The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

We start by discussing the role and attitude of professional actors in schools: In the first part of this topic block, we talk about safety and self-care, which are necessary when dealing with aspects of child protection. We will then discuss the question of whether a professional approach to child protection requires a trigger warning.

We look at the importance of recognising children's needs and concerns and why developing a sensitive attitude and building pedagogical relationships with children must be central to child protection.

We also address the basic legal standards and the legal entitlement to professional counselling and support from an experienced professional (InsoFa § 8a SGB VIII) enshrined in § 8b SGB VIII, which teachers, school social workers and other actors at schools should take advantage of if there is a suspicion that a child's welfare is at risk so that a bridge to the support system can be established.

Shownotes

From the podcast:

Memo on legal norms

For further reading:

• Prengel, A./Heinzel, F./Reitz, S./Winklhofer, U. (2017): The Reckahn Reflections on the Ethics of Pedagogical Relationships. Reckahn: Rochow-Edition.

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

In the second part of the topic block on professional roles and attitudes, we begin with a look at the legal norms of child protection, in particular the KKG (Act on Cooperation and Information in Child Protection) and the safety of the child as a maxim in all steps of clarifying a possible risk to the child's well-being.

We talk about colleagues as hazards, give an outlook on the focus of the 14th episode on the development of school protection concepts by addressing the importance of participatory and lived protection concepts and talk about what teachers can do for the well-being of pupils even without a mandatory protection concept.

Shownotes

From the podcast:

Model project for child protection in rural areas

Memo on legal norms

For further reading:

• Prengel, A./Heinzel, F./Reitz, S./Winklhofer, U. (2017): The Reckahn Reflections on the Ethics of Educational Relationships. Reckahn: Rochow Edition.

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

With this episode on physical violence, we begin the thematic block on the forms of violence to which children can be exposed.

We first discuss the question of why the much-cited 'slap' is harmful after all, what other forms of physical violence there are, how to recognise signs of physical violence in children and why it is so necessary to reflect on one's own biography, upbringing and school experiences. We also talk about why training programmes are not solutions for so-called/perceived 'problem behaviour' of pupils.

Shownotes

From the podcast:

• Marshall Rosenberg: "Violence is the tragic expression of unmet needs"

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

In order to explain neglect as a form of child endangerment, we explain omissions and which (omitted) actions constitute neglect. We also discuss the effects of neglect on children, their development as a whole and their educational biographies in particular, how neglect manifests itself and why it is so damaging.

We also explain why resignation and neglect are often closely linked and why our own ideas of norms and expectations of parents need to be reflected upon, especially in the context of parent-teacher conferences. We also look at "parentification" as a form of neglect.

Shownotes

From the podcast:

• WDR (2007): "Circus is not: A childhood in poverty"
• WDR (2023): "Circus is nich: Dominik and the search for a lost childhood"

Memo legal norms

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

We talk about different forms of psychological and emotional violence and explain the contexts. We also look at high-conflict separations/divorces and explain why domestic violence in partnerships is also a form of violence against children.

We also discuss how teachers and other school stakeholders can become a resource for affected children by actively endeavouring to build a supportive relationship and strengthening the development of children's resilience.

Shownotes

From the podcast:

Memo on legal norms

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

The discussion of sexual abuse and sexualised violence against children concludes the thematic focus of forms of violence. We discuss the various terms used in this context, look at different constellations of violence and talk about perpetrators who often come from the children's social environment.

This episode also addresses acts that constitute sexual abuse and discusses the potential signs that children are affected by this form of violence. We also look at perpetrator strategies and grooming processes, clarify the role that 'secrecy' plays in these contexts and talk about structures in educational institutions and organisations, including (all-day) primary schools, that facilitate perpetration.

Shownotes

From the podcast:

• UBSKM: Don't push the thought away

Memo on legal norms

To deepen your knowledge:

• UBSKM: What's wrong with Jaron? Digital introductory course to protect students from sexual abuse.

All podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

This episode is dedicated to the child's perspective. We talk about why empowering children plays a central role in child protection and about the serious danger of giving up.

We also explain when and how children (can) confide in us, how seeing and recognising children's situations professionally is at the heart of all protection and help, and how to talk to children to clarify their situation without playing 'detective' or acting suggestively.

We also emphasise and explain why the participation and involvement of children is so extremely important in all steps of risk assessment - but is also so often ignored.

Shownotes

From the podcast:

• Korczak, J. (1998): The child's right to respect. 6th ed.Göttingen: Vandenhoeck & Ruprecht.

Memo on legal norms

For further study:

• UBSKM: What's wrong with Jaron? Digital introductory course on protecting pupils from sexual abuse.

