 (0)61 / 3838318
[139] Peace-Force. Projekt. Available at: http://www.peaceforce.ch/c/angebot1.htm
[27 October 2008].
[140] Heureka! Peaceforce. Available at: http://www.heureka-beratung.ch/peace.htm
[27 October 2008].
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2.49 Peacemaker
(Peacemaker)
Summary
Peacemaker is a programme that aims to reduce prolonged violence in schools and
prevent violent acts. During a project week covering the topics of violence and peace,
selected children learn how to intervene in heated situations in the schoolyard, to
arbitrate with a cool head, and to ease tension.
Provider
NCBI (National Coalition Building Institute) Schweiz
Target Group
Students from the 3rd class to the end of upper school
Contents
The project is carried out in class workshops or as part of peace days or a peace
week. All classes participate in the workshops on violence. The aim is to find common ground when dealing with conflicts. All students get involved with the Peacemaker project; they know the tasks of the peacemakers (PM) and are given information regarding how the selection process for the peacemakers happens. For the
peace days, the entire school plans a project week or project days revolving around
peace. All teachers and all classes participate in the project. There are also workshops which cross over classes that encourage peaceful co-existence. Training of
the PM takes place during these peace days.
Method
The implementation of the project begins with a survey of teachers and students on
violence in their own school. Subsequently, the teachers receive training (1.5 days)
to illustrate the topic of violence from different perspectives and to find a common
language about violence. The teachers receive comprehensive information about the
Peacemaker project, the election of a PM and co-operation with external consultants.
They also learn about their responsibilities throughout the entire year so that the PM
can be better integrated into the school. Two teachers are responsible for taking care
of the PM and act as intermediaries between teachers, PM, school administration
and external consultants. The training session concludes with a rough plan of the
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project days/week. Afterwards, the PM is elected by the class and the teachers following a set procedure (nomination sheet, application form, election campaign, vote,
selection of PM). Over one and a half days of training, the PM is prepared for their
tasks and receives a certificate at the end of their training. During their training, the
selected PMs do role plays to learn how they can intervene in various situations and
restore peace. PMs acquire a type of mediation strategy to try and help the involved
parties find a resolution in five steps:
1. Concrete description of the incident “Could you tell me what happened?
2. The PM repeats back what the arguing sides said and asks “Did I understand it
correctly?”
3. The PM asks both sides about their feelings in order to find out how deep the
emotional scarring is. “How are you feeling now?”
4. The conflicting parties – not the PM – are encouraged to find possible solutions
5. An agreement is reached which all parties are satisfied with
Equipped with these steps, the PMs are ready to intervene in many schoolyard fights
and to de-escalate them. Once a month during class time, the PMs meet together
with one of the contact teachers and an external consultant who moderates the session.
Evaluation
Contact
Schweizer Hauptbüro:
National Coalition Building Institute (NCBI) Schweiz
Alte Landstr. 89
8800 Thalwil
Telephone: +41 (0)44 / 7211050
Fax: +41 (0)44 / 7211228
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[141] Halbright, R. (2004). Peacemaker – Praktische Gewaltprävention mit jungen
Menschen: Gewalt, Eskalation und Konflikte schlichten. Schaffhausen: K2Verlag.
[142] National Coalition Building Institute. Peacemaker – FriedensstifterInnen auf
dem Pausenplatz. Available at: http://www.ncbi.ch/prog_peacemakers.html [27
October 2008].
2.50 Peer-Mediation
(Peer Mediation)
Summary
Peer Mediation is an innovative approach to practical conflict management that has
enjoyed long-term success. Students are trained to become peer mediators for conflicts between students of the same age. Peer mediation is not a replacement for
other accompanying measures to prevent violence.
Provider
Bundesministerium für Unterricht, Kunst und Kultur
Target Group
Students in higher classes are trained to help students in lower classes resolve their
conflicts
Contents
Peer mediation is based on the experience that conflicting parties are more likely to
accept conflict management done by (older) fellow students than intervention by
adults. The peer mediators arbitrate between two or more students, or school groups.
They are accepted by all parties and they are mandated to mediate. A fundamental
requirement for schools wishing to introduce peer mediation is specially trained
teachers who can supervise the peers and who, preferably, can train them.
Method
Mediation is a voluntary discussion following set rules with a specific sequence of
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steps. The peer mediators guide the conflicting parties towards independently finding
an agreement that is satisfactory for both sides. The basis of the mediation is the
win-win principle, that is, resolution is only achieved when both parties consent to the
agreement. The peers learn a clearly structured method for discussion that is geared
towards conflict resolution and which is results-oriented.
Evaluation
Up to now there has been a lack of studies evaluating peer mediation projects. An
exception is the evaluation of peer mediation at Wilhering High School and Linz
Kreuzschwestern School conducted as part of the implementation of the pilot project.
The evaluation of the peer mediation project at both partner schools provided the
following main results:
The interviews conducted did not indicate a noticeable decrease in the number of
conflicts. However, it was determined that there was a slight improvement in resolving conflict situations even outside of the mediation structure. A large amount of students stated that peer mediation was very helpful. The effect of the project on the
mediators was also very positive: They stated that their own communication skills
had improved as a result of their training from the external trainer. From the teachers’
perspective, the programme had a considerable general benefit; however, a reduction in the frequency of conflicts could not be established. Similarly, a study of the
lower classes did not show any positive effects on the class climate as a result of the
implementation of the peer mediation programme.
As part of the study there were two surveys before and after the programme with the
intervention group. However, a control group was not used and the overall results are
not necessarily reliable because of problems in organizing the implementation of
peer mediation. Thus, the results are to be considered as provisional. An empirical
evaluation of the programme’s effectiveness is yet to be done.
Contact
Bundesministerium für Unterricht, Kunst und Kultur
Minoritenplatz 5
1014 Wien
Telephone: +43 (0)1 / 531200
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Fax: +43 (0)1 / 531203099
[143] Bundesministerium für Unterricht, Kunst und Kultur. Peer-Mediation an österreichischen Schulen. Erfahrungen – Wirkungen – Perspektiven. Available at:
http://www.bmukk.gv.at/schulen/sb/peer-mediation.xml [27 October 2008].
[144] Faire Schule. Peer-Mediation. Available at:
http://www.faireschule.at/peermediation [27 October 2008].
2.51 People’s Theatre
(People’s Theatre)
Summary
People’s Theatre uses theatre productions as a means of training social skills and
preventing violence. The programme commenced in 2001 and is available to schools
and youth centres. The programme receives financial support from the City of Offenbach.
Provider
People’s Theater e.V.
Target Group
Children and adolescents in schools, in after-school care and in public youth centres
Contents
The aims of the programme are ethical thinking and acting. This is fostered with the
help of theatre work. The guiding principle of the programme is peer education. The
programme is conducted for students and children’s groups. Parents, students and
teachers all get involved in the programme so that cross-generational conflicts can
be included.
Method
An action team consists of 8 young adults of various nationalities between 18 and 24
years of age. They are full-time volunteers who perform the scenes and/or work toBGAG Report 1/2009
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gether with the audience and the participants on the scenes. The conflict scenes that
they act out are tailored to the everyday life of the specific target group. The audience are the directors and they offer suggestions on how the scene should be played
out. These suggestions are discussed as a group and then tried out. The moderator
talks with the audience to find out the cause of the conflict and then tries to filter the
positive ideas which can possibly be used to resolve the conflict. Social skills needed
for resolving conflicts are also designated. The audience then acts out the possible
strategies that have been named. At the end of the programme, the participants act
out a “role-model solution” for the conflict. In this scene, the actors incorporate as
many of the audience’s suggestions as possible.
Evaluation
Students and teachers from various schools that participated in the programme were
surveyed in the 2007/2008 school year. Currently only the teacher questionnaires
have been assessed. These indicated a high to very high level of satisfaction regarding the performance, the moderation and how the teachers were treated. However,
they criticized some minor structural aspects as well as the fact it did not contribute to
social interaction. Overall though, the general feedback was very positive. Empirical
verification of the programme’s effectiveness remains to be done. Currently, there
are plans to evaluate a school and one of the aims of this study is to determine possible changes in the school environment.
Contact
People’s Theater e.V.
Offenthaler Str. 75
63128 Dietzenbach
Telephone: +49 (0)6074 / 3014041
Fax: +49 (0)6074 / 3014049
Web: www.peoples-theater.de
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Wochenschau Verlag.
2.52 PFAD Curriculum Programm zur Förderung alternativer Denkmuster
(PATHS (Providing Alternative THinking Patterns) Curriculum)
Summary
PATHS is a comprehensive cognitive-behavioural prevention programme. Together
with support from classroom lessons the programme encourages emotional and social competencies and a reduction of violence and behavioural problems in primary
school children. It is based on the PATHS programme developed by Professor Mark
Greenberg (Prevention Research Center, Pennsylvania State University) and Dr.
Carol Kusché. It is one of the most comprehensively evaluated programmes for promoting social skills at schools. PATHS strives to reduce destructive and aggressive
behaviour and to foster the pro-social development of the child. Children are provided
with learning skills and experiences which significantly contribute to: the development
of self-control and empathy; understanding, expressing and controlling feelings; and
effective social problem-solving. Additionally, the programme is intended to improve
the environment in the classroom and in the school.
Provider
Pädagogisches Institut der Universität Zürich
Target Group
Schüler der Primarstufe
Contents
PATHS consists of a one-year programme with 46 main lessons and a multitude of
additional lessons that contain all of the core concepts from PATHS in a compact
form. The PATHS lessons can be roughly divided into three areas: Understanding
and communicating feelings, skills related to positive social behaviour, and selfcontrol and other techniques for social problem-solving.
The concrete goals of the PATHS programme are as follows:
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•
foster emotional competencies
•
achieve motivational maturity
•
foster social-cognitive skills
•
develop social skills
•
increase willingness to learn
PATHS addresses a set of risk factors related to the development of violence, substance abuse and school performance. The teaching staff can also benefit from these
developments. They suffer less stress and fatigue because of an improvement in the
class environment and a decrease in discipline problems in the classroom.
Method
PATHS is a standardized training programme with compulsory goals, concepts and
vocabulary (Greenberg, Kusché & Mihalic, 1998). The lessons are templates which
have been worked out to the last detail. However, teachers are encouraged to adjust
the complexity of the presentation and exercises, the examples and the didactic
composition to better fit the children’s capacity for learning and the current situation
in the class. In general, concepts and competencies are introduced directly into the
lesson via discussions, stories or new rituals. This is followed by exercises and role
plays which provide the children with the opportunity to practise the new skills they
have learned. The curriculum provides lesson support for each of the emotions that
are covered by PATHS with recommendations for corresponding picture books and
children’s books. It is recommended to have at least 2-3 lessons per week of 20-30
minutes each. The use of short but frequent lessons means that PATHS is not perceived as an isolated teaching package but rather as part of everyday school life.
Although the programme provides a specific order for the lessons, teachers can
make changes. In this situation the teachers should be careful that they cover all of
the core concepts. Even though the classroom lessons are a vital part of PATHS,
teachers are encouraged to use the concepts and rituals from PATHS during everyday school life. PATHS is to a certain extent a language which is not only used during lessons but also during the whole school day and for usual procedures in the
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classroom. PATHS also places a high value on regular involvement of the children’s
parents or guardians.
