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TITLE OF GOOD PRACTICE:

Freiburg Anti-Violence-Training (FAGT)

KEYWORDS:

Self-perception, External perception, Incurrence and solution of conflicts, Social skills, Intrinsic value

GOOD PRACTICE TYPOLOGY:

National Project

TARGET GROUPS:

Children and adolescents aged from 10 to 17

WORKING GROUP COORDINATING THE INITIATIVE:

Prof. Dr. Klaus Fröhlich-Gildhoff

COUNTRY WHERE IT TOOK PLACE:

Germany

LANGUAGE OF THE REVIEW:

English

DEFINITION OF TARGET GROUP:

Parents, Teachers, Young People.

DESCRIPTION OF THE GOOD PRACTICE:

The Freiburg anti-violence training (FAGT) was created in 1997 and performed in various schools and youth institutions and developed further. The FAGT based on an integrated bio-psychosocial understanding of the origin of violence and the resulting derived requirements for an intervention approach (see Fröhlich-Gildhoff, 2006).
The focus is on the four topics of Self-perception, external perception, self-control, self-stabilization and social skills.

The above-mentioned main topics concentrate not only in aggressive behavior. It is particularly important to look at people with their strengths and weaknesses related to its environment (multi-modal approach). Resolve conflicts and a better integration into the environment are important skills to be taught as part of the project. Participants will be "bumped" to experiment with new forms of integration and be able to change themselves. The parents of the children are addressed and advised in the project. The following topics are dealt with children and young people:
- Self-perception, external perception
- Relaxation, feelings, rage and anger
- Empathy
- Development and conflict solution
- Self-esteem (Commendable)
- Social skills

The group size should be between six and eight participants. Regarding the level of development, the participants should be on the same level. In gender-mixed groups should be ensured that the ratio is balanced. The project is always conducted by two trainers. The training consists of ten group sessions of 90 minutes each and a final session. In addition there will be two parent meetings. The meetings are opening and closing rituals structured in its content and have different priorities (see above). In particular, the topic of social skills is supported by role-playing and video. The program is linked to a system of reinforcement and rewarding. Other methodological approaches are group work, relaxation exercises and worksheets. Throughout the project there is a change between experiential elements and reflection phases. Conflicts during the project are promptly addressed and treated.

INDICATORS:

Parent training/meetings, Disciplinary methods, Classroom management, Classroom rules, Information for parents, Cooperative group work, Peer support.

EVALUATION:

The project was evaluated in 2004 (see Fröhlich-Gildhoff and Engel, 2006). The results can be summarized as follows:
Coaches estimated the progress of the program and training sessions as generally positive. The overall evaluation of the program was above average. The analysis of the quantitative data of the outcome evaluation showed, however, large differences between the training group and a comparison group that received no training. The students of the training group had more problems and were judged to be aggressive striking. Because of a lack of pre-survey of the students it could not be excluded that these differences had existed before the program, a systematic comparison of training and comparison group was not possible.
Parents and teachers completed a standardized questionnaire to assess the aggressive behavior of the students both before and after the program implementation (CBCL aggression scale, SDQ; Achenbach, 1991). According to their estimation there was a reduction of hyperactivity and an increase in prosocial behavior after training with the students. The students themselves stated a decrease in their aggressive behavior in the questionnaire (Dorner and Fröhlich-Gildhoff, 2006).
In summary, a change in behavior will be reported in 2/3 of the students. Since no comparison with the group without intervention was, the results should be regarded as preliminary. Another methodologically adequate evaluation of the program would be desirable. pages

COMMENT:

This summary was created by the Technical University of Dresden in collaboration with the BGAG - Institute for Work and Health of the German accident insurance, Dresden.

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