Curative education care

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This article or paragraph presents the situation in Germany . Help us to describe the situation in other countries.

Curative educators are specialists in participation , education and care ( care for the elderly , healthcare and nursing ). They accompany people in need of support or people in handicapped life situations in implementing their ideas about quality of life. Specific aspects of the professional field are the assistance, support, advice, education and care of people with physical, psychological and cognitive handicaps. Curative educators are active in the following fields of activity:

  • Processes of support and qualified assistance
  • Development, education and care
  • Communication and relationship
  • Social space and networks
  • Team and organization

The aim of the multi-professional oriented job description is a holistic link between the fields of participation, education and care. Remedial nurses proceed in a person-centered manner (i.e. always on the individual ideas of the person being accompanied), socially and participation-oriented (i.e. always with a view to the social environment and enabling participation) and accompany the clients where necessary in coping with everyday life. The specific focus of the task therefore varies depending on the personal needs of the person being accompanied and the location of the service provided. Curative care cooperates with other specialist services and professional groups.

Curative education care sees itself as a human rights profession, d. H. In professional activities, people are supported in the implementation of human rights claims, even and especially when these people are in danger of being socially withheld.

Vocational training as a curative educator takes two to five years and is regulated by state law in Germany . Remedial nurses often work in facilities and services of integration assistance or in social psychiatry, in social services, in preventive and rehabilitation clinics or in special schools, in the field of leisure time support or adult education. Another large area of ​​activity is the workshop for people with disabilities (WfbM).

The occupation of curative education care is classified at level 6 in the German qualifications framework .

Assignment of the profession

Heilerziehungspfleger work, as well as health and nursing , health and pediatric nurses and geriatric nurse with people who require special services (namely, people with disabilities). Nevertheless, where there is a nursing chamber (unlike employees of the professional groups mentioned), they do not fall within their area of ​​responsibility. The main reason for this is that curative educators are included in the group of educational professions, as their main task is to promote the people they care for.

Contrary to what the word component “curative” suggests, it is not the task of curative educators to “ cure ” people with a disability in the medical sense , especially since the essence of a disability is to be permanent, and healing only in exceptional cases succeed. "Heil-" rather refers to the Greek word "holos" (= "whole", "comprehensive"). People with disabilities should be cared for “ holistically ”, i. H. cannot be reduced to his disability.

history

Curative education care is a relatively young profession. It was founded by the pastor Ludwig Schlaich (1899–1977). In 1933 he established a first forerunner of curative education care in the "Heil- und Pflegeeanstalt Stetten" (today Diakonie Stetten). In 1958 he founded the first Protestant school for curative care in Stetten , which was officially recognized in 1961. Today there are over 200 specialist schools for curative education care nationwide.

The massive use of curative educators is an expression of a changed relationship between society and politics and people with a disability. Until the 1960s, people with a cognitive or “disgusting” physical disability were hidden from the outside world or even (1933 to 1945) killed as a “life unworthy of life” , from around 1960 the insight gained acceptance that people with disabilities also took action Have the right to education, work and participation in social life. At least one day structuring by supervisors is officially granted to all people with disabilities. Since around 1960, special educators have been employed in schools, workshops for disabled people, dormitories and other institutions in large numbers. Since the Federal Participation Act came into force , educational professionals have increasingly been working on support plans for people with disabilities, especially in dormitories that cease to be primarily care facilities.

education

The training for curative education care usually takes place at two learning locations that are closely networked: the technical school and a suitable practical position. After three to five years of training, you can qualify as a state-recognized curative educational nurse.

There are mainly two forms of vocational training :

  • the full-time school form of training and
  • the practice-integrated form of training.

In the full-time school form of training in the federal state of Berlin, students attend vocational school for two years in accordance with the old school regulations and then complete a year of recognition in a practical area. In the new school ordinance, which has been in place since 2008, the prospective curative educator attends the vocational school for three years, during which he has to complete two internships of ten weeks each and two internships of twelve weeks. The internship in the living area is compulsory, but the time can be freely chosen.