Evaluation
PATHS has been empirically evaluated in numerous independent studies (randomized control group design or matched group design). Overall, these studies have
shown positive effects. An evaluation involving children from special education
schools (Greenberg, Kusché, Cook & Quamma, 1995) showed significant improvements in the children’s ability to describe, label and understand both their own emotions and those of others. Another study (Kam, Greenberg & Kusché, 2004) which
also examined long-term effects (follow-up questionnaires after 0, 1 and 2 years)
showed a significant reduction of externalized and internalized problem behaviour
according to the teachers’ assessments. However, the teachers did not see any effects related to social skills. An evaluation study with children from disadvantaged
areas in the USA (Conduct Problems Prevention Research Group, 1999) came to the
conclusion that, based on peer assessment, aggression and hyperactive/disruptive
behaviour had decreased. Impartial observers rated the class climate and adherence
to rules in PATHS classes as better. The children from intervention classes were able
to improve their emotional and social abilities, had better contact with their fellow students and had better grades in language classes. Parents also had a more positive
relationship with their children and were more satisfied with their roles as parents.
Furthermore, a reduction in aggression at home, in the schoolyard and at school
could be established. However, other studies indicate that the programme’s efficacy
is highly dependent on active support from the school administration and how faithfully teachers follow the programme.
To date, all of the published studies on the effectiveness of PATHS originate from the
USA. However, the University of Zurich is currently running an empirical evaluation
study on the implementation of the PATHS programme.
Contact
Universität Zürich
Pädagogisches Institut
z-proso - Zürcher Projekt zur sozialen Entwicklung von Kindern
Freiestrasse 36 (Büro H 05)
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8032 Zürich
Telephone: +41 (0)44 / 6344567
Fax: +41 (0)44 / 6344922
Web: http://www.z-proso.uzh.ch/index.html
[146] Conduct Problems Prevention Research Group (1999). Initial impact of the fast
track prevention trial for conduct problems: II. Classroom effects. Journal of
Consulting and Clinical Psychology, 67, 648-657.
[147] Eisner, M., Jünger, R. & Greenberg, M. (2006). Gewaltprävention durch die Förderung emotionaler und sozialer Kompetenzen in der Schule: Das
PATHS/PFAD Curriculum. Praxis der Rechtspsychologie, 16, 144-168.
[148] Greenberg, M. T., Kusché, C.A., Cook, E. T. & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS
curriculum. Development and Psychopathology, 7, 117-136.
[149] Greenberg, M. T., Kusché, C. A. & Mihalic, S. F. (1998). Blueprints for Violence
Prevention, Book Ten: Promoting Alternative Thinking Strategies (PATHS).
Boulder: Center for the Study and Prevention of Violence.
[150] Kam, C. M., Greenberg, M. T. & Kusché, C. A. (2004). Sustained effects of the
PATHS Curriculum on the social and psychological adjustment of children in
special education. Journal of Emotional and Behavioral Disorders, 12, 66-78.
[151] z-proso. PFAD – Programm zur Förderung alternativer Denkmuster. Available
at: http://www.z-proso.uzh.ch/Projekt/projekt.de.html#paths [28 October 2008].
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2.53 Prävention als Chance (PaC) / Schulbezogene Gewaltprävention im Verbund
(Prevention as a Chance (PaC)/ School-related violence prevention in a
network)
Summary
The PaC programme is a comprehensive approach to preventing violence in schools
for entire municipalities. It was developed by the Office of Criminal Investigation in
Lower Saxony, the Accident Insurance Association in Hanover and the State Board
of Education in Hanover.
PaC received an award from the Foundation for Crime Prevention in a ceremony in
Münster on 12 October 2007. The programme was honoured in the “Science Award”
category because it had combined scientific work and knowledge with practical implementation at three test locations in Lower Saxony. Currently, the founders of the
programme are working together with the Lower Saxony Ministry of Education and
Culture on the possibility of implementing the programme Germany-wide.
Provider
•
Gemeinde-Unfallversicherungsverband Hannover, Landesunfallkasse Niedersachsen
•
Landeskriminalamt Niedersachsen, Polizeiliche Prävention & Jugendsachen
•
Landesschulbehörde, Abt. Niedersachsen, Beauftragte für Gewaltprävention,
Frau Monika Harms
Target Group
•
Children and adolescents
•
Teachers
•
Parents
•
Social pedagogues and social workers
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Contents
The programme combines several already-proven projects in a building-block system
for different target groups. These are assigned to three essential thematic pillars: Social skills – Conflict Intervention – Help for individuals (mandatory building blocks for
schools and day-care centres).
The following goals of the programme are all of equal importance:
•
Encourage and strengthen social skills
•
Improve the environment of the group, class and school
•
Reduce violence and other rule violations
•
Reduce injuries and damage to property
•
Sustained implementation of violence prevention in schools and day-care centres
Method
PaC is aimed at a network of day-care centres and schools in conjunction with the
local police and youth welfare. Thus, children can be educated from an early age according to the same rules of social interaction. The prevention concept is based on
the results of research into effective violence prevention in schools whereby holistic
concepts which apply not only cognitive elements but also experiential learning are
successful. They are effective when they encourage social skills and provide clear
rules and standards.
The “Without Fists” programme (see 2.23) is used in primary schools as part of the
“Social Skills” pillar. Social training in general education schools consists of regularly
conveying and practising skills for social behaviour. Parents are also offered courses
to improve their parenting skills and teachers are offered advanced training in conflict
management in schools. The “Conflict Intervention” pillar consists of a conflict mediation programme as well as the implementation of a set of rules and meaningful sanctions that everyone has agreed to. The “Help for Individuals” pillar consists of a
“clearing house” for preventing violence (a central drop-in centre for dealing with children and adolescents with behavioural problems), sponsorship on a voluntary basis
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by adults with previous knowledge of education, as well as individual offers from
youth welfare services.
Evaluation
PaC is currently being trialled and evaluated in Hanover, Buxtehude and in Bramsche/Bersenbrück. More than 17,000 children and adolescents from 44 day-care
centres and 40 schools are taking part in the programme. At the time of going to
press, the evaluation report for the first test location in Hanover was still being
worked on. For more details contact the Central Office for Prevention and Youth Affairs - Office of Criminal Investigation in Lower Saxony (Landeskriminalamt Niedersachsen, Zentralstelle Polizeiliche Prävention & Jugendsachen).
Contact
Gemeinde-Unfallversicherungsverband Hannover
Landesunfallkasse Niedersachsen
Geschäftsbereich Prävention
Am Mittelfelde 169
30519 Hannover
Contact person:
Viola Erckens
Telephone: +49 (0)511 / 8707198
Landeskriminalamt Niedersachsen
Zentralstelle Polizeiliche Prävention & Jugendsachen
Am Waterlooplatz 11
30169 Hannover
Contact person:
Andrea Sieverding
Telephone: +49 (0)511 / 262623233
Fax: +49 (0)511 / 262623250
[152] PaC - Prävention als Chance / Schulbezogene Gewaltprävention im Verbund.
Available at: http://www.pac-programm.de [17 February 2009].
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2.54 Prävention im Team (PiT)
(Prevention in a Team)
Summary
“Prevention in a Team” is a project for conflict management and violence prevention.
In this programme, the trainers work in a team which consists of a police officer, two
teachers, a youth welfare worker and students. The team works closely together in a
systematic approach over a long period of time. Thus, a unique aspect of the project
is that the training team consists of representatives from different professions.
Provider
E.g.
•
Deeskalationsteam POLTRAIN
Institut für schulische Fortbildung und schulpsychologische Beratung RheinlandPfalz
•
PiT- Hessen Prävention im Team
Target Group
Contents
Team building as a means of managing and preventing conflict is seen as a task for
society as a whole. A shared point of view across institutions is required. The organisations involved work together to assess violent situations, plan school projects and
are jointly responsible for the execution of the projects. The projects mainly follow the
“Be Cool – Stay Cool” concept (see 2.12).
Method
Various methods are used for the training, for example:
•
Individual, partner and group work
•
Presentations, Short talks
•
Practical exercises with feedback
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•
Exercises for loosening up
•
Use of different media (Flipchart, Pinboard, Worksheets)
•
Photo documentation, check lists
Evaluation
Contact
E.g.
Deeskalationsteam POLTRAIN
Heinz Kraft
Peter-Alfs-Str. 10
58256 Ennepetal
Telephone: +49 (0)2333 / 977221
Web: www.gewalt-deeskalationstrainings.de/
Institut für schulische Fortbildung und schulpsychologische Beratung des Landes
Rheinland-Pfalz
Butenschönstr. 2
67346 Speyer
Telephone: +49 (0)6232 / 6590
Fax: +49 (0)6232 / 659110
Contact Person: Kathrin Schmiga
Telephone: +49 (0)2662 / 94810
PiT- Hessen Prävention im Team
Dirk Friedrichs
Mailing address: Maximilianstr. 5
Office address: Luxemburger Allee 45
60385 Frankfurt am Main
Telephone: +49 (0)177 / 3276659
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[153] Institut für schulische Fortbildung und schulpsychologische Beratung des Landes Rheinland-Pfalz. Prävention im Team (PIT). Available at: http://ifb.bildungrp.de/themen/gewaltpraevention-intervention/pit.html [28 October 2008].
[155] PiT – Hessen. Available at: http://www.pit-hessen.de/html/index2.html [28 October 2008].
[156] PiT = Prävention im Team. Available at: www.praevention-im-team.eu/ [28 October 2008].
2.55 Prävention von Aggression und Gewalt an Schulen (PAGS)
(Prevention of Aggression and Violence in Schools)
Summary
The project is designed as both a system for the school and also for class lessons.
Its aim is to encourage students to be more active in learning processes which contributes to the prevention of aggression and violence. In terms of primary prevention,
students are familiarized with new or alternative ways for non-violent behaviour and
they gain pro-social skills.
Target Group
Contents
A core component of the programme is acquiring and practising abilities and skills
which contribute to handling aggression and potential violence in terms of constructive, non-violent conflict resolution. The programme is incorporated into class lessons. It consists of five themes:
1. Awareness of your own feelings and those of others
2. Fostering communication skills and abilities
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3. Perspective-taking
4. Curiosity
5. Being aware of and handling conflicts
Method
There are specially developed lesson materials available for implementing the programme. These lesson materials are used for dealing with the topics mentioned
above. Important methodological elements include role plays, interaction activities
and self-learning. Learning processes which contribute to the prevention of aggression and violence are communicated to the students. They also learn alternative
ways of behaving and are familiarized with how to act with empathy. Preventative
behaviour and arbitration are also practised. The materials are designed in such a
way that they can be used in different school grades. Each topic contains tasks for
Years 1 to 10. The materials build on one another but can also be used individually.
For each topic there is a theoretical introduction, a parents’ letter, and special tasks
and evaluations. Teachers attend special training seminars in order to implement the
programme smoothly.
Evaluation
The programme was evaluated at four schools in Brandenburg from August 2000 to
February 2001. The evaluation was done by observing participants, interviewing the
school administration and teachers, and group discussions with the students. The
following results were documented:
The teachers were more aware of violence because of the training. All participants
viewed consistent implementation of the programme as making sense but this was
only partially done. The students were more aware of violent acts because of the project and sought help from “experts” (teachers) to arbitrate disputes. A follow-up project to consolidate the contents of the project was viewed as worthwhile.
