Lifelong Learning Programme

This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Also available in:

"I Am Not Scared" Project

Homepage > Database > Good Practies List > Good Practice Form

Database

TITLE OF GOOD PRACTICE:

Programme for primarily prevention (ProPP) – Strenghten pupils, Resolve conflicts

KEYWORDS:

Conflict management, Social behavior

GOOD PRACTICE TYPOLOGY:

National Project

TARGET GROUPS:

Pupils from the 5th to the 7th grade

WORKING GROUP COORDINATING THE INITIATIVE:

Institut für schulische Fortbildung und schulpsychologische Beratung Rheinland-Pfalz

COUNTRY WHERE IT TOOK PLACE:

Germany

LANGUAGE OF THE REVIEW:

English

DEFINITION OF TARGET GROUP:

Teachers, Young People, School Directors.

DESCRIPTION OF THE GOOD PRACTICE:

With the program for primary prevention (Propp), the Ministry of Education, Science and Training of Rhineland-Palatinate in cooperation with the School Psychology Service, the State Institute for Teacher Training and in-service training and the national center for health promotion provides help for addiction and violence prevention.
Under the program, the self-perception and the external perception of children should be promoted and the classroom climate should be positively influenced. An overall goal is to provide the ability to resolve conflicts constructively and without violence.
The motto is: "Strengthening students - clarify conflicts". Propp is a measure that is applied to long-term processes and requires a sustained, systematic implementation. For a sustainable impact of the program, therefore a long-term anchoring in school life is desirable. Here, it is recommended to anchor in the school program and the support of the entire College.

The program is based on the assumption of the interaction between self-esteem and confidence as well as contact and communication skills of pupils and their capacity for conflict resolution in schools and other areas of life. The teenagers will be given an appropriate and socially responsible approach to difficult situations and problems. They should learn how to deal nonviolently with conflicts and frustrations. Through the program a contribution to the immunization of young people towards drugs, other drugs and addictive behaviors is given.
Based on the method of interactive exercises the personality development of students in the areas of self-competence, social competence, communication and conflict resolution skills are encouraged. The program consists of a training program with work material for students, of two two-day regional information sessions for teachers (as a service recognized in another place), of a continuous monitoring of schools in regional associations and of a support during the implementation of information events for the teaching staff and the parents of the classes involved.
In a total of 40 school hours, the training program is distributed throughout a school year. The training program in the classes held in a double lesson at least every two weeks. The program should be conducted by at least two teachers as a team-teaching and should be supported conceptually by the school management, class council, parents and pupils.
The teachers involved should the class teacher of the classes. The participation in the two-day information sessions is limited to two leading teachers per school by. They agree on providing the information to their school. All teachers of the schools participating in the program can attend at the accompanying study groups.

INDICATORS:

Help-line/counseling, Disciplinary methods, Classroom management, Teacher training, Classroom rules, School conferences, Information for parents, Cooperative group work, Peer support.

EVALUATION:

So far, first exploratory results are from a survey of participating teachers before the school year 2007/2008. They appreciated the program is a positive. Most teachers said they have received valuable tools for dealing with students through the program and strengthened their own skills. In addition, the majority of teachers reported that it had motivated them to take stronger account of social learning and personality development of students in the classroom every day. According to estimations by the most of the teachers both they and the children liked participating in the program. A methodologically adequate evaluation of program effectiveness is still missing. 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.

I Am Not Scared Project
Copyright 2017 - This project has been funded with support from the European Commission

Webmaster: Pinzani.it