Day group

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The day group for educational assistance (§32 SGB ​​VIII ) is a service of child and youth welfare in Germany and belongs to the assistance for education (§27 SGB VIII). Conceptually, it is located between social group work and home education (from which it emerged). It is called day-care assistance. The day group is usually the most suitable offer of help if the educational needs can no longer be covered with outpatient help (e.g. social-educational family help ) and home-based accommodation is avoided with its installation.

Children and young people who are cared for in a day group continue to live with their parents . They attend their normal schools and also spend their weekends with the families . The pedagogical supervision time begins at the end of school and ends in the evening (often 6:00 p.m.). In order to meet these requirements, day groups should be related to the residential area and are usually easily accessible by the children.

The groups are usually mixed-sex and heterogeneous in their age structure. The highest age group that is cared for in day groups is that of 13 to 17 year olds. The group sizes are 6–12 children.

Social learning in the group, overcoming of often very delinquent behavior problems and / or family grievances as well as school support are in the foreground of this youth welfare service. The intensive family therapeutic work with parents plays a major role right from the start.

In practice, various conceptions can be found that differ more or less strongly from this basic type. For example, it is often not possible to work in a residential area in rural areas. In some cases, driving services are used here. There are also day groups that offer all-day care in cooperation with a school - especially for those who refuse to attend school .

History of the day groups in Germany

From after-school care to day care centers

Since the end of the 19th century, the need for afternoon care for children and young people increased, so that after-school care centers were opened in many places . This only a few hours of care was soon supplemented by the day care centers . Anna von Gierke can be regarded as a pioneer in the development and professional consolidation of this area . The three essential 'work areas' for the day groups, school - home - group, have already been conceptually created by her in the 'day care center'.

Forerunner from 1945

The following concepts and renewed attempts at walking in the field of day-care support for children and adolescents were undertaken after the end of the Second World War :

  • In Hamburg, Elisabeth Sülau established a 'preventive youth welfare service' so that children and young people “[…] can have social experiences that are important for their development on the basis of a“ good relationship with adults ”.” This was intended to be a preventive alternative to welfare institutions and juvenile prisoners be created.
  • In 1947, Karl Härringer founded the Freiburg youth welfare organization, which undertook a cross-sectional pedagogical work from the "[...] traditional care offers in day-care centers and in nurseries [...]" . Among other things, it offered "[...] social group work in the afternoon for the younger children and club work for teenagers and young adults in the evening [...]" .
  • In 1963 Martin Bonhoeffer opened a day group in Göttingen in the 'Haus der Hufe' . This was both spatially and educationally connected to the open youth leisure center. The house offered the children and adolescents a binding and regular care offer.

The home campaign and the re-establishment of the day group

The home campaign proclaimed at the end of the 1960s coincided roughly with the increased establishment of day groups. Karl Späth sees no direct connection here with the creation of the new day groups. Rather, he complains on the one hand the lack of documentation of the founding years of these groups, on the other hand that in "[...] the emergence and further development of day group work, which arose in the context of home education, pedagogical standards and problem-solving concepts were reinvented and developed [. ..] ” . Nevertheless, according to Karl Späth, there are many examples of the conversion of homes into day groups:

  • As early as 1965, the municipal Hermann-Luppe-Heim in Frankfurt am Main was converted into a psychoanalytically oriented youth welfare facility. The director Aloys Leber ended the full inpatient placement of children and adolescents in the home in 1967. The first approaches to a differentiated approach to the processing of the childcare assignment can be found in its conceptual separation of group activity from the accompanying parenting work. Both areas were dealt with by the respective specialists so that "[...] the group processes and the transference between the child and the carer in the groups [...]" are not disturbed.
  • From 1971 the children's home 'St. Anna 'in Düsseldorf with a day group offer. The aim was to reduce the number of infants and children housed and to find suitable foster families for them. The day group offered the new foster families on the one hand hourly relief and on the other hand a place for exchange and professional advice.
  • The Stuttgart Flattichhaus gained its first semi-inpatient experience with the day group from 1974 onwards. Based on its insight that “a curative educational intensive care in the residential group area in connection with intensive parental work […] leads to a significant shortening of the home stay […]” , this form of help became In agreement with the responsible youth welfare offices, financially secured in 1975 in order to successfully create a flexible transition from the home to the family.
  • The day group of the diaspora house in Bietenhausen (Rottenburg am Neckar) had a different origin. There, in the early 1970s, children and young people from the area began to be included in the integrated home school and the close links between home accommodation and home schooling to be softened. This happened either because of a lack of home places or because of the lack of pedagogical necessity to keep the students in the home. As the after-school care of these external students became more important, a group was founded that offered lunch, homework help, leisure activities, but also parental work.

The day group employees were first networked at the end of the 1970s. They experienced a further professionalization through the nationwide conference for day group workers held at the beginning of April 1982 by the International Society for Home Education (IGfH) in Münster. Since then, these conferences have taken place regularly on different aspects of day group work.