These results should be seen as provisional because there was no preliminary study
and no control group. Empirical validation of the programme’s effectiveness remains
to be done.
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Contact
Fachhochschule Potsdam, Fachbereich Sozialwesen
Friedrich-Ebert-Str. 4
14467 Potsdam
Telephone: +49 (0)331 / 5801101
[157] Marx, R. (2002). Kurzfassung des Forschungsberichts Prävention von Aggression und Gewalt an Schulen. Ein Konzept für die Schule als System und für den
Unterricht. Available at: http://forge.fhpotsdam.de/~Sozwes/projekte/gewalt/Bericht%20Kurzfassung.pdf [31 October
2008].
[158] Marx, R. (2003). Prävention von Aggression und Gewalt an Schulen. Ein Konzept für die Schule als System und für den Unterricht. Available at:
http://forge.fh-potsdam.de/~Sozwes/projekte/gewalt/Beschreibung.pdf [30 October 2008].
[159] Marx, R. & Saliger, S. „Prävention von Aggression und Gewalt an Schulen“
(PAGS). Informationen über die Unterrichtsmaterialien zum Projekt. Available
at: http://www.berlin.de/imperia/md/content/lb-lkbgg/bfg/nummer22/33_marx.pdf
[30 October 2008].
2.56 Programm zur Primärprävention (ProPP) – Schülerinnen und Schüler stärken, Konflikte klären
(Programme for Primary Prevention (ProPP) – Strengthen Students, Clarify Conflicts)
Summary
The Programme for Primary Prevention (ProPP) offers targeted support for preventing addiction and violence. It is a joint offer from the Rhineland-Palatinate Ministry of
Education, Science, Youth and Culture together with the School Psychological Service, the State Institute for Teacher Education and the State Agency for Promoting
Health. The programme fosters children’s self-awareness and awareness of others
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as well as contributing towards a positive class environment. The overall aim is to
provide students with the ability to resolve conflicts in a non-violent, constructive
manner. The programme’s motto is: “Strengthen students – Clarify conflicts”. ProPP
is a measure with longer-term processes that must be strenuously and consistently
maintained. Therefore, in order to ensure a lasting effect, the programme must become an integral part of school life and receive the support of the entire staff.
Provider
Institut für schulische Fortbildung und schulpsychologische Beratung Rheinland-Pfalz
Target Group
Contents
The programme is based on the assumption that there is interplay between selfesteem and self-confidence. It also focuses on contact and communication skills, and
the students’ ability to manage conflict in and out of school. The students are provided with an appropriate, socially responsible way to handle difficult life situations
and problems. They learn how to deal with conflicts and frustrations without using
violence. The programme also helps to protect students against drugs, other addictive substances and behaviour which can lead to addiction.
Method
The programme uses interactive activities as a method of fostering the students’ personal development in terms of self-competence, social skills, communication skills
and conflict management skills. The programme consists of a training programme
with working materials for the students; two 2-day regional information events for
teachers; continuous monitoring of schools in regional working groups; and support
for the information sessions given to staff and parents of participating classes.
A total of 40 school periods are allocated to the training programme over the course
of one school year. A 2-hour training session takes place in the classroom at least
once a fortnight. The programme is conducted by a minimum of two teachers who
work as a team. It should be conceptually supported by the school administration,
staff, parents and students. The teachers chosen should ideally be regular teachers
of the participating classes. Participation in the two-day information events is limited
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per school to the two teachers conducting the training. They agree to pass on the
information to their schools. However, all teachers participating in the programme
can take part in the accompanying working groups.
Evaluation
Early exploratory results are available from a survey of participating teachers conducted in the 2007/2008 school year. Overall, they rated the programme as positive.
Most teachers stated that the programme gave them valuable help in dealing with
students and improving their own competencies. The majority of teachers also reported that the programme had motivated them to think more about social learning
and students’ personal development in their day-to-day teaching. According to most
teachers, both they and the children were happy to have taken part in the programme. An empirical evaluation of the programme’s effectiveness is yet to be done.
Contact
Institut für schulische Fortbildung und schulpsychologische Beratung des Landes
Rheinland-Pfalz
Franziska Plän
Schulpsychologisches Beratungszentrum
Mombacher Str. 76
55122 Mainz
Telephone: +49 (0)6131 / 611113
Fax: +49 (0)6131 / 611696
Ministerium für Bildung, Frauen und Jugend (MBFJ)
Katja Bewersdorf
Wallstarße 3
55122 Mainz
Telephone: +49 (0)6131 / 164593
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[160] Gewalt tut weh. PROPP – Programm zur Primärprävention. Available at:
http://gewalt-tut-weh.bildung-rp.de/einzelthemen/L-P/PROPP.htm [30 October
2008].
[161] Institut für schulische Fortbildung und schulpsychologische Beratung des Landes Rheinland-Pfalz. Programm zur Primärprävention (ProPP). Available at:
http://ifb.bildung-rp.de/themen/gewaltpraevention-intervention/propp.html [30
October 2008].
2.57 Recht hat jedeR?! – Trainings für den alltäglichen Umgang miteinander:
Modul Wir sind Klasse?!
(Everyone has Rights – right?! Training for everyday interaction: “We’ve
got class!” Module)
Summary
“Everyone has rights – right?!” places its emphasis on encouraging social skills. The
training is for everday interactions, for example, conflict resolution and mutual respect. The participants receive ideas of how to deal with each other fairly and how to
expand their opportunities for social integration.
Provider
Zentrum polis – Politik Lernen in der Schule für Schulklassen
Target Group
Students between 7 and 15 years of age
Contents
The series of events is designed in modules which can be independently booked. In
organizational terms, they are not dependent on one another; however, they do represent the level of progression. Four modules have been developed so far:
1. “Responsibility” module
2. “Fighting Together” module
3. “Respect” module
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4. “Personal Boundaries” module
The contents are adjusted for the age of the group. The workshops are led by one
female and one male trainer from an experienced team of educators, psychologists,
political scientists, sociologists and applied drama teachers.
The new module “We’ve got class?!” in the “Everyone has rights – right?!” series improves class interaction and helps to make a team out of classes that have been
“thrown together”. The project also fosters tolerance, understanding and openness
towards other people.
Method
Through the use of interactive and participatory methods, the students have the opportunity to become aware of their differences and similarities to each other. In a
one-off 2.5 hour training session (duration of a workshop per group) the students
deal with topics such as tolerance, prejudice, responsibility, respect for personal
boundaries, conflict resolution, intercultural exchange and human rights. Depending
on the age of the group, they are introduced to each topic through games and artistic
means and/or talks. A key aspect of this topic-based approach is gender awareness.
Evaluation
No information regarding evaluation results was received despite being requested.
Contact
Zentrum polis – Politik Lernen in der Schule
Ludwig Boltzmann Institut für Menschenrechte–Forschungsverein
Helferstorfer Straße 5
1010 Wien
Telephone: +43 (0)1 / 427727427
[162] Allgemeine Unfallversicherungsanstalt AUVA. Peers and pros. Cool down. Ihr
streitet – wir helfen. Available at: http://cool.down.co.at/index_dt.html [27 October 2008].
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2.58 Regionalmodell Göttingen
(Göttingen Regional Model)
Summary
The Göttingen Regional Model aims to create a network between different projects in
Göttingen and the surrounding region. Its premise is that lasting prevention of violence can only be ensured through the co-operation of different institutions and not
by individual projects.
Provider
Various regional providers of services to prevent violence in Göttingen and the surrounding region
Target Group
Contents
The Göttingen Regional Model consists of two models, one for primary schools and
one for secondary schools. Both models are comprised of information sessions for
parents, teachers and students as well as a project for conflict mediators. The primary school model covers the following main areas: Promotion of good health by improving self-esteem and a parents’ programme. The secondary school model covers
the following areas: strong emotions, conflict resolution, self-assertion (specifically for
girls), anti-racism training, “Internet without limits?”
Method
Both models are methodologically similar in their execution and comparable regional
projects are used:
•
Psychological consultation at school
•
Learning about police practices
•
Psychological action training
•
Training in school mediation
•
Supervision, parent evenings, advice for individual cases
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•
“Time for a Child” community foundation
•
School Dance Week project
•
Creative play
•
Art therapy methods
The aims of the project are carried out by a network of different institutions for preventing violence from Göttingen and the surrounding region.
Evaluation
The Göttingen Regional Model was evaluated in 2003/2004. Primary school students
were surveyed before and after the project. The results showed that for students in
the first class there was not a significant change in offenders, but there was a significant drop in victims in terms of verbal and physical abuse. However, the starting levels for each of these were very low. Students in the third and fourth class reported
there was a slight drop in both offenders and victims regarding verbal abuse. They
did not report any change in terms of physical and indirect violence, for example,
gangs and skipping school. The third and fourth class students further stated that
they noticed teachers and parents had an increased awareness of violence. In addition, awareness of bullying increased but the relationship between students tended to
deteriorate, albeit from a high starting level. There were less aggressive reactions
towards offenders in the post-interview compared to the pre-interview; whereas nonaggressive reactions increased. Furthermore, students’ attitudes towards violence
changed in a positive way and although rules were not as strictly kept, they were better known. Parents also reported some changes in the violence they observed, albeit
both for better and for worse. Their survey also indicated an increase in their appreciation of problems and a higher degree of awareness. The teachers’ before and
after surveys showed no significant effects. However, there were indications of increased appreciation of problems and a higher degree of awareness. There were
also indications of less teacher involvement in conflict resolutions as well as a slight
decrease in teacher intervention in conflicts. The teachers stated that they observed
less violence, particularly less verbal abuse, and an overall positive attitude at
school. However, there was only a small group of 10 teachers in the pre-interview
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and 7 teachers in the post-interview. Validation of the programme’s effectiveness using a control group and verification of its long-term effectiveness remains to be done.
Contact
Bezirksregierung Braunschweig
- Schulformübergreifende AngelegenheitenUte Eichhofer-Thegeder
Wilhelmsstrasse 62-69
38100 Braunschweig
Telephone: +49 (0)531 / 4843576
Fax: +49 (0)531 / 4843213
Präventionsrat der Stadt Göttingen
Claudia Wittenstein
Hiroshimaplatz 1-4
37083 Göttingen
Telephone: +49 (0)551 / 4002901
Fax: +49 (0)551 / 4003345
Präventionsverein KOMPAKT e.V.
Christian Hölscher
Untere Karspüle 4
37073 Göttingen
Telephone: +49 (0)551 / 7079419
Fax: +49 (0)551 / 7079418
[163] Boos, M., Forkmann, T. & Belz, M. (eingereicht). Was bewirkt integrative Gewaltprävention an Schulen? Erfolgsevaluation des Präventionsprogramms
„Starke Schule“. Psychologie in Erziehung und Unterricht.
[164] Regionalmodell Göttingen zur Gewaltprävention an Schulen. Available at:
www.regionalmodell.de/start.html [29 October 2008].
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2.59 RESPEKT – Aktion Gewaltfreie Schulen
(RESPECT – Violence-free Schools Campaign)
Summary
This violence prevention project is a public programme which brings together and
integrates existing prevention projects from the City of Ludwigsburg and its surroundings. The aim is to firmly establish the prevention of violence in a structured format
that takes gender and culture into consideration.
