Managing Challenging Behaviour in Schools

Introduction 1. Education in times of social crisis 1.1 Psychosocial situation of children and adolescents against the background of social crises 1.2 School as a resilience factor 1.2.1 Classroom teaching 1.2.2 (Digital) learning at a distance 1.2.3 Closeness and distance in the educational relationship 1.3 Conclusion 2. Pupils with aggressive behaviour: Behaviour towards teachers 2.1 Theoretical considerations 2.2 Educational attitude 2.3 Cuts as solutions in everyday school life 2.3.1 Reset 2.3.2 From confrontation to closing unity 2.3.3 Paradoxical intervention 2.3.4 Redirect 2.3.5 Going out 2.3.6 Safe storage of dangerous objects 2.3.7 Place swap 2.3.8 Individual work order 2.3.9 Time Out 2.3.10 Trigger acoustic signal 2.4 Reparation instead of punishment 2.5 Conclusion 3. Pupils harm others 3.1 Theoretical considerations 3.2 Solutions for conflicts in everyday school life 3.2.1 Reactivation of sibling conflicts 3.2.2 Neglect 3.2.3 Bullying 3.2.4 Stigmatisation 3.2.5 Discrimination because of clan family names 3.2.6 Non-compliance with rules of faith 3.3 Conclusion 4. Pupils harm themselves 4.1 Theoretical considerations 4.2 Solutions for conflicts in everyday school life 4.2.1 Sensory overload 4.2.2 Separation anxiety 4.2.3 Self-harming behaviour such as scratching 4.2.4 Hyperactivity 4.2.5 Individual retreat 4.2.6 Blows to your own body 4.3 Conclusion 5. Parents who are difficult to reach 5.1 Legal framework for working with parents 5.2 Effect of parents on children's behaviour 5.3 Hard to reach parents 5.3.1 Causes of difficult accessibility 5.3.2 Solutions for conversations with parents 5.4 Conclusion 6. Prevention of challenging behaviour and conflicts 6.1 Prevention of challenging behaviour 6.2 School policy 6.3 School rules 6.4 Conclusion 7. Learning accesses for pupils with special needs in their emotional and social development 7.1 Inclusive and exclusive currents 7.2 Transition project 7.2.1 Theoretical background 7.2.2 Study results 7.2.3 Internal school organisation 7.2.4 Exchange and dissemination 7.3 Five learning accesses 7.3.1 Temporary learning group 7.3.2 Inclusive teaching 7.3.3 Counselling in a multi-professional team 7.3.4 Counselling with parents 7.3.5 Cooperation between schools and youth welfare services 7.4 Conclusion 8. Summary and outlook 8.1 Summary 8.2 Outlook Literature Index