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

Talking to parents about child protection concerns and issues can be overwhelming. We look at how helpful and relieving systematic and, if necessary, supported preparation for parent-teacher conferences can be and in which settings they can be conducted well - and where, how and when it is better not to do so.

We explain why it is necessary to approach parents with a resource-orientated and appreciative, open attitude and what this attitude has to do with tolerance of ambivalence.

Shownotes

From the podcast:

Memo on legal norms

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

We start by analysing two individual cases with Jan and show how complex the concrete, intensive examination of an individual case can be. We get to know Jan and his family at a point in time after the investigation of suspected child endangerment initiated by his school has already been completed.

In the first part of the case analysis, we first take a closer look at the position and role of the school and the class teacher and ask about the relationship between the school and the support system. Based on the involvement of Jan's mother and the practice of parent-teacher conferences, we discuss responsibilities and professional causes for reflection on attitudes and wishes towards parents... and realise how easy it is for Jan to lose sight of them.

Shownotes

From the podcast:

C-map: Jan

Memo on legal norms

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

We now turn our attention to Jan and his needs. We discuss how we can build on the child's resources and wishes and realise how important it is to establish a pedagogical relationship. We also talk about the risk of stigmatisation that is potentially associated with a special educational needs assessment and discuss the risk of resignation on the part of Jan's teacher.

Shownotes

From the podcast:

Leonhardt, U. (2005): "Individual educational planning" and "case understanding" as a profile of all-day schools. In Spies, A./Stecklina, G. (eds.): Die Ganztagsschule. Volume 2: No chance without co-operation - forms of action and institutional conditions. Bad Heilbrunn: Julius Klinkhardt, pp. 86-103.

UN Convention on the Rights of the Child: A set of rules for the protection of children worldwide

C-map: Jan

Memo on legal norms

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

Having previously discussed the school situation of Jan, his family and his class teacher, we now look at the structural level and inter-institutional co-operation with youth welfare services for such a case.

We discuss why it is important to both conceptualise and actively live school development aspects such as school climate, children's rights and cooperation relationships.

Shownotes

From the podcast:

• Eder, F./Mayr, J. (2000): Linz questionnaire on school and class climate for 4th to 8th grade. Göttingen: Hogrefe.

C-map: Prevention and intervention concept

Memo on legal norms

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

Using the case study of family T, we expand the case-related view of the initial situation of a child who is about to make the transition from daycare centre to primary school. The focus here is on co-operation between the daycare centre and primary school as well as the design of settings in the school entry phase and is discussed against the background of the child's needs for care, relationships, security and support. We will also explore the question of how much and what schools (do not) need to know about future pupils in order to be able to meet their needs in a needs-orientated manner despite the stresses and strains of life in the school entry phase.

Shownotes

From the podcast:

• Claudia Schuhmacher (2022): Love is powerful (reading sample)
• Wagener, U. (2017). Godparents and their godchildren at the start of school in a mixed-grade entry level: Mission and responsibility. Journal for primary school research, 10 (1), 38-49.
• Oldenburg Child Protection Centre: Balu & You

Memo on legal norms

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

In the last main topic, we explain the practice of specialist counselling to prepare and initiate help processes. We talk about the possible processes and content of a counselling session with an InsoFa (Section 8a SGB VIII) when school stakeholders want support and more certainty in their care for a child.

We also summarise the legal principles that are central in the context of (school-based) child protection.

Shownotes

From the podcast:

Memo on legal norms

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

Finally, we explain the organisational school development process that is associated with the establishment of protection concepts. We discuss which elements are included in a safeguarding policy, which factors need to be taken into account and how and where schools can find guidance and support. Finally, we open up the "black box of the youth welfare office" and talk about who or what the youth welfare office actually is and what it is responsible for in the context of child protection.

Shownotes

From the podcast

• Prengel, A./Heinzel, F./Reitz, S./Winklhofer, U. (2017): The Reckahn Reflections on the Ethics of Pedagogical Relationships. Reckahn: Rochow Edition.
• Elisabeth Siegel (1981): "Belief in ideals and an illusionless sense of reality are not mutually exclusive."

Memo on legal norms

For further reading:

Spies, A. (2022): Child protection at primary level. Need for professionalisation and school development. In: Education and Teaching, Issue 3 - 4, pp.272-282.

Standing Conference of the Ministers of Education and Cultural Affairs (2023): Child protection at school. Guidelines for the development and practical implementation of protection concepts and measures against sexual violence in schools.

Oldenburg Child Protection Centre: Checklist for suspected cases of sexual violence

Radewagen, C (2020): Child protection matrix type 2: Consequences of a lack of parenting skills and neglect of needs. In: Office of the Lüdge Commission, Lower Saxony Ministry of Justice (ed.): Final report of the Lüdge Commission at the Lower Saxony State Prevention Council of 3 December 2020, Annex 2.