Provider
Initiative RESPEKT - Aktion gewaltfreie Schulen
Target Group
Contents
The programme has several sub-goals. Gender, culture and co-operation are
amongst the most important of these. Teachers, students and parents are involved
from the very beginning. Co-operation from both inside and outside the school ensures that students are also confronted with the topic of preventing violence outside
of their lessons (e.g. in their free time). A contact team is formed at the school level
consisting of parents, students, teachers and school administration. This team does
an assessment of the current school situation, develops measures based on this, and
co-ordinates these measures in the school. Outside of school, a group is formed
which co-ordinates activities across different schools including the development and
planning of events and programmes.
Method
The contents mentioned above are implemented as follows:
•
Establishment of a community network
•
Preparation at an extra-curricular level and establishment of a working group:
Find and train moderators; public relations
•
Preparation stage at school: Contact team is formed, brainstorming of ideas and
planning of measures
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•
Implementation phase: Measures are implemented and guided; individual projects are implemented in schools and then assessed; co-operation with extracurricular projects
•
Reflection period (Final event)
The individual topics are covered in class lessons, in the working group or as part of
a project day (school festival or stage play)
Evaluation
Contact
Initiative RESPEKT - Aktion gewaltfreie Schulen
Ernst-Bauer-Str. 11
71636 Ludwigsburg
Telephone: +49 (0)7141 / 462476
Fax: +49 (0)7141 / 461428
[165] Respekt. Aktion gewaltfreie Schulen. Was ist Respekt? Available at:
http://www.respekt-info.de/ [29 October 2008].
2.60 Schritte gegen Tritte
(Steps against Kicks)
Summary
This project was founded in 1993 by the Evangelical-Lutheran Church in Lower
Saxony and takes its inspiration from the biblical spirituality of non-violence. However, it also addresses other religions and ideologies. The project is targeted against
violence in parishes and schools. It is already being used in Lower Saxony, Saxony
Anhalt, Hesse and Baden-Württemberg.
Provider
Evangelisch-lutherische Landeskirche Hannover
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Target Group
Adolescents in Year 7 and above
Contents
The topic of the project is structural, ethnic and personal violence. Adolescents learn
methods of managing conflict without violence. The programme is adjusted to suit the
age and gender of the participants. Students are encouraged to talk about their experiences with violence without being laughed at. They are taught to pay attention to
body language as well as possibilities for self-defence or avoiding situations. Selfesteem and civil courage are fostered so that students can take the initiative for both
themselves and for others.
Method
During the project, the teacher takes on the role of observer, but is actively involved
during the pre and post phases. In total there are two preliminary and one post meeting with colleagues and employees. Establishing a link with other projects and workshops dealing with the prevention of violence is seen as helpful. In the preliminary
phase, the members are introduced to the programme and issues such as implementation can be explained. After this, the practical planning of the project begins. The
project itself consists of 6 units of 45 minutes each and is conducted with a maximum
of 30 students. A short version of the programme is also available which can be run
over two to three days. In the units, various topics on violence are discussed, worked
on and evaluated. Working materials (worksheets, instructions and discussion topics)
are available.
Evaluation
An evaluation is currently being conducted. Results are not currently available.
Contact
Haus kirchlicher Dienste der Ev.-luth. Landeskirche Hannovers
Arbeitsstelle Friedensarbeit, Pastor Klaus J. Burckhardt
Archivstraße 3
30169 Hannover
Telephone: +49 (0)511 / 1241560
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[166] Haus kirchlicher Dienste der Ev.-luth. Landeskirche Hannovers. Schritte gegen
Tritte. Available at: http://www.schrittegegentritte.de/ [29 October 2008].
2.61 Schweizerisches Institut für Gewaltprävention (SIG) – Gewaltpräventionskurse für Kinder und Jugendliche
(Swiss Institute for the Prevention of Violence – Violence Prevention
Courses for Children and Adolescents)
Summary
Violence prevention provides children and adolescents with valuable skills for dealing
with conflicts and violent situations. Therefore, practising ways of resolving conflict is
of great importance to children and adolescents at all levels of schooling regardless
of current occurrences of violence. SIG’s offer is distinguished by its consideration of
a conflict’s entire escalation process, detailed customization to the needs and conditions of the client, and its use of networking to provide a comprehensive range of
services.
Provider
Schweizerisches Institut für Gewaltprävention (SIG)
Target Group
Children and adolescents at all levels of day-care centres and schools
Contents
A client who wishes to engage SIG for a violence-prevention project chooses topics
from a list which are to be covered by the project. Then SIG determines the course
duration and the requirements for the course room. The institute designs a fully customized project based on the individual situation in each client’s school. SIG uses a
broad range of training methods depending on the client’s needs. Courses on offer
include:
•
Ways to act without violence
•
Self-confidence
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•
Self-assertion
•
Bullying
The preventative measures have a lasting effect when everyone involved with the
children’s upbringing is provided with the same training so that they can use what
they learn in day-to-day life. This can be done as parent training or parent evenings.
Method
Teachers are instructed in methods of non-violence so that they are aware of which
social skills they can encourage to help prevent violence in everyday life. The children deal with the various forms of violence and learn how and why they occur. It is
pointed out to the children that the use of violence only results in losers. Violence
does not solve problems in the long-run, it only makes them worse. The children
learn ways of being non-violent, how to prevent conflicts, and how to resolve conflicts
if they already exist.
Self-confidence is encouraged because of the assumption that healthy selfconfidence is the basis for self-assertion and self-defence in day-to-day life. It is crucial that self-confidence is fostered through praise, acceptance, love and an integrative child-rearing style. As part of specific courses for encouraging self-confidence, it
is possible to provide support to teachers and children either together or in separate
courses.
In the self-defence course, the children learn to be aware of their own will and opinion, and to communicate this in an appropriate way. They practice how to recognize
when personal boundaries have been overstepped and how they can defend themselves against this with body language, words and, if necessary, with appropriate
self-defence techniques. Of central importance is knowledge of when, how and
where children can get help.
The bullying course helps children to improve their self-esteem, to handle insults and
to protect themselves against bullying. They are told at which degree of escalation
they must get help and how and where they can do this. This is done with the use of
examples such as snatching or destroying property, peer-group pressure or blackmail. Co-operation with the teaching staff is very important for the topic of bullying. As
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such, in separate courses, they learn about bullying, the consequences for the bullied
child, and how they can help. They are advised how to make contact with those involved and what resources are available in the school to take action against bullying.
Evaluation
An empirical evaluation of the programmes run by SIG is difficult because they are
customized to each school and thus general effectiveness of the programme cannot
be determined. According to SIG, however, questionnaires given to students, teachers and parents for each of the programmes indicate a positive effect.
Contact
Schweizerisches Institut für Gewaltprävention (SIG)
Rosengartenstr. 23
4800 Zofingen
Telephone: +41 (0)79 / 6725724
[167] Schweizerisches Institut für Gewaltprävention. Available at:
www.kindergewaltprävention.ch [28 October 2008].
2.62 Sign – Gewaltprävention für Schüler
(Sign – Violence Prevention for Students)
Summary
“Sign” is a holistic concept for the prevention of addiction and violence which commenced in the North-western region of Lower Saxony in 2000/2001. Approximately
50,000 students in 116 selected schools worked with the “Sign” project in the
2007/2008 school year. “Sign” brings students, teachers and parents together with
counselling centres, youth welfare offices, police, professional services and other
individuals. As such it is the largest, long-term prevention project in the region. The
number one aim of “Sign” is to foster life skills in young people. At the centre of the
project is the human being with their strengths and weaknesses, feeling and needs.
The aim of the project is to provide alternative ways of dealing with addiction and violence, thus preparing students for life in the general community.
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Provider
agentur prevent GmbH
Target Group
Students is Years 5 to 10
Contents
Amongst other things, the “Sign” project offers a workshop called “Violence Prevention for Students” in which students use different methods to work on topics such as
“Objectivity from subjective perception of violence”, “Criminal liability and punishability”, “Conflict management”, and “Co-operation”. Other focal points of the workshop
are how to treat each other properly and random grouping. An important component
of the workshop is using techniques for personal development because self-confident
children and adolescents are more likely to find non-violent solutions to conflicts. It is
strongly recommended that the school is involved in preliminary and follow-up sessions for the “Sign” workshop. These can take the form of project work or by using
subject-specific lesson materials from “Sign”. In addition, the “Sign” project offers
regular teacher training on various themes (e.g. social learning and personal development, or violence and bullying). This helps teachers to implement the various topics into their lessons.
Method
There are special lesson materials from “Sign” for all of the topic areas and these are
available on the Internet. They are ideal for integrating into class lessons. The aim of
the materials is to support the formation of groups, to foster personal development,
and to expand the students’ skills in handling situations. The “Sign” lesson material is
always built on the same principle so that it is self-explanatory and easy for teachers
to apply. Photocopiable materials are also available for use with the students. There
are easy and difficult exercises for all themes.
Examples of the lesson materials dealing with bullying and violence are:
•
Violence is for me ...Individual work followed by a class discussion on the definition of violence
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•
Solutions: Techniques for being aware of alternative ways of acting in conflict
situations
•
How do you feel at your school? Individual and whole-class work for project
days on the topic of bullying and violence
•
Too much courage? A method for practising ways of acting in violent situations
Methods that are generally used include discussions, group work, brainstorming and
drama work.
Evaluation
Contact
agentur prevent GmbH
Langenweg 18
26125 Oldenburg
Telephone: +49 (0)441 / 3501250
Fax: +49 (0)441 / 3501325
[168] Sign. Das Präventionsprogramm in der Region. Available at: http://www.signproject.de/ [30 October 2008].
2.63 Soziales Lernen
(Social Learning)
Summary
The concept was originally developed in the 80s but remains relevant today. It deals
with the problems that children and adolescents face in the course of their development. Its aim is to react to such changes and to make sure that children are not left to
face them on their own. If the problems remain unnoticed, children often react in an
aggressive, violent, non-social manner. The children and their problems should also
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be addressed at school, and strategies and ways of behaving should be discussed
together.
Provider
Lerchenmüller, H. (1987). Soziales Lernen in der Schule. Zur Prävention sozialauffälligen Verhaltens. Ein Unterrichtsprogramm für die Sekundarstufe 1. Bochum.
Target Group:
Contents
The basic themes of social learning are a focus on how to act, reference to the students’ experiences, and emotional discussion of these topics. The aim of the programme is to develop the following competencies: judgement, empathy, communication and role distance. Social learning is seen as the basis for action-oriented and
problem-oriented learning. The concept of social learning is supported by psychology (e.g. Bandura’s Social Cognitive Theory, 1986) as well as by social education
and educational science.
Method
There are a total of 26 teaching units of 90 minutes each which are assigned to the
following topic areas:
•
Prejudice against and discrimination of minorities
•
Relationships with the adult world
•
Conflicts with authority figures and peers
•
Adolescent decision-making behaviour
Students are given problems in the form of videos, short stories or picture stories.
They then find practical solutions to the problem using conversations, group work,
group discussions and role plays. They learn to put forward their opinion to the group
without being subjected to peer-group pressure. Apart from the topic-based lessons,
there are also “moan and groan sessions”. The students can arrange these them-
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selves. They are an opportunity to talk about current problems and conflicts or to exchange experiences.
