Offenbach method kit - modules

The school has a systematically organized, systemically oriented violence prevention concept that is implemented as a component of school development in the school program and is integrated into cross-school cooperation and network structures. Improvements in the school climate and school culture have a preventative effect on violence. The school integrates pupils with poor motivation and performance as well as pupils with behavioral problems. Violence prevention is not seen independently of other specialist discourses (education, all-day school, cooperation between schools and youth welfare services , etc.).

School management, teachers, student representatives, parents' council, school social workers and external cooperation partners (all types of schools)

Identification of the need for action; concept development as a dynamic process involving all stakeholders in the school, as well as parents and external experts, for example from existing cooperation contexts (e.g. youth welfare, school psychology, office for teacher training); planning and control of the offers and measures, as well as their interlinking; coordination with school development processes and feedback in everyday school life, teaching staff, learners and parents; identification of training needs; organization of cooperation, networking and evaluation.

Regular meetings of the violence prevention working group

• Inventory analysis: what qualifications are available among the staff, both in the context of violence prevention (mediation training, threat of violence, PiT - prevention in the team, intercultural conflict resolution skills , etc.) and beyond (sport, media, music, creative-artistic, experiential education, etc.), as these can also be used in the context of violence prevention work.
• Problem and situation analysis regarding violence, disturbances, conflicts, aggression
• Agreement on a definition of violence and recommendations for dealing with rules
• Determining needs and planning measures
• Information and involvement of pupils and parents
• Cooperation with external specialist agencies
• Anchoring of the violence prevention concept in the school program and authorization of the working group as a steering group through a general conference resolution
• Professional monitoring of the implementation process; proposals for qualification, further development, documentation and evaluation.

Initially external process support from the youth welfare office, coordination office for violence prevention or other specialist offices, for example in the state education authority (school psychology service) as well as external providers.

For example, via the Youth Welfare Office, Office for Teacher Training.

Pupils get into fewer violent situations. There are fewer violent conflicts at school and on the way to school. Young people can organize help without endangering themselves.

Whole classes of the sixth, seventh or eighth year

The aim of the program is to enable pupils in years 6, 7 or 8 (depending on the needs of the respective pupils) to react individually and non-violently to violent situations in public spaces and to act appropriately. The training sessions are conducted by teams consisting of a teacher, a police officer and a social work/youth welfare specialist.

Specially trained PiT teams support and train pupils with the content of the program on 5 PiT project days during the current school year. Each PiT project day has a specific theme.

The PiT-Hessen project days:

1. Project day: What do violence and feelings have to do with each other?
2. Project day: What is violence?
3. Project day: Entering conflict
4. Project day: Leaving conflict
5. Project day: Helper behavior

The pit teams meet regularly to prepare for, follow up on and conduct the training sessions as part of the further development of school violence prevention work and also take part in PiT's regional and supra-regional exchange of experiences.

Three-day employee qualification for work in the PiT school teams.

Program management PiT-Hessen, Tilo Benner, PiT is part of the network against violence.

The training costs are covered by the Ministry of the Interior as part of the PiT project. Participants only incur travel costs. Teachers and police officers are seconded to work in the pit structures during their respective working hours. The training sessions are carried out by additional social work and social education specialists on a fee basis (approx. 180 euros per training day and person).

Pupils get into fewer violent situations. There are fewer violent conflicts at school and on the way to school. Pupils can organize help without endangering themselves.

Pupils, school representatives, mediators from secondary school level 1 onwards. Can also be used in training and qualification measures, in open child and youth work and club work.

Raising awareness of the topic of violence, teaching awareness and action skills. This includes recognizing potential conflict and violent situations at an early stage, dealing with provocations and stressful situations, teaching de-escalation strategies, understanding the dynamics of violent processes while taking into account a wide range of roles (perpetrators, victims, third parties - for example helpers), learning how to help and organize help without endangering oneself, creating public awareness, educating about the risk of injury and risk factors (for example places of violence).

Role plays, training, information transfer, small group work. The training courses can be held as part of project days as a full-day event (6 hours) or events lasting several days (2 to 3 days, 3 hours each).

Two-day training course for teachers, social workers, educators , etc.

Training with pupils, children, young people or further training for schools: Frankfurt Children's Office (specialists on a fee basis)

For professionals on a fee basis - on request.

