School Social Educators’ Group Work in Germany
In the article the group work at German schools as a form and as a method is carried out. The authors also marks out the peculiarities of using of group forms and main methods of social specialists’ work at different kinds of middle schools in Germany. Special attention is paid in the article to the...
Gespeichert in:
| Datum: | 2015 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | English |
| Veröffentlicht: |
Інститут економіки промисловості НАН України
2015
|
| Schriftenreihe: | Економічний вісник Донбасу |
| Schlagworte: | |
| Online Zugang: | http://dspace.nbuv.gov.ua/handle/123456789/109317 |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| Назва журналу: | Digital Library of Periodicals of National Academy of Sciences of Ukraine |
| Zitieren: | School Social Educators’ Group Work in Germany / O. Kovalova, O. Gavrysh // Економічний вісник Донбасу. — 2015. — № 4 (42). — С. 52-54. — Бібліогр.: 6 назв. — англ. |
Institution
Digital Library of Periodicals of National Academy of Sciences of Ukraine| id |
irk-123456789-109317 |
|---|---|
| record_format |
dspace |
| spelling |
irk-123456789-1093172016-11-25T03:02:26Z School Social Educators’ Group Work in Germany Kovalova, O. Gavrysh, O. International and Regional Economics In the article the group work at German schools as a form and as a method is carried out. The authors also marks out the peculiarities of using of group forms and main methods of social specialists’ work at different kinds of middle schools in Germany. Special attention is paid in the article to the describing of project method. У статті проаналізовано групову роботу у школах Німеччини як форму та як метод діяльності соціальних педагогів з дітьми та учнівською молоддю. Автори також описують особливості використання групових форм та основних методів роботи фахівців соціальної сфери у різних типах середніх освітніх закладах ФРН. Особливу увагу у статті приділено розкриттю методу проектів. В статье проанализирована групповая работа в школах Германии как форма и как метод деятельности социальных педагогов с детьми и молодежью. Авторы так же описывают особенности использования групповых форм и основных методов работы специалистов социальной сферы в разных типах средних образовательных учреждений ФРГ. Особенное внимание в статье уделено раскрытию метода проектов. 2015 Article School Social Educators’ Group Work in Germany / O. Kovalova, O. Gavrysh // Економічний вісник Донбасу. — 2015. — № 4 (42). — С. 52-54. — Бібліогр.: 6 назв. — англ. 1817-3772 http://dspace.nbuv.gov.ua/handle/123456789/109317 373.5.091.313:36-051(430) en Економічний вісник Донбасу Інститут економіки промисловості НАН України |
| institution |
Digital Library of Periodicals of National Academy of Sciences of Ukraine |
| collection |
DSpace DC |
| language |
English |
| topic |
International and Regional Economics International and Regional Economics |
| spellingShingle |
International and Regional Economics International and Regional Economics Kovalova, O. Gavrysh, O. School Social Educators’ Group Work in Germany Економічний вісник Донбасу |
| description |
In the article the group work at German schools as a form and as a method is carried out. The authors also marks out the peculiarities of using of group forms and main methods of social specialists’ work at different kinds of middle schools in Germany. Special attention is paid in the article to the describing of project method. |
| format |
Article |
| author |
Kovalova, O. Gavrysh, O. |
| author_facet |
Kovalova, O. Gavrysh, O. |
| author_sort |
Kovalova, O. |
| title |
School Social Educators’ Group Work in Germany |
| title_short |
School Social Educators’ Group Work in Germany |
| title_full |
School Social Educators’ Group Work in Germany |
| title_fullStr |
School Social Educators’ Group Work in Germany |
| title_full_unstemmed |
School Social Educators’ Group Work in Germany |
| title_sort |
school social educators’ group work in germany |
| publisher |
Інститут економіки промисловості НАН України |
| publishDate |
2015 |
| topic_facet |
International and Regional Economics |
| url |
http://dspace.nbuv.gov.ua/handle/123456789/109317 |
| citation_txt |
School Social Educators’ Group Work in Germany / O. Kovalova, O. Gavrysh // Економічний вісник Донбасу. — 2015. — № 4 (42). — С. 52-54. — Бібліогр.: 6 назв. — англ. |
| series |
Економічний вісник Донбасу |
| work_keys_str_mv |
AT kovalovao schoolsocialeducatorsgroupworkingermany AT gavrysho schoolsocialeducatorsgroupworkingermany |
| first_indexed |
2025-07-07T22:54:27Z |
| last_indexed |
2025-07-07T22:54:27Z |
| _version_ |
1837030566252249088 |
| fulltext |
O. Kovalova, O. Gavrysh
52
Економічний вісник Донбасу № 4(42), 2015
UDC 373.5.091.313:36-051(430)
O. Kovalova,
PhD (Pedagogics),
Donbas State Pedagogical University, Slov’yansk
O. Gavrysh,
Kramatorsk Institute of Economics and Humanities
SCHOOL SOCIAL EDUCATORS’ GROUP WORK IN GERMANY
The statement of the problem. In Germany the
second half of the XX century was marked out the
switch of the state social policy and educational reforms.