Evaluation
Early exploratory results from a study are available. The programme was trialled by
Year 8 students at different high schools. It showed various social learning effects.
Class environment and the ability to empathize improved. The students estimated
that their ability to resolve conflicts was higher after the programme. However, it was
also shown that only continuous training with integrated learning could consolidate
and maintain these successes. Results from an empirical evaluation study are not
available.
Contact
Not available
[170] Braun, K.-H. & Wenzel, K. (2000). Sozialpädagogisches Handeln in der Schule.
Einführung in die Grundlagen und Konzepte der Schulsozialarbeit. Neuwied:
Luchterhand.
[171] Hopf, A. (1997). Sozialpädagogik für Lehrerinnen und Lehrer. Hilfen für den
Schulalltag. München: Oldenbourg.
[172] Lerchenmüller, H. (1987). Soziales Lernen in der Schule. Zur Prävention sozialauffälligen Verhaltens. Ein Unterrichtsprogramm für die Sekundarstufe 1. Bochum.
2.64 Sozialtraining in der Schule
(Social Training at School)
Summary
This programme provides group training of social skills to primary school students.
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The programme assumes that fostering emotional skills can lead to the prevention of
fear, insecurities and violence.
Provider
E.g. Bremer Institut für Pädagogik und Psychologie
Target Group
Students aged between 8 and 12 (up to Year 6)
Contents
The training course helps children to develop resilient social-emotional life skills. The
following aspects are developed and trained: perception, self-awareness, feelings,
flexible problem-solving, team work, co-operation, communication, empathy and the
consequences of one’s own actions. All of these skills help to prevent drug use, violence and fear.
Method
The main methods used in social training are role plays, exercises and rules for behaviour, and regular feedback. A training duration of 3 to 6 months with a weekly
session of about 90 minutes has proven to be effective. The programme is run by
experienced trainers. The trainers are teachers, social educators and psychologists.
Evaluation
An empirical evaluation of 158 children showed that aggression and fear was reduced in children who had previously shown above-average aggression and fear. An
external evaluation by Riffert (2000) at a school in Austria confirmed these effects.
Pre and post questioning of an intervention group and a control group was done. Aggression, a dislike of school and manifested fear dropped in the intervention group
compared to the control group. No significant differences could be found in terms of
exam anxiety. However, the self-efficacy of children in the intervention group stabilized, whereas it dropped in children from the control group. 72% of girls and 63% of
boys in the intervention group stated that they had a better understanding of their
fellow students after the project. It was also shown that fewer children felt like outsiders after the project than before the project. Parents and teachers rated the project
as positive. The project was fun for the children and they agreed to it continuing.
Verification of the long-term effectiveness of the training is yet to be done.
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Contact
Bremer Institut für Pädagogik und Psychologie (bipp)
Gert Jugert
Elsasser Str. 17
28211 Bremen
Telephone: +49 (0)421 / 4360760
Fax: +49 (0)421 / 4360765
[173] Jugendinfo.de für Bremen und Bremerhaven. Gewaltprävention. Available at:
http://jugendinfo.de/themen.php/308/1479/sozialtraining-in-der-schule.html [30
October].
[174] Petermann, F., Jugert, G., Rehder, A., Tänzer, U. & Verbeek, D. (1999). Sozialtraining in der Schule (2., überarb. Auflage). Weinheim: Beltz
[175] Riffert, F. (2000). Sozialtraining in der Schule - Evaluation eines verhaltenstherapeutisch orientierten Präventionsprogramms. Verhaltenstherapie und Verhaltensmedizin 20(1), 51-64.
2.65 Stinktier
(Skunk)
Summary
Rude remarks, bullying and exclusion are problems that students are confronted with
daily. The “Skunk” project is aimed at providing students with the ability to deal with
these conflict situations.
Provider
Caritas-Verband Leipzig e.V.
Target Group
Students in Year 5 and above
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Contents
Students gain social skills as part of the project. At its core is the encouragement of
self-awareness and awareness of others; the improvement of self-confidence; the
assumption of responsibility for one’s own actions; and the development of conflict
resolution skills. The students learn what lies behind conflicts and learn that this can
be expressed in mimics, gestures and spoken words. The importance of being willing
to help and empathize is communicated, so that the students can be trained to better
understand others. The knowledge they gain from the project contributes to improvements in the class environment and everyday school life. The aim is to achieve
mutual acceptance by students and teachers, better discipline, and a good learning
and living environment at school.
Method
The project takes place over a year, split over various project days, at the seminar
rooms of the Caritas Children, Youth and Family Centre in Grünau. In certain circumstances it can also take place at the school premises. The series of modules for social learning consists of various elements (e.g. rules and dealing with each other,
personal strengths and skills, conflict, bullying, violence). Depending on the school’s
needs these can be used individually or put together. Thus, customized plans can be
developed which are directly geared towards the current needs of the class which
ensures that knowledge is actively provided in a hands-on fashion. A variety of techniques and activities are used on the project day to ensure sustained engagement
with the contents. Role plays are an important method because they allow students
to act out their own conflicts and then practise resolving them. Some of the students
act out the situations being discussed, exchange roles and vary the outcomes. The
rest of the students are observers who imagine themselves in the roles and then
make suggestions.
Evaluation
The project was studied as part of a thesis between March 2004 and November
2005. Both teachers and students were asked about the programme after it was
completed. The majority of the 213 students questioned stated that they had gained
a medium or high level of interesting information from the project. The teachers reported a partial increase in students’ willingness to communicate; an improvement in
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the sense of class community; reflective discussion of problems inside the classroom; and an improvement in the relationship between students and the teacher. 15
of the 16 teachers rated the Skunk project days as quite useful or very useful. These
results should be seen as provisional because the sample size of teachers was
small, there was no pre-questionnaire and there was no control group. Empirical validation of the programme’s effectiveness remains to be done.
Contact
Caritas-Verband Leipzig e.V.
Kinder-, Jungend- und Familienzentrum Grünau
Ansprechpersonen: Claudia Gödecke, Joachim Triphaus
Liliensteinstr. 1
04207 Leipzig
Telephone: +49 (0)341 / 9454761
Fax: +49 (0)341 / 9454778
[176] Caritas-Verband Leipzig e.V. STINKTIER – mobile Projektarbeit mit Schulen.
Available at: http://www.ocvleipzig.caritas.de/40570.html [31 October 2008].
2.66 Stopp-Gewalt-Kurse
(Stop Violence Courses)
Summary
The aim of “Stop Violence” is to use insight and reason to convince adolescents to
reject violence. The students gain access to their own feelings and resources. Their
self-confidence and self-esteem is improved and thus, they can better accept their
weaknesses and better manage their frustration. An indication that a student should
attend the course is when repeated violence is carried out or threatened.
Provider
Kantonspolizei Basel-Stadt, Ressort für Besondere Prävention
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Target Group
Children and adolescents from 11 to 17 years old
Contents
The central themes of the courses are recognizing your own strengths and weaknesses, recognizing your mental state in conflicts, and recognizing your own options
for self-acceptance. Other topics dealt with include awareness of your own disposition to offend, how to withstand confrontations and provocations, and recognition of
role behaviour, role assignments and role expectations. The goal is a reduction in
perceived hostility and the acquisition of useful behaviour in threatening situations.
Method
The Stop Violence courses deal with the specific dynamics of violence from the offender’s perspective and aim for a lasting change in behaviour. Potential offenders
recognize how a series of their own decisions can lead to violence. They learn to accept responsibility for this and as a result can develop alternative ways of behaving.
They learn how to build relationships based on equal footing and what kind of relationship and contact they can gain when they avoid violence and oppression. Thus,
violence as a means to demonstrate power and superiority, and suppress feelings of
being helpless and overwhelmed, becomes redundant.
The programme consists of 12 two-hour sessions, which preferably take place once
per week. The topics are covered using a variety of methods such as role plays, discussions, worksheets, group talks and games. Single units can also be put together
as a block. Where appropriate, a maximum of 2 hours per participant can be used for
a separate one-on-one talk. Stop Violence courses are gender specific and are conducted in single-gender groups.
Evaluation
The programme is currently being evaluated but results are not yet available.
Contact
Kantonspolizei Basel-Stadt
Ressort für Besondere Prävention
Clarahofweg 27
4005 Basel
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Contact person:
Martin Stocker
Telephone: +41 (0)61 / 2678276
Tanja Meier
Telephone: +41 (0)61 / 2677901
[177] Kantonspolizei Basel-Stadt. Halt der Gewalt. Available at:
http://www.polizei.bs.ch/praevention/gewalt_opferhilfe.htm [29 October 2008].
2.67 TooA
(TooA)
Summary
TooA is aimed at all school classes which need to improve their awareness of violence and need motivation to actively intervene in violent situations. A further important aim of the TooA project is to reach a point whereby students understand, feel
and live values such as respect and personal responsibility.
Provider
Verein TooA Gewaltprävention
Target Group
Contents
TooA motivates children in a fun, simple and direct way to stop using violence in all
its possible forms. The students recognize violence for what it is and speak openly
about it. They also work out methods of resolution by themselves and accept personal responsibility.
TooA is not an acronym; it is purely onomatopoeic and is supposed to trigger positive
emotions in the students as well as serving as a mnemonic for dealing with violence.
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Teachers are expected to actively participate in the project or at least sit in on it. Although they do not run the programme, it is very important that they know what the
students are learning. This way, they can later use ideas from TooA in their lessons
or other school situations. It is important for the TooA team that the students do not
think of them as teachers. The personal focus is crucial for the work done in the project because of the personal experiences that are discussed. Establishing a basis of
trust is important in order to encourage students to ask personal questions after the
session and to get advice or to get the address of somewhere to find further help.
Gender-specific problems and questions are dealt with accordingly by a male or female consultant.
Method
The programme is conducted in three phases:
The first phase is an information session for teachers and parents. In the second
phase voluntary training with the students commences. This is formed out of 9 modules (double lessons) covering topics such as respect, saying “no”, personal responsibility, goals, discipline, self-defence, violence, victory and defeat, and an open
module which is designed from the needs and interests of the students. Teaching
methods in all modules include discussions, role plays and competitions; karate is
also used as a support medium. The TooA modules are integrated into normal lessons, whereby a double lesson of sport every fortnight is replaced by the violenceprevention lessons. The 9 modules are run over a half or full year depending on the
school’s needs and the ability to integrate the modules into school lessons. In the
third phase, the work done so far with teachers and students is evaluated with the
help of feedback sessions and questionnaires. This is then compared with the situation prior to the training.
However, the design suggested by the TooA team is flexible and can be adjusted to
fit the needs of individual classes. The way that violence is addressed depends on
the age of the students. More fun is used with middle school students whereas for
senior classes there are more serious discussions.
Evaluation
Early exploratory results from the TooA programme are available. These show that
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the programme was well accepted by students, teachers and parents. The students
stated that they were more courageous, more self-confident and more open. They
also stated that they no longer accepted violence and that they could say “no”. This
was confirmed by the teachers and parents. The teachers also found that the class
environment was more relaxed. Some students also reported that they had consciously avoided conflict in critical situations which they attributed to the programme.
However, the evaluation study exhibited some methodological flaws. These included
the small size of the sample group being studied, the lack of a preliminary study and
the lack of a control group. Therefore, other reasons for the changes in the students
and class environment cannot be ruled out. An empirical evaluation of the programme is yet to be done.
