Self-assertion course

from Wikipedia, the free encyclopedia

A self-assertion course , also known as a self-assertion and self-defense course , is a training program for the prevention of violence , especially in its sexualized form . As part of such a course, the self-confidence and self-worth of the participants are strengthened, the basics of self-defense are imparted and skills in potentially threatening situations are expanded. This will enable the ability to self-assertion strengthen. Wendo courses are a special form of self-assertion courses that were originally developed as part of the women's and lesbian movement , but now there are also offers for boys and men.

Course content and methods used

Depending on the provider and target group, the content of self-assertion courses vary greatly. From a professional point of view, a self-assertion course should address the issue of gender roles . Sexuality should be discussed in age-appropriate language . Exercises on self-awareness , self-worth, and self-strength should be part of such a course. The course itself should be designed in such a way that it enables the participants to deal positively with their own personality and to experience an appreciation of their own body. The differentiated perception and articulation of one's own feelings, needs and interests should be encouraged. Different forms of physical contact and their personal evaluation should be discussed, as well as the perception and setting of limits. Other important course contents are how to deal with any pressure of confidentiality, where to get help and who to confide in. In the case of children and adolescents, the adult's duty of protection and care should also be addressed. For all target groups, basic information on sexual violence , as well as options for action in the event of threat or assault, are important topics of such a course. A clear position should be conveyed that only the perpetrator is responsible for acts of violence, especially in the area of ​​sexual violence.

The methods used are just as variable as the content. Role playing and group play are often used, as are various other forms of group work. Different movement units with simple physical defense techniques are frequently used methods, furthermore visualizations (e.g. of body images) and communication exercises . The inclusion of the participants' experiences, ideas and suggestions in open discussion groups and in all exercises is an important prerequisite for developing individual solutions.

Quality standards

There are still no generally binding quality standards for self-assertion courses.

In 2003, the Federal Association of Feminist Self-Assertion and Self-Defense (BV FeSt) agreed and established quality standards specifically for feminist self-assertion courses . A fundamental criterion is the gender-specific offer. In terms of content, it is also stipulated that in addition to strengthening self-esteem, training in perception and teaching self-assertion strategies and self-defense options, a feminist stance on violence against women and the identification of offers of help are also part of the course. The necessary skills of the trainers, such as B. the knowledge of physical techniques of self-defense or legal bases were established.

Based on these quality standards or parallel to them, there are stipulations by other professional associations, individual course providers and local authorities. In addition, there are now checklists for quality standards developed by specialists.

deals

Self-assertion courses are offered by associations for helping girls and women, youth work facilities, the police, sports clubs and private trainers and institutes. Different target groups are addressed: in addition to courses for girls and women, there are courses for children and adolescents of all ages, as well as special courses for immigrants and people with different restrictions . The duration and content of the courses, as well as the group sizes, vary greatly depending on the provider.

criticism

Since there are no binding standards and certifications, it is difficult for interested parties to see which offers are serious. Poorly designed courses can harm rather than help. There are providers who, from an educational-psychological point of view, make dubious methods, such as the establishment of a so-called “light jacket” as protection, part of the course content. Offers that place the focus of the course on self-defense can make participants feel guilty if violence does occur and the methods learned cannot be used effectively. They can also create a false sense of security and thus prevent someone from fleeing in a threatening situation. Offers that focus on practicing dangerous situations as realistically as possible can trigger fears, especially in children and adolescents, and are therefore counterproductive with regard to the actual course objective. The effectiveness of self-assertion courses has not yet been scientifically proven. Therefore, some prevention professionals, such as B. Manfred Cierpka , to promote self-assertion skills in everyday parenting and to see courses at most as a supplement.

literature

Web links

Individual evidence

  1. ↑ Self-assertion and self-defense for women, girls and boys in Cologne. (PDF) Cologne City Administration , December 2006, p. 2 , accessed on March 11, 2016 .
  2. ↑ Christopher Kieck, Annette C. Seibt, Christian Böhm: Evaluation of self-assertion courses for violence prevention in Hamburg primary schools. (PDF) City of Hamburg , 2007, p. 1 , accessed on March 11, 2016 .
  3. ↑ Gisela Braun, Claudia Bundschuh, Marianne Hasebrink, Karen Lehmann, Ute Nöthen-Schürmann: Self-confidence training for girls and boys against sexual assault. (PDF) Arbeitsgemeinschaft Kinder- und Jugendschutz (AJS) NRW eV, Federal Association for the Prevention of Sexual Abuse of Girls and Boys, Catholic State Working Group for Child and Youth Protection North Rhine-Westphalia, German Parity Welfare Association, State Association of North Rhine-Westphalia, German Child Protection Association (DKSB ) Landesverband NRW eV, 2006, p. 9 , accessed on March 11, 2016 .
  4. ↑ Assertion: Mastering conflicts safely. Stiftung Warentest , February 24, 2005, accessed on March 11, 2016 .
  5. ↑ Quality standards self-assertion and self-defense courses. Federal Association of Feminist Self-Assertion and Self-Defense, accessed on March 11, 2016 .
  6. ↑ Quality standards for self-assertion and self-defense trainers. Federal Association of Feminist Self-Assertion and Self-Defense, accessed on March 11, 2016 .
  7. ↑ C. Rudolf-Jilg, C. Bichler, AM. Ebert et al .: Prevention of sexual violence in child and youth work. (PDF) (No longer available online.) Bayerischer Jugendring , archived from the original on March 11, 2016 ; accessed on March 11, 2016 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.bjr.de
  8. ↑ Quality standard. Violence prevention "Everyone can defend themselves", February 2003, accessed on March 11, 2016 .
  9. ↑ Conny Lohmeier, Melitta Walter, Gabi Anders-Hanfstingl, Susanne Tschee: Quality assurance standards, self-defense and self-assertion training for girls and young women. (PDF) City administration Munich , January 2003, accessed on March 11, 2016 .
  10. ↑ Christopher Kieck, Annette C. Seibt, Christian Böhm: Evaluation of self-assertion courses for violence prevention in Hamburg primary schools. (PDF) City of Hamburg , 2007, p. 8 , accessed on March 11, 2016 .
  11. ↑ Self-assertion and self-defense for women, girls and boys in Cologne. (PDF) Cologne City Administration , December 2006, pp. 4–7 , accessed on March 11, 2016 .
  12. ↑ Tina Baier: Playing with fear. Süddeutsche Zeitung , May 17, 2010, accessed on March 11, 2016 .