The DOI matches its Crossref record.
Professionalisierung im Kontext externalisierender Verhaltensprobleme – Entwicklung eines Qualifizierungs- und Begleitkonzepts für Lehrkräfte an Förderschulen mit dem Förderschwerpunkt Emotionale und soziale Entwicklung
Open accessAbstract
Im partizipativen Forschungsprojekt PEARL wird im interdisziplinären Team aus Sonderpädagogik und Psychotherapie in Kooperation mit fünf Förderschulen ein Qualifizierungs-und Begleitkonzept mit dem Schwerpunkt externalisierende Verhaltensprobleme auf der Basis des Verstehens der individuellen Problemkonstellation von Schülerinnen und Schülern mit intensivpädagogischem Förderbedarf entwickelt.Der Beitrag gibt einen Überblick über die Konzeption und skizziert die Bedingungen der Arbeit im Netzwerk von Schulen und Universität.
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Many teachers feel inadequately prepared to meet the needs of students with emotional and behavioral problems.
“many teachers feel inadequately prepared to meet the needs of students with emotional and behavioral problems”
From “So That You Can Feel Well”: Perspectives of Students with Social, Emotional and Behavioral Difficulties on Factors that Support School Attendance (2025) · cites this paper as Leidig et al., 2021
Section 3.1.3, Professionalisierung von Lehrkräften, says teachers have too little knowledge of highly individualized measures and how to implement them for students with severe externalizing behavior. It does not report that many teachers themselves feel inadequately prepared, and its focus is narrower than students with emotional and behavioral problems generally. (LLM, conf=0.82)
Experimental — accuracy not yet measuredMandatory training in social and emotional learning remains inconsistent across Germany.
“Mandatory training in social and emotional learning remains inconsistent across the country”
From “So That You Can Feel Well”: Perspectives of Students with Social, Emotional and Behavioral Difficulties on Factors that Support School Attendance (2025) · cites this paper as Leidig et al., 2021
Section 3.2.1 describes training modules in a project involving five special schools, including measures to build students’ social-emotional competencies. Neither that section nor the training discussion in section 3.1.2 addresses whether such training is mandatory or applied inconsistently across Germany (searched for mandatory training and variation between German states). (LLM, conf=0.72)
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Research works printed but not linked: 18
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Enderle, C. (2025) · School Mental Health · doi:10.1007/s12310-025-09764-z · Cited by 12
Metadata
- Authors
- Leidig, T., Hanisch, C., Vögele, U., Niemeier, É., Gerlach, S., & Hennemann, T.
- Venue
- ESE Emotionale und Soziale Entwicklung in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen. Heft 3 Kompetent im NETZwerk: Realität – Illusion – Vision?!
- Published
- 2021-07
- Volume
- 3
- Issue
- 3
- Pages
- 88-98
- OpenAlex
- W4237939275
- Cited by
- 4
- References
- 0
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 1
- FWCI
- 0.37
- Type
- journal article
- Language
- de
- Open access
- gold
- doi.org
- Locations
- Pedocs (German Institute for International Educational Research) (submittedVersion, cc-by-nc-nd)
- peDOCS
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- professionalization, externalizing problems, teacher professional development, special schools, emotional and social development, university-school partnership
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