Contact
TooA Verein Gewaltprävention
Postfach 121
3613 Steffisburg
Web: www.tooa.ch/gewaltpraevention.html
[178] Jegerlehner, M. (2006). TooA, ein Gewaltpräventionsprojekt. Evaluation zur
Nachhaltigkeit. Available at:
http://www.tooa.ch/fileadmin/user_upload/content/Maturaarbeit_20gesamt_1_.p
df [28 October 2008].
[179] Marazzi, M. (2005). TooA. Ein Projekt zur Gewaltprävention. Available at:
http://www.tooa.ch/fileadmin/user_upload/content/GewaltpraeventionMilenaMar
azzi_2005.pdf [28 October 2008].
2.68 Verhaltenstraining für Schulanfänger
(Behavioural Training for School Beginners)
Summary
This programme, developed in 2002, is a preventative measure which provides priBGAG Report 1/2009
174
mary school children with social and emotional skills to prevent violence and aggression.
Provider
Petermann, F., Natzke, H., Gerken, N. & Walter, H.-J. (2006). Verhaltenstraining für
Schulanfänger. Ein Programm zur Förderung sozialer und emotionaler Kompetenzen
(Trainingshandbuch mit CD-Rom). Göttingen: Hogrefe.
Target Group
Students in Years 1 and 2 and after-school centres
Contents
Problematic social behaviour can be reduced and avoided by providing training in
positive social behaviour. Sub-goals include improving awareness of self and others,
fostering emotional and social-emotional skills, providing support for problem solving,
improving self-control, and developing pro-social behaviour. The programme is
based on the social information processing theory of Crick and Dodge (1994) and
strict containment to emotional and social skills. The basics of learning theory are
also used (e.g. Observational Learning; Bandura, 1986).
Method
The training consists of 26 sessions of two training units that last for between 45 and
60 minutes. There are two training sessions every week. If time is short, the training
sessions can be shortened.
The programme consists of four levels.
1. Introductory phase: Quiet time, group rules, training contract
2. Improve social-cognitive skills and attentiveness
3. Recognize basic emotional categories in oneself and others; practise empathy
and pro-social behaviour
4. Practise basic social skills and problem-solving behaviour
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The programme is led by the class teacher or other important attachment figure. Parents can also be included. Training materials and work folders can be purchased for
the children.
Evaluation
An empirical evaluation of the programme has already been conducted. This involved
questioning parents, teachers and students before and after the programme using a
control group design. The programme increased the students’ social-cognitive and
social-emotional skills. Social withdrawal, anxiety, depression, aggression and lack of
attention all decreased. The class leaders also rated the training very positively.
However, a disadvantage of the programme is that its quality depends on the trainer
running it because there is only a written manual without supervision or training
seminars. Verification of the long-term effectiveness of the programme is yet to be
done.
Contact
Heike Natzke, Nicole Gerken
Telephone: +49 (0)471 / 3085417
Prof. Dr. F. Petermann
Sekretariat
Telephone: +49 (0)421 / 2184616
Web: www.schulpraevention.de
Bulletin, 115, 74-101.
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[182] Gerken, N., Natzke, H., Petermann, F. & Walter, H.-J. (2002). Prävention von
hyperkinetischem und aggressivem Verhalten: Zur Wirksamkeit eines Programms für Schulanfänger. Kindheit und Entwicklung, 11, 119-129.
[183] Petermann, F., Natzke, H., Gerken, N. & Walter, H.-J. (2006). Verhaltenstraining für Schulanfänger. Ein Programm zur Förderung sozialer und emotionaler
Kompetenzen (Trainingshandbuch mit CD-Rom). Göttingen: Hogrefe.
2.69 WiSK – Das Wiener Soziale Kompetenztraining
(Viennese Social Skills Training)
Summary
WiSK is a holistic concept for schools that utilizes the multi-level approach that has
been successfully used in many international programmes (e.g. England, Norway
and Australia). WiSK was developed on the fundamentals of a social-interaction aggression model (social information processing theory; Crick & Dodge, 1994) and on
research results from the participant role approach (Salmivalli et al., 1996)
Provider
Universität Wien
Fakultät für Psychologie, Arbeitsbereich Bildungspsychologie und Evaluation
Target Group
Students between the ages of 10 and 16
Contents
The main goals of WiSK are a decrease in aggressive behaviour and an increase in
socially acceptable behaviour. These goals are achieved through the use of three
guiding principles: (1) rights and duties; (2) participation and acceptance of responsibility; and (3) an open mind and enrichment of the behavioural repertoire. As an allencompassing concept, the programme tries to involve as many people as possible
(school administration, teachers, parents, students).
Method
The WiSK holistic approach includes measures aimed at different levels:
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•
School: Formation of a team of teachers responsible for the programme; laying
down school rules; in-school teacher training; development of a school-wide action plan; information for parents, teachers and students; better supervision of
breaks; systematic intervention in serious cases
•
Class: Laying down class rules; class management; incorporating topics into
lessons; WiSK as a class project; project days
•
Students: Talking with victims; serious talks with offenders; providing single or
small-group therapy for offenders and victims
•
Parents: Information about school rules; inclusion in school-wide campaigns;
talks in the event of serious cases
WiSK as a class project consists of 13 sessions which are divided into three phases:
1. Impulses and group dynamic: Getting to know the students and the group dynamic in the classroom
2. Reflection: Two-way feedback about the training so far; planning campaigns for
phase 3
3. Campaigns: The students themselves plan a joint campaign
Evaluation
The development and pilot stages of the WiSK class project have been run four times
in a total of 11 school classes in Years 6 to 9. Two of the four were externally evaluated in Germany. All four implementation phases of the WiSK class project were
evaluated using a pre-test/post-test control group design. The results from the pilot
stage point to a reduction in aggressive behaviour in the class as well as an increase
in socially competent behaviour. Compared to the control group, the students in the
intervention group showed more constructive behaviour and less destructive, ambiguous behaviour. However, evaluation studies with a larger sample size to confirm
the results and verify its long-term effectiveness are yet to be done.
Contact
Universität Wien
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Fakultät für Psychologie, Arbeitsbereich Bildungspsychologie und Evaluation
Contacts:
Moira Atria
Christiane Spiel
Dagmar Strohmeier
Web: http://psychologie.univie.ac.at/bildungspsychologie/
[184] Atria, M. & Spiel, C. (2007). Viennese Social Competence (ViSC) Training for
Students: Program and Evaluation. In J. E. Zins, M. J. Elias & C. A. Maher
(Eds.), Bullying, Victimization, and Peer Harassment. A Handbook of Prevention
and Intervention (pp. 179-197). New York: Haworth Press.
Bulletin, 115, 74-101.
[186] Gollwitzer, M., Banse, R. Eisenach, K. & Naumann, A. (2007). Effectiveness of
the Vienna Social Competence Training on Explicit and Implicit Aggression.
Evidence from an Aggressivness-IAT. European Journal of Psychological Assessment, 23(3), 150-15.
[187] Gollwitzer, M., Eisenbach, K., Atria, M. & Strohmeier, D. (2006). Evaluation of
Aggression-Reducing Effects of the „Viennese Social Competence Training”.
Swiss Journal of Psychology, 65 (2), 125-135.
[188] Gollwitzer, M. (2005). Könnten Anti-Aggressions-Trainings in der Schule wirksamer sein, wenn sie weniger standardisiert wären? In A. Ittel & M. v. Salisch
(Eds.), Lästern, Lügen, Leiden lassen: Aggressives Verhalten von Kindern und
Jugendlichen (pp. 276-312). Stuttgart: Kohlhammer.
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[189] Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K. & Kaukiainen, A.
(1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22, 1-15.
[190] Spiel, C., Strohmeier, D. & Atria, M. (2008). Von der notwendigen Verschränkung quantitativer und qualitativer Methoden in der Programmevaluation am
Beispiel des WiSK - Soziales Kompetenztraining für Schülerinnen und Schüler.
In F. Hofmann, C. Schreiner & J. Thonhauser (Hrsg.), Zur Komplementarität
von qualitativen und quantitativen Aspekten in der erziehungswissenschaftlichen Forschung (S. 263-280). Münster: Waxmann.
[191] Strohmeier, D., Atria, M. & Spiel, C. (2008). WiSK: Ein ganzheitliches Schulprogramm zur Förderung sozialer Kompetenz und Prävention aggressiven Verhaltens. In T. Malti & S. Perren (Hrsg.). Soziale Kompetenzen bei Kindern und Jugendlichen (pp. 214-230). Stuttgart: Kohlhammer.
2.70 Zammgrauft
(All Pull Together)
Summary
Civil courage is especially important in schools. As such it is necessary to not only
teach knowledge but also to encourage social skills. The “Zammgrauft” programme is
an initiative of the Commission for Prevention and Victim Protection and the Protection of Minors division of Munich Police. It was developed to communicate preventative measures to children and adolescents. The project has been evaluated and improved thanks to the co-operation of the Chair for Social Psychology at Ludwig
Maximilians University, Munich.
Provider
Polizei München
Target Group
Children and adolescents aged 12 to 18
Contents
The programme is built around 6 themes: community, civil courage, trust, exclusion,
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violence and anti-violence. The programme can be seen as both primary and secondary prevention. Primary prevention is achieved through peaceful co-existence and
by following rules. In terms of secondary prevention it is important to stop or reduce
certain behaviour patterns in children who are particularly inclined to display aggressive behaviour or violence. The aims of the programme are:
•
Improve the sense of community
•
Be aware of violence
•
Be aware of how vulnerable the human body is
•
See things from the victim’s perspective
•
Encourage and strengthen civil courage
•
Set and follow rules
Method
The programme is designed as a 2-day course with no more than 30 participants. It
is recommended to use a room with a lot of space such as a large classroom, a
seminar room or a sports room. The project consists of various role plays and activities revolving around the six global themes mentioned above. Real-life methods are
used (group training, sharing experiences) in order to consolidate the information being communicated. At the end of the training, the group leader presents one of the
“charters” that the group has worked on. This consists of agreed-upon rules regarding how to treat each other and which everyone can identify with. The various training
units can be adapted depending on the age, ability and interest of the participants.
There is a debriefing session after the project.
Evaluation
So far, only an evaluation of the teacher training has been done. The results are as
follows:
Although the pilot study started with participants who were already at a relatively high
level, it managed to achieve a significant improvement in their level of knowledge and
their competency in terms of civil courage. This effect was stable over a long period
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of time. The participants were particularly satisfied with the programme and would
recommend it to others. Many participants said that the reason that they would recommend the programme was because of its strong practical relevance and the impressive training concept. The results came from questionnaires that were filled out
before and after the training. A further survey, 12 months after the training, verified its
long-term effectiveness. However, the results should be seen as provisional because
a control group was not used. In addition, an empirical verification of the programme’s effectiveness for children and adolescents is yet to be done.
Contact
Münchner Kommissariat für Verhaltens-Prävention – Opferschutz
Kommissariat 105
Bayerstr. 35-37
80335 München
Telephone: +49 (0)89 / 29104444
[192] Blau, M. & Veit, S. (2004). Das Zivilcourategraining „zammgrauft“ der Münchner
Polizei – Modifikation und Evaluation der Multiplikatorenausbildung. Unveröffentlichte Diplomarbeit. Universität München.