The permanent increase of socio-economic problems re-
quired from social specialists of the country to find the
new ways of the decision of these questions, especially
it concerned the most unprotected sections of the popu-
lation such as children and the youth. That’s why in Ger-
many school social work has been developing actively
since the end of the 1970s. The special role in the social
educators’ work plays the group work.
Analysis of basic researches and publications. A
lot of German scholars devoted their researches to prob-
lems of using the group work both as the form and the
method of school social work in different types of sec-
ondary educational establishments. They are M. Beh-
nisch, J. Kalcher, W. Lotz, G. Meirhof, K. Mueller,
H. Schiller, M. Schmidt-Grunert, K.-V. Schuetz,
E. Stahl and others.
The aim of the article is to analyse the group work
at German schools both as the form and as the method
of social educators’ work with children and the youth.
Tasks of the research are: on the basis of learning of ped-
agogical and methodological publications to light up the
features of the use of group forms and basic methods of
social specialists’ work in different types of secondary
educational establishments in the FRG, to describe in
details the usage of the project method in school social
educator’s group work.
The basic material of the research. Exposing the
question of forms and methods of work of German
school social educators it is necessary to emphasize that
in most cases it is difficult to delimit them. So, the social
work with a group or the group social work as well as
the individual work in Germany is determined as the
method of social work and as the form of social work, if
the amount of objects takes up as a criterion. The group
of clients is the object of social work [6].
Examining the group work as the form of social
work at school, we are marked out that in Germany in
July-August a school social teacher folds the curriculum
of these forms of work on the school year. Usually
he/she forms the list of different types of the group
work. After that the social educator discusses it on the
pedagogical conference with teachers and leaders of the
school. We should pay attention, that among the offered
forms and methods of the group work schoolchildren
and their parents can also choose in most cases. After
analysis and discussion the social specialists fold the ad-
justed plan of the group work with students. Analysing
practical experience of social teachers in the different
types of schools in Germany, we point out, that social
specialists during their work combine groups in differ-
ent way. A group can be:
− a separate class;
− a part of the class;
− a few girls or guys from one class or from a par-
allel;
− some small classes consisting of peers.
At primary school a school social educator often
works with a certain class, having the aim to introduce
children with each other, to unite the class, to acquaint
pupils with standards of behaviour at school, to form un-
flagging rules of discipline during the lessons and
breaks and others.
In order to reach the aim social specialists use in
German schools continual trainings (from 2 days till 3
weeks). During this time pupils are free of lessons and
they are occupied only with their school social educator.
During the whole school year the school social ed-
ucator is using actively at primary school a lot of social
games, elements of stage adaptation, excursions with
pupils from different classes, he/she is taking part also
in the preparation for school parties („Merry Christ-
mas”, „Mother’s Day”, „Happy Easter!”, final summer
parties and so on).
Taking into account peculiarities of German edu-
cational system it becomes understandable, that social
educators in comprehensive, united and real schools at
the fifth form come across the same problems as their
colleagues at primary school. It means that children,
who have just finished primary school, enter the most
appropriate for them type of the secondary educational
establishment. That’s why at the beginning of the fifth
form every child gets into the new environment of class-
mates.
In order to help the children from the fifth form to
adapt better to a new school, school social educators are
working with every class separately during the whole
first week. In this case pupils don’t have any lessons the
whole week. School social educators hold social train-
ings, quizzes and different games. At the end of the first
social week they organize a concert or a theatrical per-
formance for parents and children because social spe-
cialists want to show what their pupils have reached.
The aim of all these forms and methods of the
group work is to show children their new school and
teachers, to bring the class together and also to pick out
such children who are in need of special attention and
supporting.
O. Kovalova, O. Gavrysh
53
Економічний вісник Донбасу № 4(42), 2015
In Germany from the fifth form a lot of different
teachers work with pupils, curriculum becomes harder,
new subjects appear. That’s why social educators in dif-
ferent types of school have no possibilities to hold long-
term trainings. In this case school leaders include regu-
lar social lessons in the school timetable for those clas-
ses, which are in need of the constant work with social
specialists. As a rule the supervising teacher of such
class appeals with this request to the school head. These
social lessons are compulsory for all pupils from this
class.
At these social lessons different topics and prob-
lems are discussing ( e.g. violence, mutual assistance,
fighting superstitions and others); empathic skills are
developing; social norms of conduct are studying (e.g.
politeness, tactfulness, reliability) and also democratic
liberties are speaking about (racial and religious toler-
ance, tolerant approach and so on) [5].
