Inner brake
In educational psychology and traffic education, the inner brake describes a learned internal human mechanism that causes the level of arousal to drop in the emotional experience. This can make itself unpleasantly noticeable (negatively) as an unwanted inhibition of fear, but also legitimize (positively) as an intentional slowing down of harmful emotional outbursts. In real life, a distinction must be made between the two opponents, whether to apply an inner brake and to release an inner brake, depending on the situation.
term
The so-called 'inner brake' is a metaphor from the operation of vehicles . The vehicle brake should ensure an intended and beneficial speed in traffic . The brake tool is the counterpart to the accelerator lever that accelerates driving speed . With the term 'inner brake' there is a transfer to the emotional area, which should be regulated by a suitably trained will and ability.
meaning
Brake loosening
When inferiority complexes and surging fear of failure interfere with meaningful behavior and trigger a blockage, the inner brake is too tight and must be released. For example, psychologists report from therapeutic seminars of women for whom “ the very thought of the next car trip causes palpitations and sweats .” The tendency to drive fear and panic attacks is not only associated with an increased risk in traffic, but also with a considerable reduction in mobility . Added to this is the perception of the stigma of being unable to live, which affects self-esteem .
An inner brake can also be seen in everyday life in persistence in old patterns, in the indolence and ease of starting something new, in the unwillingness to accept a challenge, which requires self-conquest, effort and courage. It manifests itself in mental blocks, self-doubts, self-limitations that destroy a spirit of departure after failure. The phenomenon of the 'inner brake' is - according to the concept - not about slowing down desires and options for action by forces and influencing factors from outside, but about inhibitions that arise from one's own personality structure and that have to be overcome. Feeling and willing must be allowed to live out normally and undisturbed. To do this, blockages have to be removed and the internal brake released.
Brake boost
Some people, children as well as adults, tend to lapse into an unbridled outburst of anger when they are annoyed , which can lead to aggression and material destruction , a constellation that does not improve the situation for any of those involved, but only worsens it because it is designed to do so to escalate the conflict and to “smash further china”. It hinders a factual discussion of the causes of the problem and senselessly binds energies that would be necessary for reason-based problem management. This is where the 'inner brake' has to come into play, which alleviates the state of excitement, keeps the surging emotions under control, absorbs burgeoning aggression and thus enables a rational analysis of the situation and appropriate problem solving.
In a now outdated concept of traffic education, which saw and treated children as incomplete adults, the erroneous opinion that 'children have no brakes' has long persisted. It was based on a serious misjudgment of the child's abilities and ignorance of child-friendly learning methods . As a consequence, this led to the fatalistic attitude that the “ deficient child” is not able to secure itself in traffic and must therefore be protected by others - for example in the form of the parents' taxi .
The didactic turning into a " road safety education from the Child " in the 1970s built the learning ability of the child and took the child from the 'object' to 'subject' in winning his ability to drive and confidence. After a long series of attempts at school , for example in physical education and using methods such as playing on “Tabustraße” or the “running and standing game”, it was possible to prove that children aged five to six years after a short professional training session are very well able not only to initiate movements spontaneously, but also to terminate them just as abruptly. The didactician Siegbert A. Warwitz countered the incapacity of the child as a helpless deficient being with the thesis “ The child also has brakes, as has been proven many times. It just has to learn to use it . "
This didactic thought and practice model is based on the basic approach that children do not want to be spared, but rather want and should be challenged in their own initiative . At the same time, it pursues the further educational mandate that even children must learn not to stomp on the ground at the slightest displeasure at the slightest displeasure, as in bad films, to shout or throw objects around themselves, but also to curb the most lively temperament, that is, to apply the inner brake.
literature
- Hans-Dieter Barth: Children have no brakes! Niedernhausen 1994.
- Siegbert A. Warwitz: We learn to apply the inner brake. In: Ders .: Traffic education from the child. Perceiving - playing - thinking - acting. 6th edition. Cutter. Baltmannsweiler 2009. pp. 84, 119-122. ISBN 978-3-8340-0563-2 .
Individual evidence
- ↑ The inner brake
- ↑ Release the inner brake
- ^ Siegbert A. Warwitz: We learn to operate the inner brake. In: Ders .: Traffic education from the child. Perceiving - playing - thinking - acting. 6th edition. Cutter. Baltmannsweiler 2009. pp. 119-122.
- ↑ Hans-Dieter Barth: Children have no brakes! Niedernhausen 1994.
- ↑ Inge Peter-Habermann: Children have to have an accident. The hopelessness of protecting children from cars here . Rowohlt. Reinbek 1979.
- ^ Siegbert A. Warwitz: We learn to operate the inner brake. In: Ders .: Traffic education from the child. Perceiving - playing - thinking - acting. 6th edition. Cutter. Baltmannsweiler 2009. p. 119.
- ^ Siegbert A. Warwitz: The mind as a control instance. In: Ders .: Traffic education from the child. Perceiving - playing - thinking - acting. 6th edition. Cutter. Baltmannsweiler 2009. pp. 130-136.
- ↑ Andreas Lochner: When the inner brake is missing