Course Topics
- Job profiles in school social work at regional and international level - History of education - Major historical trends in education - Social aspects of developmental psychology - Current stress factors affecting families, children and young people that are evident in everyday school life - Current characteristics of behavioural problems - Causes of behavioural problems in children and young people - Communication, conflict mediation and ‘social learning’ as fundamental elements of social education - (Domestic/school) violence: prevention and intervention strategies - Dealing with conflicts in everyday school life - Introduction to educational counselling approaches - Social-educational work with parents - Cooperation with teaching staff and the headteacher - Network and cooperation partners of the SSA/SSP - Educational Counselling Centres (PBZ), supervision provided by the PBZ as a service to ensure the quality of the SSP’s work and to support their personal mental wellbeing

Teaching format
Lectures supported by PowerPoint presentations, which will be provided; Group and pair work to explore individual topics covered in the lecture in greater depth; simulation of counselling sessions and conflict mediation; analysis of case studies; presentations by representatives from the relevant professional fields in the region

Educational objectives
The aim of the course is to teach basic pedagogical principles and specific professional competences of the SSP. In the lecture, students gain an insight into the concrete work of the school social pedagogue. They reflect on the differences between the job description and areas of responsibility of SSPs and those of teachers and acquire a basic knowledge of constructive cooperation with the respective school partners while avoiding frequently occurring divergences. Students deal with conspicuous behaviour of children and adolescents and learn strategies for school-based prevention and intervention work. intervention work. At the end of the course, students will be familiar with the cooperation partners and support systems that are important for schools and that they can draw on as future SSPs.

Additional educational objectives and learning outcomes
Knowledge and understanding: Students gain an insight into key topics in school social pedagogy and school social work. The knowledge acquired is supported in specific areas by academic textbooks and texts. Application and understanding: Students are able to apply the knowledge they have acquired and to argue critically within the subject area. Evaluation: By the end of the lecture, students will be able to identify, analyse and assess the needs of young people and critical school situations affecting school social pedagogy, and to plan supportive social pedagogical measures. Communication: Based on available information and the knowledge they have acquired, students are able to develop new ideas and to seek and find solutions to school-related problems as they arise. Learning strategies: Students acquire sufficient learning and action strategies to be able to carry out their studies and future professional activities as SSPs independently.

Assessment
Written examination: In the written examination, students analyse a case study through which they can demonstrate the practical application of the knowledge they have acquired and the practical skills they have developed, by referring to key concepts from the lectures and the recommended specialist literature. The written examination assesses the appropriateness of the key social pedagogical concepts applied to resolve the given problem situation and accounts for 80% of the mark. The oral examination serves to clarify and explore critical aspects of the written work, whilst assessing knowledge of the prescribed compulsory reading. It consists of an open dialogue aimed at assessing the relevance of the knowledge recalled and its flexible application in practical situations. It accounts for 20% of the mark. For students who have not attended the sessions regularly, knowledge of an additional core text from the reading list will be assessed in the oral examination.

Evaluation criteria
The following factors are taken into account when marking the written examination: logical structure and formal correctness; clear reasoning in the analysis of the case study, demonstrating the ability to apply the social pedagogical knowledge acquired. Knowledge of the social factors that enable a successful school experience and the appropriate support measures. The assessment focuses on the integrated overall performance in the meaningful combination of theoretical knowledge and practical application, which cannot be divided into specific proportions. For the oral examination: The criteria are knowledge of the core concepts of social space-oriented social work as outlined in the literature, and the ability to apply this theoretical knowledge to specific practical scenarios. What counts is the overall impression of the meaningful application of theoretical knowledge and practical skills.