Children learn to engage with the dog; to communicate using simple rules, both with the animal and with other children. The children become calmer and are increasingly able to focus on their tasks. They experience self-efficacy and resilience.

Children of primary school age (possibly also 5th/6th grade) who are extremely restless, cannot concentrate and often provoke conflicts with others.

The dog takes center stage, the children learn to abide by the rules and to respect the dog as well as the other children. Communication structures are developed with and about the dog. Social skills and perseverance are trained.

If possible, one lesson per week.

For example Good Dogs in Heusenstamm or Projekthunde.de, Sonja Mößmer, also in Heusenstamm.

On request from the provider

Teachers can discuss how to deal with difficult pupils together with the supervisor and strengthen and support each other. Teachers can cope better with experiences of powerlessness and helplessness and peer-to-peer exchange is encouraged.

School management, teachers, school social workers

Office for Teacher Training, Youth Welfare Office Offenbach - Counseling Center, Supervisors

Depending on effort and scope

Strengthening trust in one's own feelings; recognizing feelings in oneself and others. Knowing that similar situations are perceived differently by different people. Being able to empathize with other children and adults. Getting to know possibilities for help and becoming aware of trusted persons. Knowing how and where to find help. Practicing respecting personal boundaries. Knowing what violates children's rights and what rights you can demand.

Children in the second and third grades.

Children should be encouraged to recognize their own feelings at an early age. It can be irritating when feelings are not clear (ambivalence). Knowledge of children's rights is helpful for assessing boundary violations.

Presentation of Halte.Punkt and pro familia. It is about feelings, secrets, saying no, touching and children's rights.

The offer takes place at school and participation by the children is voluntary. The workshops take place in small groups, divided according to gender and/or topic, and last around three hours with breaks. An information event for parents is offered for each workshop.

Pro familia Offenbach, Halte.Punkt project

On request from pro familia.

The aim of pro familia's prevention work is to strengthen children and young people in their right to self-determination, self-confidence and their ability to act. The workshops offer them the freedom to use age-appropriate methods to recognize possible boundary violations, to set themselves apart from others and to try out autonomy and self-assertion. They also learn about offers of help and intervention options.

Children and young people in the fifth and sixth school years

The onset of puberty brings with it changes and challenges on various levels: the change of school and the group dynamics in the new school class; the repositioning in friendships, in the clique, but also in the relationship with parents - it's about setting yourself apart from others while at the same time wanting to belong; dealing with changes in your own body and your own feelings, curiosity and trying out gender roles. It is a testing of boundaries and is sometimes a life of extremes.

The beginning phase of "not-fish-not-meat" leads to a lot of confusion and the search for orientation while at the same time showing "coolness" to the outside world; puberty also means becoming more independent, but with it also greater demands on one's own value system, which has to be tested in reality and adapted again and again. Previously learned patterns and practiced behaviors are questioned or no longer work. All of this leads to excessive demands, which can result in boundary-breaking behavior or acquiescence. Where do boundary violations begin? When and how can I signal a NO?

The offer takes place at school and participation by children and young people is voluntary. The workshops take place in small groups, divided according to gender and/or topic, and last around three hours with breaks. An information event for parents is offered for each workshop.

pro familia, Offenbach, Halte.Punkt project

On request from pro familia.

The aim of pro familia's prevention work is to strengthen young people in their right to self-determination, self-confidence and their ability to act. The prevention workshops convey an understanding and at the same time raise awareness of the various forms of sexualized violence and a consensual attitude. They offer the freedom to be aware of possible boundary violations, to distinguish themselves from others and to strengthen autonomy and self-assertion. The young people also learn about offers of help and intervention options.

Young people from the ninth school year

Boundary violations and assaults occur on various levels: verbally, psychologically, physically, in direct contact or via social media. Some things are said "in jest", others are harsher but "commonplace", others are characterized by prejudices and social expectations that establish discrimination and put the protection of minorities or that of quieter, less defensive and perhaps particularly vulnerable classmates on the back burner. This creates a climate in which targeted assaults become possible.

The offer takes place at school and participation by young people is voluntary. The workshops take place in small groups, divided by gender and/or topic and last two hours.

pro familia, Offenbach, Halte.Punkt project

On request from pro familia.

