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During my second internship semester, I was able to familiarise myself with the work of Sozialpädagogische Familienhilfe (SPFH). SPFH is a very varied and interesting field of work and, in my opinion, has a very good starting point for socio-pedagogical work in educational support because it involves the whole family - parents and children alike. SPFH works with families who usually have to deal with several difficulties and problems at the same time - in the language of resilience research, these are families with multiple risk burdens. Children from such families must have a high level of resilience in order to be able to develop normally despite the adverse circumstances.
The SPFH in Germany had its beginning in the 60s in Berlin. Out of an emergency situation – at that time all homes were overcrowded – the then Berlin home manager of all state children's homes – Martin Bonhoeffer – had the idea of having five children who needed temporary care, instead of in the home, cared for by an unemployed friend in the children's apartment. At that time, however, this was not approved by the responsible district office. In 1969, Bonhoeffer's idea was followed by a group of educators, social workers, sociologists and pedagogues who founded the association "Berliner Gesellschaft für Heimerziehung e.V." and whose aim was to develop new educational concepts and strategies.
Bonhoeffer's group developed his idea of an alternative to external accommodation and so, for the first time, five children whose mother had to go to the hospital could be cared for at home instead of in the home. Due to this successful first mission, further deployments of the family assistance offer could be carried out. The beginnings of the SPFH therefore lie in family care, in order to continue to ensure the care of the children and the housekeeping in the absence of the mother or the main care person. Even today, the SPFH is sometimes still confused with family care.
Table of Contents
Introduction
1. Emergence of the socio-educational family assistance
2. Models of socio-educational family assistance
3. Legal basis
4. General conditions
4.1. Framework conditions for work in families
4.2. Framework conditions for the work of family helpers
5. Target groups
5.1. Environment
5.2. Problems
6. Tasks and objectives
7. Methods of socio-educational family assistance
7.1. Help plan discussion
7.2. Life world or everyday orientation
7.3. Empowerment and resource orientation
7.4. Systemic approach
8. Procedure of a care by the Sozialpädagogische Familienhilfe
Objectives and Themes
This work examines the tasks, methods, and objectives of socio-educational family assistance (SPFH), focusing on its role as an outpatient educational aid for multi-problem families within the German youth welfare system.
- Historical development and legal foundations of SPFH in Germany.
- Methodological frameworks, including life-world orientation and systemic approaches.
- Resource-oriented work and the concept of empowerment for socially disadvantaged families.
- Organizational models and professional requirements for family helpers.
- The practical procedure of case management, from initial consultation to the intensive help phase.
Auszug aus dem Buch
7.1. Help plan discussion
From my own practical experience, I can confirm that the help plan discussions that take place at approximately half-yearly intervals, in which the family helper, the responsible ASD employee and the family come together to talk about the progress and the current status of the help, are not only to be seen as a legal necessity, but as an important socio-educational method. According to the law (§ 35a SBG VIII), the aids for education are social services and this must be reflected in the dealings with the clients or "customers". Therefore, the aid is to be provided "in close coordination with the parents and children by the public provider of youth welfare."
The joint negotiation process, in which defined goals are regularly reviewed and new ones are set, serves as an evaluation of the progress of the help both for the family helper and for the family itself. This regular feedback ensures goal- and solution-oriented work and, in addition, all those involved in the help process can express wishes and needs for further cooperation. Last but not least, the statements and the assessment of the two experts about the progress made so far by the family can also be very constructive and motivating, provided that the family helper also uses the help plan discussion to "praise" the family for their progress and successes towards the ASD employee.
Summary of Chapters
Introduction: Provides a personal overview of the versatile field of socio-educational family assistance and defines the core profile of the families served.
1. Emergence of the socio-educational family assistance: Traces the origins of SPFH back to the 1960s in Berlin and the shift toward outpatient educational support.
2. Models of socio-educational family assistance: Discusses various professional organizational models and the recruitment of qualified personnel for family support.
3. Legal basis: Outlines the anchor of SPFH in SGB VIII, emphasizing that assistance is based on technical criteria rather than cost.
4. General conditions: Details the operational framework for family helpers, including requirements for supervision and professional team exchange.
5. Target groups: Analyzes the clientele of SPFH, specifically defining the socio-economic burdens of "multi-problem families."
6. Tasks and objectives: Defines the core aim of SPFH as helping families to help themselves through resource activation.
7. Methods of socio-educational family assistance: Describes key methodologies like the help plan discussion and systemic counseling techniques.
8. Procedure of a care by the Sozialpädagogische Familienhilfe: Explains the structured work process, divided into probationary, intensive, and detachment phases.
Keywords
Socio-educational family assistance, SPFH, Youth welfare, Social work, Resilience, Multi-problem families, SGB VIII, Empowerment, Systemic approach, Resource orientation, Life-world orientation, Child education, Help plan discussion, Case management.
Frequently Asked Questions
What is the core focus of this work?
The work focuses on providing a comprehensive analysis of the tasks, objectives, and methodologies of socio-educational family assistance (SPFH) in Germany.
Which families are typically supported by SPFH?
SPFH generally supports socially disadvantaged families, often described as "multi-problem families," who struggle with intertwined issues such as poverty, education, and health.
What is the primary goal of the SPFH?
The main goal is to activate existing resources within the family to foster "help for self-help," ensuring the development of the children and strengthening parental competence.
What scientific methods are applied in the book?
The author uses qualitative insights based on practical experience, literature reviews on social pedagogy, and an analysis of legal and institutional framework models.
What does the main body cover?
The main body covers the history, legal requirements, demographic statistics of the target groups, and specific methodologies like systemic counseling and the phase-based support process.
Which keywords characterize this document?
Key terms include SPFH, socio-educational assistance, resilience, empowerment, resource orientation, and systemic social work.
Why is the "help plan discussion" considered more than a formality?
It is treated as a core socio-educational method that facilitates transparent communication, reduces fear of authorities, and ensures goal-oriented cooperation between all stakeholders.
How is the "systemic approach" utilized in SPFH?
It views the family as a communication system, using techniques like circular questioning and genograms to identify underlying behavioral patterns and functions, rather than focusing on the individual failings of a single member.
- Arbeit zitieren
- Esther Ruoß (Autor:in), 2007, Tasks, methods and objectives of socio-educational family assistance, München, GRIN Verlag, https://www.grin.com/document/1465923
