What is the practice like?
Not every person concerned seeks advice, but nevertheless goes to a youth center with the goal of getting contact.
In order to recognize these children and adolescents, it is necessary to raise awareness about behavior.
In the following text:
- After use of the Internet: sad, aggressive, absent
- Keep your smartphone away and be frightened when adults come close
- Withdrawn, no appointments, for example, in the youth club
- Quiet and rather withdrawn
- Resistances to go to school
- Learning difficulties
- Marked deterioration in school scores
- Symptoms (head and abdominal pain)
- Do not feel like having hobbies so far
If these abnormalities are perceived, the trustful conversation with the adolescent is to be sought. Possible opening phrases are:
- "I'm worried about you, you're so sad, is that true?"
- "I've experienced you so withdrawn, is that true?"
Search Affected the conversation, they are in danger. They feel alone, humble, fear, and need protection. The person to be consulted expects a process of listening, clarifying, encouraging and leading to their own decisions. A time limit is clearly defined before the call. Due to this time limitation, the person to be advised is required to structure himself individually according to the order. This process happens in 4 sections:
- Clarification phase
1. Making contact (imagining, establishing contact and trust = creating a safe framework)
If they are not yet known as Social worker, then a first contact is made with a welcome ritual "Hello, my name is ...". Frequently, those concerned begin with a question: "Can I briefly describe you?"
One possible answer could be: "Gladly, I have 20 minutes for you, we can speak openly, I am subject to secrecy."
In this contact phase, it is important that a cautious build-up of trust builds up and everyone feels that they are accepted. This is where the positive relationship building begins. A good basis for creating a communicative process.
2. Clarification phase (How can I help?)
Recording the current situation:
In order to be able to change the existing state, it must first be named. In this phase, the first step is to listen, then to clarify the conversation in the second step: "Social pedagogue", I have understood: "You are mobbed because ..."
Is that the case?
The aim of this clarification phase is to ensure that the children and young people are aware of their responsibility to be involved in the current situation, to tackle it and to change it. It is not the goal to provide solutions. Developing them is the task of children and adolescents.
This phase is mainly about the occasion. The experienced situation is told. Here it is important that a cautious build-up of a trust relationship emerges and everyone has the feeling of being accepted. In most cases it is not yet clear what should be achieved in the future. What is the idea or expectation of the person concerned? How do I stand as a consultant on the subject? Can I support positively? Do I refer to other colleagues? Clarifications can take longer. I need additional information, like tho following example:
- social environment
- How do you live?
- Problems in the environment
- How come?
- How would others describe you?
3. Focus (the problem is analyzed)
The affected persons are again confronted with the problem state. This process is used to obtain information.
- "If now a fairy is coming and fixes the problem for you, what is different then?"
- "How would your friends respond to their behavior? "
- "What if you had three wishes free, what would you wish for?"
- "Who could support you?"
- "How does it feel when the problem is gone?"
- "What has changed then?"
Solutions arise. Now the target and resource work begins.
In the final phase, possibilities for action are then developed jointly. The focus is different.
4. Adoption / outcome, further progress, adoption
I summarize the results and always say good-bye to a possible step of action that we have worked together in the discussion.