It is typical for social educators to use group work
at different secondary educational establishments due to
the sex of pupils, because children have reached the age
of puberty. Social specialists want that children under-
stand each other better, that’s why they use the method
“Girls’ Day” and “Boys’ Day”. School social educators
fix days in the timetable of group lessons, e.g. every
Tuesday is girls’ day, every Thursday is boys’ day. Dur-
ing these days children change their social roles. Girls
are playing football or basketball, discussing cars and
models. Boys are embroidering, weaving, discussing
fashion news and so on. On these days representatives
of the opposite sex mustn’t come to school social edu-
cators. The aim of such experiment is to show special
features of both sexes from within.
Different group forms of social work are used also
at vocational schools and gymnasia. School social edu-
cators make a tour of the city or in the country (e.g. a
trip to Berlin, Stuttgart, Frankfurt-am-Main and others);
visit museums, art galleries, exhibitions and so on. So-
cial educators hold preventive trainings with senior pu-
pils (topics are “Early sexual intercourse” or “Drugs
and alcohol. Their harm for your health”), preventive
programs “Teenagers to teenagers”, youth “Internet-
cafes”.
The age of students, who study at vocational
schools, is from 15 till 20 years, that’s why the subject
matter of preventive trainings and discussions are the
same. But as a rule social educators add such topics as
rapes, homosexuality, early abortions and so on. They
often invite different specialists (doctors, policemen,
psychologist) or show special films.
But the most widespread method, which school so-
cial educators use with groups of children in different
kinds of schools, is the project method. Social educators
use different projects. They can last only one lesson (e.g.
the project “Friendship and Love” devoting to St. Val-
entine’s Day); one day outside the school (e.g. climbing,
canoeing, the project “Cooking” in the café or restau-
rant); a few days (e.g. the project “Lowering Thresh-
olds” goes on 5 days) and long-term projects, e.g.
“School without Violence”.
When school social educators plan their new pro-
ject first of all they point out a target group and the aim
of this project. We can consider main features of pro-
jects in the project “Lowering Thresholds”. It was
worked out in 1997 and now school social educators
from Friedrich Ebert School (Frankfurt-am-Main) use
this project every year.
So, this project is for the 8-th formers. In 2012-
2013 school year it was from 10/06/2013 till
14/06/2013. Students were from Friedrich Ebert School
and United School Nordent (Frankfurt-am-Main). They
cooperated with youth organizations in their district.
These organizations have been united in the district
committee for 25 years. There are 30 different establish-
ments, agencies and centres. They work with pupils and
the youth (e.g. the youth centre KUSS41, the centre
for girls Mafald, the central children’s library, the sixth
police department, German organization for children’s
protection and so on).
The aim of this project is on the base of information
about different youth organizations to give every child
the feeling of protection and to prevent his/her isolation
and moral failure [4].
The main tasks of the project are:
• to familiarize children with peculiarities of
every organization;
• to show pupils forms and methods of work with
the youth in practice;
• to give the opportunity for children to work
with representatives of a certain centre on the spot;
• to extend the list of prepositions for social work
with the youth;
• to improve the structure of organizations from
the children’s point of view;
• to set the teamwork of committees and children.
For realization of these tasks are assigned 5 days.
On the first day school social educators work with
children at school. They give some information about
suggestions and main tasks of all institutions in this part
of the city. After that children analyze and discuss acute
problems and interests of the youth.
Next day representatives of establishments and or-
ganizations come to school and hold so called “The Fair
of Possibilities”. They show short films or presentations
about principles and methods of their work with chil-
dren and the youth. After that pupils unite in groups of
3-4 people and choose 2-3 centres or establishments
about which they want to know more. Among present
organizations they can choose not only those, which
give consultations, but also those centres, which are a
nice place for spending their free time. When children
have chosen the organization, work groups must coordi-
nate with a hand-picked committee time and duration of
their teamwork and prepare their list of questions.
On the 3d and 4th days of the project pupils attend
their establishments. They can discuss their own prob-
lems, learn the idea, forms and methods of work of this
organization, give their remarks or suggestions and so
on. They must also prepare the presentation of their ex-
O. Kovalova, O. Gavrysh
54
Економічний вісник Донбасу № 4(42), 2015
perience. Children may make their report as a presenta-
tion on computer, create a poster or prepare photos.
Some schoolchildren represent their report as a role-
playing game or verbal communication.
On the 5th day pupils show their projects for class-
mates. They can also invite their parents, relatives or
friends. Children often invite the member of their organ-
ization. As a rule the presentations are bright and in-
formative. The atmosphere is so friendly. Usually this
project is realized very successfully.
Describing different forms of the group work and
some methods of school social educators’ work with
children, we should remind, that the group work in Ger-
many is carried out also as the method of social work.