[193] Frey, D., Winkler, M., Fischer, P., Bruckmeier, N., Glöckner, P., König, W.,
Mutz, D. & Spies, R. (2007). „zammgrauft“ - Ein Training von Anti-Gewalt bis Zivilcourage für Kinder und Jugendliche. In K. J. Jonas, M. Boos & V. Brandstätter (Hrsg.), Zivilcourage trainieren! Theorie und Praxis (pp. 139-203). Göttingen:
Hogrefe.
[194] Polizei Bayern. Münchner Kommissariat für Verhaltens-Prävention – Opferschutz. Available at:
http://www.polizei.bayern.de/schuetzenvorbeugen/beratung/index.html/663 [30
October 2008].
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2.71 ZARA Zivilcouragetraining
(ZARA Civil Courage Training)
Summary
Since it was founded in 1999, Civil Courage and Anti-racism Work (ZARA) has dedicated itself to working against racism in Austria. ZARA offers counselling to victims
and witnesses of racism as well as awareness training, seminars and workshops on
a wide range of topics for children, adolescents and adults. Following consultation,
the training courses are specially designed in terms of contents, time, etc to meet the
needs of the participants. Seminars on the topic of “Improving skills in anti-racism
and civil courage” are also offered in co-operation with the Ottakring Adult Education
Centre.
Provider
ZARA Zivilcourage und Anti-Rassismus-Arbeit
Target Group
Students at all class levels; all people interested in civil courage
Contents
Civil courage training helps individuals to have the courage to intervene in “uncomfortable” situations in public places. The core themes are: “What is civil courage?”,
“How do I face attacks, feelings of helplessness, aggression, fear or the situation:
One against all?”, “What can I do when?”, and “What are my limits?”
Method
The ZARA training course is practical, interactive and scientific. It provides a chance
for intense discussion on civil courage in terms of contents and methods. The course
does not require any previous knowledge. Five steps to civil courage are discussed
with reference to the personal experiences of the group:
1. Awareness
2. Understanding
3. Acknowledging that something needs to be done
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4. Weighing up alternatives for acting
5. Acting
Evaluation
The training course is evaluated by questionnaires which participants fill out directly
after the workshop. In addition, the trainer fills out a report which includes their
thoughts on what goals were achieved with the participants; what were the high and
low points of the training; and whether there are any ideas they would like to exchange with other trainers. An empirical evaluation of the programme’s effectiveness
has not yet been done.
Contact
ZARA Zivilcourage und Anti-Rassismus-Arbeit
Luftbadgasse 14-16
1060 Wien
Telephone: +43 (0)1 / 9291399
Fax: +43 (0)1 / 929139999
[195] Kultur Contact Austria. KKA – Interviewreihe „Gegengefragt“. Available at:
http://www.kulturContact.or.at/page.aspx?target=202147&mark=zara#show_20
2147 [27 October 2008].
[196] Zara - Zivilcourage und Anti-Rassismusarbeit. Module. Available at:
http://www.zara.or.at/trainings/module/ [27 October 2008].
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184
3
Programmes listed by organizational structure and content
3 Programmes listed by organizational structure and content
In the following section, the programmes are sub-divided by organizational structure
and core content. For more detailed information regarding a particular programme,
refer to the relevant page number from the alphabetical listing in Part 2 of the Table
of Contents.
3.1
Organizational structure of the programmes
Programmes can be incorporated into lessons or take place during general school
life. In addition, programmes can be conducted as special events, workshops, project
days, or project weeks in or out of school. Other programmes are organized as recreational activities.
3.1.1 Integrated into the lesson
•
Achtung Grenze (Attention! Limits)
•
Aufgschaut (Look Up!)
•
Eigenständig werden (Becoming Independent)
•
Faustlos (Without Fists)
•
Ich und Du und Wir (Me and You and Us)
•
Lions Quest – Erwachsen werden (Lions Quest – Becoming an Adult)
•
PATHS-/PFAD-Curriculum (PATHS Curriculum)
•
Prävention als Chance (PaC) (Prevention as a Chance)
•
Prävention von Aggression und Gewalt an Schulen (PAGS) (Prevention of Aggression and Violence in Schools)
Programm zur Primärprävention (ProPP) – Schülerinnen und Schüler stärken, Konflikte klären (Programme for Primary Prevention – Strengthen Students, Clarify
Conflicts)
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3
•
Sign – Gewaltprävention für Schüler (Sign – Violence Prevention for Students)
•
Soziales Lernen (Social Learning)
•
TooA (TooA)
3.1.2
•
Integrated into general school life
Arbeitsgruppe Gewalttäter an Schulen (AGGAS) (Violent School Offenders Task
Force)
•
Be-Prox – Berner Programm gegen Gewalt im Kindergarten und in der Schule
(Be-Prox – The Bern Programme against Violence in Day-Care Centres and
Schools)
•
Bremer Täter-Opfer-Ausgleich – Anti-Stress-Team (Bremen Offender-Victim
Mediation – Anti-Stress Team)
•
Buddy-Projekt (Buddy Project)
•
Chili (Chilli)
•
Cool sein – cool bleiben (Be Cool – Stay Cool)
•
Do Konzept (DO Concept)
•
Echt Stark – Gewaltprävention (Really Strong – Violence Prevention)
•
Echt Stark! (Really Strong!)
•
echtSTARK (reallySTRONG)
•
Freiburger Anti-Gewalt-Training (FAGT) (Freiburg Anti-Violence Training)
•
Fairplayer (Fairplayer)
•
Fit for life
Friedensstifter Training (Peacemaker Training)
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3
•
Mobiles Anti-Gewalttraining (Mobile Anti-Violence Training)
•
Große Klappe – Stumme Schreie (Big Mouth – Silent Screams)
•
Konflikt-KULTUR (Conflict-CULTURE)
•
Konflikttraining nach Gordon (Conflict training based on Gordon)
•
Konstanzer Trainingsmodell (KTM) (Constance Training Model)
•
Lebenswelt Schule (Lifeworld School)
•
Mediation – Streitschlichtung (Mediation – Dispute Resolution)
•
NEUSTART – Gewalt- und Kriminalprävention in Schulen (NEWSTART – Preventing Violence and Crime in Schools)
•
Olweus Programm (Olweus Programme)
•
Peace-Force (Peace Force)
•
Peer-Mediation (Peer Mediation)
•
Prävention im Team (PiT) (Prevention in a Team)
•
Sozialtraining in der Schule (Social Training at School)
•
Stopp-Gewalt-Kurse (Stop Violence Courses)
•
Verhaltenstraining für Schulanfänger (Behavioural Training for School Beginners)
•
WiSK – Das Wiener Soziale Kompetenztraining (Viennese Social Skills Training)
3.1.3
Projects in or out of school
Anti-Gewalt-Veranstaltungen der Berliner Polizei (Veranstaltung in der Schule oder
bei der Polizei) (Anti-violence events organized by Berlin Police) (events at the
school or at the police station)
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3
•
Betzavta – Miteinander-Erfahrungen (Betzavta – Learning Together) (Project
week at a school retreat)
•
Brummi, der Präventionsbär der Berliner Polizei (Brummi the Prevention Bear
from Berlin Police) (events at the school)
•
Coolnesstraining (Coolness Training) (project week or long-term training at the
school)
•
Deeskalationstraining Zivilcourage zeigen! (De-escalation Training: Show Civil
Courage) (training project, variable location)
•
Drahtseil (Tightrope) (project days/weeks in or out of school)
•
Gewaltprävention und gewaltfreie Konfliktlösung – Projekt der Kinder- und Jugendanwaltschaft Oberösterreich (KiJA OÖ.) (Violence Prevention and Nonviolent Conflict Resolution – A Project of the Children and Youth Advocate of
Upper Austria) (workshop at the school)
•
Halt Gewalt! - Gemeinsam stark gegen Gewalt (Stop Violence! – Strong Together against Violence) (workshop at the school)
•
Hinschauen – Ein Rezept für Zivilcourage! (Take a closer look – a recipe for civil
courage) (project weeks at the school)
•
Ich - Du - Wir – Ohne Gewalt (Me – You – Us – Without Violence) (projects days
at the school)
•
IKM – Projekttag Gemeinsam gegen Gewalt (IKM – Together against Violence
Project Day) (projects days at the school)
•
Konflikte – ja bitte! (Conflicts – yes please!) (3-day class trips and project days
at the school)
•
Mit Grips gegen Gewalt (Brain over brawn) (various projects in and out of the
school)
•
Ohne Gewalt stark (Strong without violence) (4 sessions at the police station)
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3
•
Peacemaker (Peacemaker) (project week at school and then use in everyday
school life)
•
People’s Theater (People’s Theatre) (theatre productions at the school)
•
Recht hat jedeR?! – Trainings für den alltäglichen Umgang miteinander: Modul
Wir sind Klasse?! (Everyone has Rights – right?! Training for everyday interaction: “We’ve got class!” Module (workshop at the school)
•
Regionalmodell Göttingen (Göttingen Regional Model) (various projects at
schools)
•
RESPEKT – Aktion Gewaltfreie Schulen (RESPECT – Violence-free Schools
Campaign) (various projects in and out of school)
•
Schritte gegen Tritte (Steps against Kicks) (project days or individual events at
the school)
•
Schweizerisches Institut für Gewaltprävention (SIG) – Gewaltpräventionskurse
für Kinder und Jugendliche (Swiss Institute for the Prevention of Violence – Violence Prevention Courses for Children and Adolescents) (various courses, variable location)
•
Stinktier (Skunk) (project days outside of school)
•
Zammgrauft (All Pull Together) (two project days at the school)
•
ZARA Zivilcouragetraining (ZARA Civil Courage Training) (seminars, workshops
at the school)
3.1.4
•
Recreational activities
Adventure Based Counseling und Outward Bound (Adventure Based Counselling and Outward Bound)
•
Cronus Camp
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3
•
Outdoortraining – Gewaltprävention für Schüler (Outdoor Training – Violence
Prevention for Students)
•
Peace Camp
3.2
Core contents of the programmes
Although all of the programmes strive to achieve the common goal of preventing violence, their contents do differ to some extent. These can be divided into the following
key areas: de-escalation training and civil courage training; adventure and sport education methods; methods for encouraging respect and tolerance; methods for developing social-emotional competencies and conflict-resolution skills; mediation and
dispute resolution; methods for raising awareness of violence and networking; and
applied drama methods.
3.2.1 De-escalation training and civil courage training
The aim of these methods is to teach appropriate behaviour in violent situations.
•
Coolness Training (also promotes social-emotional competencies)
•
Deeskalationstraining Zivilcourage zeigen! (De-escalation Training: Show Civil
Courage)
•
Große Klappe – Stumme Schreie (Big Mouth – Silent Screams)
•
Stopp-Gewalt-Kurse (Stop Violence Courses)
•
ZARA Zivilcouragetraining (ZARA Civil Courage Training)
3.2.2 Adventure and sport education methods
These methods use memorable experiences, social learning processes and martial
arts as a means of teaching how to interact with one another in a non-violent way.