#1coolermove is intended to encourage people to trust their own "funny feeling" and react before a situation really gets out of hand.

Young people aged 14 and over, minimum eight participants.

The online tool is very suitable for talking to young people about topics such as exclusion, bullying, discrimination and civil courage. Sexual assaults and discrimination against people who, for whatever reason, are "different" from the surrounding "majority" occur everywhere every day. What these types of assaults have in common is that they happen in public, meaning that many people are aware of them but do not actively intervene. Bystanders often have a "funny feeling" very early on, but don't dare to intervene. For example, situations can escalate from a discriminatory statement to an assault or escalate further.

Online test on emotional intelligence, which is best integrated into lessons and carried out and evaluated together. The aim is not to encourage socially desirable behavior, but rather to encourage young people to communicate their opinions and insecurities openly without being disrespectful or even insulting.

Teachers and team members should take the test themselves in advance and take a good look at the questions and situations, also in view of the fact that young people in the class may have already been exposed to such discrimination themselves. Care should therefore be taken to treat each other with respect and care.

none

A recommendation for action for schools describes the various forms of extremism as well as the options for countering the respective forms of radicalization. The focus is primarily on religiously motivated extremism and right-wing radicalism.

Teachers are made aware of possible radicalization in the student body and learn what steps they should sensibly take. There are also external contacts who can be contacted for help.

School management, teachers, social workers at schools

The specialist unit at the Public Order Office and external providers such as Rote Linie e.V. and VPN - Violence Prevention Network, the advice center in Frankfurt.

on request

Information and warnings about the dangers of alcohol and drug addiction, for example, as well as other addictions such as gambling, shopping and media addiction, are addressed here.

Free and (if desired) anonymous counseling is offered for those affected and their relatives. Further education and training for all interested parties as well as various workshops and offers for schoolchildren.

Education about various addictions, in schools the focus is primarily on prevention. Programs: "We get to know each other" (6th to 8th grade) addiction prevention and promotion of social skills, "We are (a) class" (for 7th/8th grade) a project on addiction and violence prevention.

Wildhof addiction help center in Offenbach and Dietzenbach

on request

The GuD supports schools in the sustainable implementation of violence-prevention and democracy-promoting programs by providing advice and further training.

Teachers and educational professionals in schools

Advice and training courses on the topics of: Diversity and criticism of racism, class councils, bullying prevention and intervention, dealing with sexualized violence and much more.

Training courses online and in person at various locations in Hesse.

GuD - Gewaltprävention und Demokratielernen, a project of the Hessian Ministry of Education and Cultural Affairs. All offers at gud.bildung.hessen.de

on request

Multipliers are enabled to conduct their own training sessions on developing counter-speech strategies with different target groups (e.g. children, young people, young adults, parents).

Professionals in schools, child and youth work , etc.

The Love-Storm training platform is an exciting web-based tool that can be used to test and train strategies for countering hate speech and cyberbullying - an excellent tool, especially for preventative work with children and young people.

One-day workshop online or in person.

fairaend or website of the Federation for Social Defense.

on request

Imparting knowledge about how to handle personal data online, preventing cyberbullying and strengthening young people's digital empathy, more media skills.

Teachers, parents, pupils

Stress in class chats, bullying, hate, fake news and fake profiles online, media skills, mentoring program.

Regular free webinars on current topics, online courses for specialists and multipliers. The mentoring program trains pupils in the 8th to 10th grades to become experts in the digital world, who then become mentors for younger pupils.

Digital heroes

on request

Educating and imparting knowledge about interreligiousness, religiously based extremism and right-wing extremism; dealing with other religions and world views.

Leaving radical contexts and extremist groups.

Pupils, educational professionals, parents

Workshops on interreligious, intercultural competence and prevention of extremism. Support in leaving radical groups.

VPN - Advice center Hesse

On request

The No Blame Approach is an effective way to put an end to bullying among pupils in a timely and sustainable manner. In all steps of implementation, the focus is exclusively on developing ideas that bring about a better situation for the person affected by bullying.

Teachers, educational specialists

In the workshops, the essential steps of the approach are presented and trained so that multipliers are able to apply the No Blame Approach directly.

Workshop(s): One or two day(s)

fairaend

On request