The main point of the group work is in the communica-
tion with other children, who have some general features
or the same problems. In such group work the main way
of influence is the group (2-10 people).
Doctor, professor of methodology of social work
Michael Behnisch emphasizes in his researches that the
group is used for solving problems, emotional support-
ing and developing of self-confident. At the same time
in such groups can exist frustration and stress because
of individual features of pupils (e.g. unsociability, need-
less, reticence) or casting, which is typical for every
group [1].
We point out, that in Germany the method of group
work has a long history. In the middle of 1950s in spe-
cial social higher educational establishments in Western
Germany were included the courses of studying this
method. Gisela Konopka was the founder of group ped-
agogics.
Till the 1980s social group work with children in-
side and outside the school was topical. A lot of German
famous scholars developed this problem. They were
Karl Wolfgang Mueller, Heinrich Schiller, Klaus-
Volker Schuetz and others. But then the method of so-
cial group work lost their popularity due to spreading the
idea among German scholars, that children were not
able to social work in groups [2].
But contemporary German scholars in the field of
social group work (Juergen Kalcher, Walter Lotz, Gud-
run Maierhof, Marianne Schmidt-Grunert, Eberhard
Stahl) insist on the introduction of the method of social
group work into functions of social specialists. They
mark out that this method of school social work pro-
motes individual and social maturing of a child, helps to
develop pupils’ skills of communication in society and
build so called training ground for cooperation and so-
cialization of schoolchildren outside their family [3].
Conclusions of this research and prospects of
the further research in this direction. In conclusion
we can say, that in the modern period of the develop-
ment of school social work social educators often use
group work both as the form and as the method of their
work. It helps them to give more qualitative help and
support for children and the youth.
To further researches it is necessary to take the
analysis of main features of school social educators’
work with parents and nerwork.
References
1. Behnisch M. Annährungen an soziale Gruppen-
arbeit / M. Behnisch // Sozial Extra. Durchblick Soziale
Gruppenarbeit. – Berlin, 2014. – H.1. – S. 37-40. 2. Eine
Sammlung der teilnehmenden Einrichtungen für Berufs-
vorbereitung, Offene Treff/ Jugendhäuser und Bera-
tungsstellen für «Schwellen runter 2013»: Broschüre.
Gewerkschaft Erziehung und Wissenschaft. – Frankfurt
am Main, 2014. – 37 s. 3. Grossmann W. Aschenputtel
im Schultag. Historische Entwicklungen und Perspekti-
ven von Schulsozialarbeit / W. Grossmann. – Wein-
heim, 1987. – 327 s. 4. Kalcher J. Gruppe und Statio-
näre Erziehung / J. Kalcher // Standpunkt: Sozial. –
Frankfurt am Main, 2013. – H. 17. – S.17-22. 5. Maier-
hof G. Soziale Gruppenarbeit in Ausbildung und Lehre
/G. Maierhof // Sozial Extra. Durchblick Soziale Grup-
penarbeit. – Bonn, 2014. – H. 1. – S. 41-45. 6. Schmidt-
Grunert M. Soziale Arbeit mit Gruppen. Eine
Einführung / M. Schmidt-Grunert. – [2., veränderte
Auflage]. – Wiesbaden, 2002. – 303 s.
Ковальова О. В., Гавриш О. Г. Групова ро-
бота соціальних педагогів у школах Німеччини
У статті проаналізовано групову роботу у шко-
лах Німеччини як форму та як метод діяльності со-
ціальних педагогів з дітьми та учнівською молоддю.
Автори також описують особливості використання
групових форм та основних методів роботи фахівців
соціальної сфери у різних типах середніх освітніх
закладах ФРН. Особливу увагу у статті приділено
розкриттю методу проектів.
Ключові слова: групова форма, груповий метод,
метод проектів, шкільний соціальний педагог, діти.
Ковалева О. В., Гавриш Е. Г. Групповая ра-
бота социальных педагогов в школах Германии
В статье проанализирована групповая работа в
школах Германии как форма и как метод деятельно-
сти социальных педагогов с детьми и молодежью.
Авторы так же описывают особенности использова-
ния групповых форм и основных методов работы
специалистов социальной сферы в разных типах
средних образовательных учреждений ФРГ. Осо-
бенное внимание в статье уделено раскрытию ме-
тода проектов.
Ключевые слова: групповая форма, групповой
метод, метод проектов, школьный социальный педа-
гог, дети.
Kovalova O., Gavrysh O. School Social Educa-
tors’ Group Work in Germany
In the article the group work at German schools as
a form and as a method is carried out. The authors also
marks out the peculiarities of using of group forms and
main methods of social specialists’ work at different
kinds of middle schools in Germany. Special attention
is paid in the article to the describing of project method.
Keywords: a group form, a group method, a project
method, a school social educator, children.
Received by the editors: 09.11.2015
and final form 28.12.2015
|