Constance training model
The Konstanzer Training Model (KTM) is a program developed by a team (Tennstädt, K.-C., Krause, F., Humpert, W., Dann, H.-D.) at the University of Konstanz for the advanced training of teachers and educators and is intended to make it easier to cope with disorders and aggressive actions . The revised and abridged version of KTM compact (Winfried Humpert and Hanns-Dietrich Dann) also aims to apply the advisory model in social and nursing professions. Central elements of the training are working in a team, the so-called tandems and the facility as a self-help program. The training model sees itself as a consulting model, which is characterized by the tandem work.
Goal setting
The KTM is intended to enable educators to independently improve their skills in coping with aggression by expanding the scope for action that is already available and improving social skills. The focus is on the behavior of the educator as this is the factor that the educator is most likely to influence.
Existing knowledge and experience (so-called subjective theories ) on the part of the educator serve as the basis for coping with aggressive behavior. An attempt is made by means of the KTM, these subjective theories and the resulting pattern of explanation aware by means of training modules to reflect , to check, and to apply.
Teaching disruptions, aggression and violence are understood as expressions of interaction problems, ie they are often caused by faulty communication or can be avoided by improving communication. Therefore, special emphasis is placed on improving communication in order to avoid aggression at an early stage.
A systemic perspective is in the foreground within KTM . The basic assumption is that aggressive behavior arises from various, mutually influencing factors. The factors are varied and some of them are outside the educational sphere of influence. Therefore, the desired goal and the measures necessary to achieve it are primarily considered; The KTM does not consider the search for causes to be expedient.
method
The main components are various training modules, with the help of which the users of the KTM use subjective theories to assess their own behavior and to take action against disturbances by changing behavior. The KTM does not offer any instructions on how to deal with specific problems, but merely specifies methods by which one's own behavior can be assessed. Possible actions result from this assessment.
The training modules are worked on in guided groups or teams (called tandem). Primarily, teaching situations are systematically logged by a partner and jointly evaluated in order to enable critical and conscious self-reflection, from which new perspectives for action arise.
literature
- Winfried Humpert, Hanns-Dietrich Then: KTM compact - basic training to reduce disruption and prevent violence in educational and helping professions based on the Konstanz training model. 2nd revised and expanded edition. Hans Huber Verlag, Bern 2012. 2, ISBN 978-3-456-85088-7 .
- K.-C. Tennstädt, F. Krause, W. Humpert, H.-D. Then: The Constance Training Model (KTM), introduction. Verlag Hans Huber, Bern 1991.