Institutionalization of the day group through SGB VIII

Only with the introduction of the KJHG in 1990/1991 was the day group legally anchored in Section 32 as a recognized form of help. The Youth Welfare Act , which has been in force for 30 years since 1961, did not recognize this form of assistance, even in its last version. The combination with the requirement derived from Section 1666a of the German Civil Code to give preference to outpatient assistance to home accommodation gave rise to the development and use of day groups by the social services. For the new federal states, according to the German-German unification treaty , SGB VIII was valid from October 1990, but the day group was not a legal target until 1994.

16 years after SGB VIII came into force, as well as with current case numbers from 2013, the Federal Statistical Office shows the following all-German facts in connection with the day groups:

  • In 2006, 4% of the educational aids used were day group visits. Based on a total number of educational help of 651 361 cases, this corresponds to around 26,000 children and adolescents in this form of help.
  • In 2006, the day group was re-established as a form of assistance in around 7400 cases. In 1991 the number of new introductions was around 3,900 cases. For 2013, the Federal Statistical Office recorded around 8,300 'help / advice started', with around 8,200 'help / advice being completed' compared to this (with a total of around 17,200 ongoing 'help / advice').
  • The average length of stay in a day group in 2006 was 24 months. In comparison, it was 19 months in 1991 and 22 months in 2001.
  • The 5-year surveys in the area of ​​'Aid for upbringing outside the parental home' show that between 1991 and 2006 the use of the day-care group as part of inpatient care rose from 5% to 13% and the percentage points given by 'home education / other assisted living arrangements' (1991: 56%; 2006: 47%).

Further quantitative breakdowns of the day group assistance form can be found in the following publications by the Federal Statistical Office:

literature

  • Ulrike Bavendiek, Bruno Flock, Guntram Geske (eds.): Theory and practice of future-oriented day group work. Handout day groups . Frankfurt / Main: IGfH- Eigenverlag 2015 ISBN 978-3-925146-90-9 .
  • Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH self-published 1994 ISBN 3-925146-33-4 .

Individual evidence

  1. ↑ Cf. Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. P. 12 ff. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (ed.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  2. ↑ Quoted from: Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. P. 15. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  3. ↑ Cf. Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. P. 15. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  4. ↑ Quoted from: Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. P. 14. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (Eds.): Educational assistance in day groups - development, conceptions, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  5. ↑ Cf. Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. P. 13 f. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  6. ↑ Cf. Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. P. 14 f. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  7. ↑ Cf. Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. P. 16 In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (ed.): Educational assistance in day groups - development, conceptions, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  8. ↑ Quoted from: Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. S. 16. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  9. ↑ Cf. Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. P. 19 ff. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  10. ↑ Quoted from: Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. S. 21. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (Eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  11. ↑ Cf. Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. P. 21 f. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  12. ↑ Quoted from: Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. P. 24. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (Eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  13. ↑ Cf. Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. P. 25 f. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  14. ↑ Cf. Karl Späth: On the origin and development of day groups - Notes on the history of day care for children. P. 28f. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  15. ↑ See Hiltrud Wegehaupt-Schlund: Day groups - established offer or flexible form of help? What are the perspectives of the “day groups” concept? S. 182. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  16. ↑ Cf. Christel Motz, Christine Zech: Origin of the day groups in the new federal states using the example of Brandenburg. P. 66. In: Eberhard Krüger, Dieter Reuter-Spanier, Wolfgang Trede, Hiltrud Wegehaupt-Schlund (eds.): Educational assistance in day groups - development, concepts, perspectives . Frankfurt / Main: IGfH own publishing house 1994.
  17. ↑ Cf. Federal Statistical Office: Child and Youth Welfare Act in Germany - Results of Child and Youth Welfare Statistics - Educational Aid 1991 to 2006 - “From Educational Advice to Home Education” . Wiesbaden 2008. (PDF; 262 kB). Retrieved on January 4, 2016. P. 5 f.
  18. ↑ a b cf. Federal Statistical Office: Child and Youth Welfare Act in Germany - Results of Child and Youth Welfare Statistics - Educational Aid 1991 to 2006 - "From Educational Advice to Home Education" . Wiesbaden 2008. (PDF; 262 kB). Retrieved January 4, 2016. p. 13.
  19. ↑ Cf. Federal Statistical Office: Statistics of child and youth welfare - educational assistance, integration assistance for mentally disabled young people, assistance for young adults - home education, other assisted living arrangements . Wiesbaden 2015. (PDF; 469 kB). Retrieved January 4, 2016. p. 71.
  20. ↑ Cf. Federal Statistical Office: Child and Youth Welfare Act in Germany - Results of Child and Youth Welfare Statistics - Educational Aid 1991 to 2006 - “From Educational Advice to Home Education” . Wiesbaden 2008. (PDF; 262 kB). Retrieved January 4, 2016. p. 18.