Close to young people with a professional background
There are several residential groups in the student dormitory that perform the same tasks. Together they represent a system that is defined in terms of occupational psychology by the term “synchronized cooperation performance.”
Each group represents a team, the structure of which requires interaction with the division of labour. In contrast to a typical boarding school, the groups are small and familiar with a maximum of 10 people. The room size and number of occupants (single or double rooms) also differentiate the student dormitory from a normal boarding school.
Therefore, a different form of cooperation within the team is required than that from between the teams. For an overall picture with such a complex structure, an overall functional basis is an essential requirement. This overall concept is defined in the guiding principle of the student dormitory.
The overall pedagogical attitude is based on humanistic pedagogy and requires a continuous effort to live the basic attitudes of appreciation, authenticity, and empathy towards the residents.
Subsequently, each group is, on the one hand, a basis for interaction in which division of labour must be created. On the other hand, the form of integration into context must be made plain.
The concrete pedagogical work is carried out according to a concept that is developed individually by the social educational workers for a group of residents.
The backbone of the work in the group is the recurring, similar formal tasks of the educators.
This support structure is encased by the person-specific characteristics of the activity by the respective educator. On the one hand, this informal implementation of formal tasks must remain within the framework of the overall concept. On the other hand, this fills the overall structure with life through the individuality of the users.
This turns a dry theory model into a living development process. Teams and groups grow together around tasks and every young person can be accompanied individually and holistically.
Group and home activities support students from the first day of arrival to the day of graduation.
Socio-educational tasks also include finding and conveying alternatives.
Due to disabilities, some young people also face the question of an adequate supervised form of living in which they would like to live as adults. They can also be accompanied in their search.
In summary, it can be said that the educational work is done closely with residents while offering a professional background and a wealth of experience that turns the educational team into professionals at finding solutions that can arise from youth and/or disability.