•
Adventure Based Counselling & Outward Bound (also promotes socialemotional competencies)
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3
•
Cronus Camp (also encourages respect and tolerance)
•
Do Konzept (DO Concept) (also encourages respect and tolerance)
•
Outdoortraining – Gewaltprävention für Schüler (Outdoor Training – Violence
Prevention for Students) (also promotes social-emotional competencies)
3.2.3 Encouraging mutual respect and tolerance
The main focus of these methods is democratic education through encouraging mutual respect and tolerance.
•
Be-Prox – Berner Programm gegen Gewalt im Kindergarten und in der Schule
(Be-Prox – The Bern Programme against Violence in Day-Care Centres and
Schools) (teacher training)
•
Betzavta – Miteinander-Erfahrungen (Betzavta – Learning Together)
•
Konflikt-KULTUR (Conflict-CULTURE) (also promotes social-emotional competencies and mediation)
•
Mobiles Anti-Gewalttraining (Mobile Anti-Violence Training)
•
Peace Camp (also raises awareness of violence)
•
Recht hat jedeR?! – Trainings für den alltäglichen Umgang miteinander: Modul
Wir sind Klasse?! (Everyone has Rights – right?! Training for everyday interaction: “We’ve got class!” Module)
•
TooA (also raises awareness of violence)
3.2.4 Fostering social-emotional skills and conflict resolution skills
These methods are based on the assumption that strong social-emotional and communicative skills can lead to a reduction in aggressive behaviour and to an improvement in conflict resolution skills.
•
Achtung Grenze (Attention! Limits)
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3
•
Buddy-Projekt (Buddy Project) (also mediation)
•
Chili (Chilli) (also raises awareness of violence)
•
Cool sein – cool bleiben (Be Cool – Stay Cool)
•
Echt Stark – Gewaltprävention (Really Strong – Violence Prevention)
•
Echt Stark! (Really Strong!)
•
Eigenständig warden (Becoming Independent)
•
Freiburger Anti-Gewalt-Training (FAGT) (Freiburg Anti-Violence Training)
•
Fairplayer (also encourages civil courage)
•
Faustlos (Without Fists)
•
Fit for life
•
Friedensstifter Training (Peacemaker Training)
•
Gewaltprävention und gewaltfreie Konfliktlösung – Projekt der Kinder- und Jugendanwaltschaft Oberösterreich (KiJA OÖ.) (Violence Prevention and Nonviolent Conflict Resolution – A Project of the Children and Youth Advocate of
Upper Austria)
•
Halt Gewalt! - Gemeinsam stark gegen Gewalt (Stop Violence! – Strong Together against Violence) (also encourages respect and tolerance)
•
Ich - Du - Wir – Ohne Gewalt (Me – You – Us – Without Violence) (also encourages respect and tolerance)
•
Ich und Du und Wir (Me and You and Us)
•
Konstanzer Trainingsmodell (KTM) (Constance Training Model) (teacher training)
•
Konflikttraining nach Gordon (Conflict Training based on Gordon)
BGAG Report 1/2009
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3
•
Lions Quest – Erwachsen warden (Lions Quest – Becoming an Adult)
•
NEUSTART – Gewalt- und Kriminalprävention in Schulen (NEWSTART – Preventing Violence and Crime in Schools)
•
Olweus Programm (Olweus Programme)
•
PATHS Curriculum
•
Prävention als Chance (PaC) (Prevention as a Chance)
•
Prävention von Aggression und Gewalt an Schulen (PAGS) (Prevention of Aggression and Violence in Schools)
•
Programm zur Primärprävention (ProPP) – Schülerinnen und Schüler stärken,
Konflikte klären (Programme for Primary Prevention (ProPP) – Strengthen Students, Clarify Conflicts)
•
Schritte gegen Tritte (Steps against Kicks) (also encourages civil courage)
•
Schweizerisches Institut für Gewaltprävention (SIG) – Gewaltpräventionskurse
für Kinder und Jugendliche (Swiss Institute for the Prevention of Violence – Violence Prevention Courses for Children and Adolescents)
•
Sign – Gewaltprävention für Schüler (Sign – Violence Prevention for Students)
•
Soziales Lernen (Social Learning)
•
Sozialtraining in der Schule (Social Training at School)
•
Stinktier (Skunk)
•
Verhaltenstraining für Schulanfänger (Behavioural Training for School Beginners)
•
WiSK – Das Wiener Soziale Kompetenztraining (Viennese Social Skills Training)
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3
3.2.5 Mediation and dispute resolution
These methods are based on the peer-education approach and equip children and
adolescents with the ability to resolve conflicts independently.
•
Bremer Täter-Opfer-Ausgleich – Anti-Stress-Team (Bremen Offender-Victim
Mediation – Anti-Stress Team)
•
Mediation – Streitschlichtung (Mediation – Dispute Resolution)
•
Peace-Force (Peace Force)
•
Peacemaker (Peacemaker)
•
Peer-Mediation (Peer Mediation)
3.2.6 Networking and increasing awareness of violence
The aim of these methods is to provide comprehensive information about avoiding
violence and appropriate behaviour in situations involving violence. Many of these
programmes rely on co-operation between various relevant parties (e.g. police, youth
welfare office, school authorities, etc)
•
Arbeitsgruppe Gewalttäter an Schulen (AGGAS) (Violent School Offenders Task
Force)
•
Anti-Gewalt-Veranstaltungen der Berliner Polizei (Anti-violence events organized by Berlin Police)
•
Aufgschaut (Look Up!)
•
Brummi, der Präventionsbär der Berliner Polizei (Brummi the Prevention Bear
from Berlin Police)
•
Drahtseil (Tightrope) (also mediation)
•
echtSTARK (reallySTRONG)
BGAG Report 1/2009
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3
•
IKM – Projekttag Gemeinsam gegen Gewalt (IKM – Together against Violence
Project Day)
•
Lebenswelt Schule (Lifeworld School) (also mediation)
•
Mit Grips gegen Gewalt (Brain over Brawn) (also promotes social-emotional
competencies and civil courage)
•
Ohne Gewalt stark (Strong without violence) (also encourages civil courage)
•
Prävention im Team (PiT) (Prevention in a Team)
•
Regionalmodell Göttingen (Göttingen Regional Model) (also promotes socialemotional competencies)
•
RESPEKT – Aktion Gewaltfreie Schulen (RESPECT – Violence-free Schools
Campaign)
•
Zammgrauft (All Pull Together) (also encourages civil courage)
3.2.7 Applied drama methods
These methods use role-plays and drama to show that it is possible to interact with
one another without violence.
•
Konflikte – ja bitte! (Conflicts – yes please!)
•
People’s Theater (also promotes social-emotional competencies)
•
Hinschauen – Ein Rezept für Zivilcourage! (Take a Closer Look – a Recipe for
Civil Courage) (also encourages civil courage)
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195
4
4 Closing remarks
A total of 71 programmes dealing with the prevention of violence in schools in German-speaking countries were listed in this report. Of these, 47 were from Germany,
10 from Austria, and 14 from German-speaking Switzerland. All of these programmes
are currently on offer and aim to prevent violence against students. Most of the programmes are designed for in-school use, whether in lessons, every day school life or
as special events within the school. Only a small number take place outside of school
or during free-time.
The programmes are based on different concepts which can be divided into the following main themes: De-escalation training and civil courage training (5 programmes), adventure and sports methods (4 programmes), encouraging mutual respect and tolerance (7 programmes), encouraging social-emotional skills and conflict
resolution skills (33 programmes), mediation and dispute resolution (5 programmes),
networking and increasing awareness of violence (14 programmes), and applied
drama methods (3 programmes). Thus, most methods aim to encourage socialemotional competencies and conflict resolution skills, followed by increasing awareness of violence, and then encouraging mutual respect and tolerance.
In terms of a regional division, a large cluster of programmes were found within larger
cities in Austria and Switzerland (Bern, Basel, Vienna and Zurich). In Germany, most
programmes on offer were in western German states (Baden-Württemberg, Bavaria,
Bremen, Hesse, Lower Saxony, North Rhine-Westphalia, and Rhineland-Palatinate).
Of the states in the former East Germany, there were programmes in Brandenburg,
Saxony and Thuringia. A large number of programmes were also offered in greater
Berlin. It should be noted that some of the established programmes (e.g. Buddy Project or Lions Quest – Becoming an Adult) are available in several states and that the
regional division in this report is based on the location of the main office of the provider.
In terms of the evaluation of the programmes, it was determined that 15 of the programmes have not yet been evaluated. An evaluation is planned or is currently being
conducted for 10 of the programmes. For 3 of the programmes, there was no information regarding evaluations despite this information being requested.
BGAG Report 1/2009
196
4
For 33 programmes there are at least early exploratory results available which are
based on reports or studies without proper methodological designs. Only 10 (i.e. less
than 13%) of programmes have undergone a thorough methodological, summative
evaluation. These are Behavioural Training for School Beginners; Be-Prox (Switzerland); Big Mouth – Silent Screams; the Constance Training Model; Lions Quest – Becoming an Adult; the PATHS Curriculum (Switzerland); Peacemaker Training; Social
Training at School; WiSK - Viennese Social Skills Training (Austria); and Without
Fists.
Big Mouth – Silent Screams; Lions Quest – Becoming an Adult; the PATHS Curriculum; and Without Fists are integrated into the school lesson; whereas, Behavioural
Training for School Beginners; Be-Prox; the Constance Training Model; Peacemaker
Training; Social Training at School; and WiSK take place in various forms during everyday school life. Other than Be-Prox, which encourages respect and tolerance, and
Big Mouth – Silent Screams, which is designed as de-escalation training, all of the
other evaluated programmes aim to encourage social-emotional skills and conflict
resolution skills. Be-Prox and the Constance Training Model are geared purely towards teacher training. Behavioural Training for School Beginners; the PATHS Curriculum; Peacemaker Training; Social Training at School (up to 6th class); and Without Fists are directed at primary school students. Only Big Mouth – Silent Screams
(10-13 years); Lions Quest – Becoming an Adult (10-15 years); and WiSK (10-16
years) are designed for older school students.
The evaluation results for all of these programmes provide a positive assessment of
the programme’s effectiveness. However, testing the stability of the effects found is
yet to be done for most of the evaluated programmes. Results of long-term effectiveness are only available for Be-Prox, the PATHS Curriculum and Peacemaker
Training. Further replication studies to empirically test the efficacy of individual programmes are strongly recommended. From a scientific perspective, a conclusive
evaluation of an intervention requires not only a study of the programme’s effectiveness but also of the programme’s effect. Subsequent to assessing the effectiveness,
there should then be a study of the effectiveness of the individual effect components
postulated in each of the respective programmes. However, no such results could be
found for the programmes included in this report.
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197
4
In conclusion, there is an abundance of programmes offered in German-speaking
countries which deal with preventing school violence. Most programmes are based
on encouraging social-emotional and conflict resolution skills with the goal of preventing undesirable aggressive behaviour and providing constructive behaviour for dealing with conflict situations. Programmes which are particularly recommended are
those whose positive effectiveness has already been empirically evaluated.
BGAG Report 1/2009
198
Deutsche Gesetzliche
Unfallversicherung e.V. (DGUV)
Mittelstraße 51
10117 Berlin
Telefon:030 288763-800
Telefax: 030 288763-808
BGAG-Report 1/2009e
BGAG-Report 1/2009e: Measures for prevention of school violence
– Literature study –

Measures for prevention of school violence

Transcription

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