Intervention (pedagogy)
In contrast to counseling in the narrow sense, intervention intervenes directly in what is happening in order to eliminate an undesirable phenomenon or to prevent it from occurring in the first place. The focus here is not on decision-making, but on problems of action. In this context, there are so-called target dimensions that serve to distinguish between intervention measures: It is about the activation of personal (internal) or social resources.
The importance of intervention in educational processes is linked to the educational orientation of the person who intervenes. The question is not only how to intervene, but also whether intervention in principle or in certain cases is sensible, appropriate or even reprehensible. For example, educators differ in whether they intervene
- advocate and accept as a means of shaping parenting situations or
- generally refuse because they consider children / young people to be reasonable themselves
- or only consider appropriate in selected situations.
If one evaluates the possibility of intervention, it seems relatively clear: the self-regulation of the child / adolescent is (in comparison) always priority and pedagogically more sensible. On the one hand, because intervention (on the one hand) is considered to be relatively insensitive and the alternative of self-regulation (on the other hand) strengthens the child's identity ( self-confidence ). Intervention seems more appropriate to avert likely harm / harm to the child / adolescent.
As a rule, intervention requires that it is directed against the insights of the person concerned (child / adolescent / client); but since it should be able to avert harm, it will have to be defined as a necessary evil.
See also
literature
- Ingeborg Kreutzmann, Abuse of Humanitarian Intervention in the 19th Century . Baltica Verlag, Flensburg 2006. ISBN 3-934097-27-8
- Andreas Heindl, Theatrical Interventions. From medieval conflict resolution to contemporary constellation and theater work in organizations . Carl-Auer Verlag, Heidelberg 2007. ISBN 978-3-89670-901-1