There are two models in Hessen. In the first model, training begins with a one-year visit to a full-time school and a six-week orientation internship. This is followed by a two-year practical training in which the curative educator visits school two days a week and spends three days in the company. In the second model, the first two years are completed in a technical school. This training is supplemented by 460 hours of practical experience, which are provided in the form of block internships or continuous practical assignments. In the third year there is an internship in which four weeks of training are integrated.

In the practice-integrated form of training, the trainees are deployed directly in the field of curative education care for the entire duration with school support. Depending on the federal state, subject-related lessons are to be attended and, in parallel, to work in a company in the area of ​​remedial care. During this time, the students receive theoretical basics which they can try out directly in practice.

The duration of the training and the entry requirements are not uniformly regulated in the German federal states. The secondary school leaving certificate or an equivalent educational qualification and completed vocational training of at least two years is usually required.

In-service training courses are post-qualifications for employees who have already been employed for at least two years.

The curative education care assistant training is one of the possible entry requirements for the training of state-recognized curative education care; it generally lasts two years and enables employment as a curative assistant. Special information on this can also be obtained from the relevant offices.

Special regulations

In some federal states such as Bavaria, Baden-Württemberg and Saxony, the training can be completed within three years. Practical work in an internship and teaching in a vocational school alternate here. This form of training is known as a practice-integrated training course. Some schools in Germany also offer four-year part-time training. As in the three-year training, theory and internships alternate. The advantage of the four-year training is that you can work in four different areas of curative education, for example: WfbM (workshops for disabled people), dormitories and specialist care .

In both cases, the actual school training is preceded by a one to two year internship. Often, curative educators incorrectly declare themselves as having passed the exam. However, after the end of the training, the job title is a state-recognized curative educational nurse or state-approved curative educational nurse .

Due to the non-nationally regulated training of curative educators, there are often irritations with regard to the exact job title and the fields of activity in professional life. Remedial parenting caregivers have knowledge of basic care, advanced basic care and treatment care. Under certain conditions, they can work as nursing staff (e.g. outpatient care facilities with a predominant proportion of disabled people).

Training content

Psychosocial dormitory of the Diakonie am Plauer See

The training deals with elements from the following subjects:

Reflecting on one's own actions is of particular importance.

The training is very varied, but not therapeutic. At many schools , the advanced technical college entrance qualification can be obtained at the same time if an additional examination is successfully passed in the subjects English, mathematics and German (accounting and business administration at some schools in Baden-Württemberg).

Areas of application for curative educators

  • Hospice work
  • Work with the mentally ill; therapeutic flat share (TWG)
  • Work with addicts

Training opportunities

Information subject to change, as admission requirements for training will be changed

Others

As already mentioned, self-reflection is one of the central topics of curative education care. In addition, curative educators must also exchange ideas with customers and colleagues and continue to train. There are various ways to exchange ideas: in addition to personal conversations, there are also websites on the subject of curative education care.

There are three main directions:

Web links

Individual evidence

  1. ↑ Cross-border competence-oriented qualification profile. Federal Working Group of Technical Schools for Curative Education Care (BAG HEP), accessed on January 17, 2019 .
  2. ^ Professional association curative education care: job description
  3. ↑ Federal Working Group of Technical Schools for Curative Education Care (BAG HEP): Cross-border competence-oriented qualification profile. Retrieved January 17, 2019 .
  4. ↑ Federal Working Group of Technical Schools for Curative Education Care (BAG HEP): Cross-country competence-oriented qualification profile. Chapter: Developing a professional identity in terms of a human rights profession (page 8). BAG HEP, accessed on January 17, 2019 .
  5. ↑ Employment Agency - BerufeNET: Heilerziehungspfleger / in
  6. ^ DQR: List of assigned qualifications within the framework of the German qualification framework. German Qualifications Framework for Lifelong Learning, accessed on January 17, 2019 .
  7. ^ Nicklas-Faust, Jeanne; Scharringhausen, Ruth (editors): Curative education care 1: Basics and core concepts of curative education care. 1st edition. tape 1 . Cornelsen, Berlin 2017, ISBN 978-3-06-451658-8 , pp. 51 ff .
  8. ↑ Robert Roßbruch u. SG Speyer: For the delegation of nursing care measures in inpatient care for the elderly . 2003 ( online PDF 340 kB).