UBSKM: School against sexual violence. Specialist portal for protection concepts.

Or

https://www.tim-osnabrueck.de/nachricht/arbeit-im-kinderschutz-vertrauen-schaffen-sicherheit-bieten

The entire podcast episodes are licensed under the Creative Commons Licence CC BY-ND 4.0

Click here for the interview with Prof. Dr Anke Spies and Mareike van't Zet about our child protection podcast on the Internet portal of the Child Protection in Lower Saxony project of the Lower Saxony Ministry of Social Affairs, Labour, Health and Gender equality to intensify child protection in Lower Saxony.

To the project Child Protection in Lower Saxony

More podcasts

German Child Protection Foundation Hansel + Gretel (n.d.). Child protection podcast. A PODCAST of the German Child Protection Foundation Hänsel+Gretel. Episode overview. Available at: https://haensel-gretel.de/kinderschutz-podcast

UBSKM Independent Commissioner for Child Sexual Abuse Issues (n.d.). einbiszwei. The podcast about sexual violence. Episode overview. Available at: https://beauftragte-missbrauch.de/mediathek/podcast-einbiszwei/uebersicht-podcast-einbiszwei

Child protection symposium online. Video-based online course "Interdisziplinärer Kinderschutz" of the Frankfurt University of Applied Sciences in co-operation with the Ministry for Children, Youth, Family, Gender equality, Refugees and Integration of the State of North Rhine-Westphalia. Available at: https://goto.frankfurt-university.de/kinderschutzfachtag/begruessung (status: 10/2024)

The child protection centres (2022). Podcast: Sexual violence - A particular challenge in counselling practice. In conversation with Dr Elke Nowotny. Available at: https://soundcloud.com/diekinderschutzzentren/sexuelle-gewalt-als-herausforderung-der-beratungspraxis

Osnabrück University of Applied Sciences (2021). University voices. WE in teaching and research. Episode 30: Prof Dr Christof Radewagen - "You have the opportunity to leave a footprint in someone's life.". Available at: www.podcast.de/episode/624824463/prof-dr-christof-radewagen-man-hat-die-moeglichkeit-im-leben-eines-menschen-einen-fussabdruck-zu-hinterlassen

The Child Protection Centres (2022). Podcast series for the Summer University Child Protection 2022. Available at: https://jugendhilfeportal.de/artikel/podcast-reihe-zur-sommerhochschule-kinderschutz-2022

Hessian Ministry of Science and the Arts (2021). Hessen creates knowledge podcast. Episode 69: Youth welfare and child protection - Prof. Dr Maud Zitelmann on social work. Available at: https: //www.hessen-schafft-wissen.de/artikel/podcast-maud-zitelmann

Recommendations by

German Institute for Human Rights and others (2017). Reckahn Reflections on the Ethics of Educational Relationships. Available at: https://paedagogische-beziehungen.eu

German Institute for Human Rights; Katja Langer-Bachmann (2024): Development of institutional protection concepts against violence - Reckahn Reflections as a support tool. Available at: https://paedagogische-beziehungen.eu/entwicklung-von-institutionellen-schutzkonzepten-gegen-gewalt-reckahner-reflexionen-als-unterstuetzungstool/

Oldenburg Child Protection Centre (as of 07/2024). Checklist. What do children and young people need if they suspect sexual violence? ...and what do helpers need? Available at: https://www.kinderschutz-ol.de/cpmedia/dateien/202407300312-_was_brauchen_kinder_und_jugendliche_bei_vermutung_auf_sexuelle_gewalt_und_was_brauchen_helfende_-151.pdf

Oldenburg Child Protection Centre (as at: 2022). Flyer: Training programmes. Shaping child protection actively and together. Available at: https://www.kinderschutz-ol.de/cpmedia/dateien/1908131013flyer_fortbildungsangebote_kinderschutz_aktiv_und_-143.pdf

Radewagen, C. (Lower Saxony Ministry of Social Affairs, Labour, Health and Gender equality, ed.). (2023). Confidence protection in child protection. A guide for child and youth welfare professionals on answering data protection questions in cases of (suspected) child endangerment. (3rd revised and expanded edition). Available at: www.ms.niedersachsen.de/download/169871/Vertrauensschutz_im_Kinderschutz.pdf

Zartbitter Köln e.V.: ZARTBITTER e.V. Contact and information centre against sexual abuse of girls and boys [online presence].

Zartbitter Münster e.V.: ZARTbitter. Counselling centre against sexualised violence [online presence].