Understand. and then?
Alone with understanding problems are rarely solved, however, dealt with crises.
What are the consequences now that understanding for my educational action? What follows from this?
Behavior and to understand his background and relationships, opened me to individual approach to the affected child or young person and his behavior and thus both an opportunity to us to look for ways of change.
When emerged, for example, that the "challenging behavior" an underlying in literally "non-Got-Will", the consequence may be, for alternative ways of communication to seek.
Does anyone have a situation is simply not enough because it lacks time terms and he does not know how long this will continue for perhaps helps clarify a means of a time-timer.
But are much larger, the opportunities arising from the understanding and being accepted out. A child who knows himself assumed with its possibilities and limitations, with its problems and its behavior can, try out these safety out new ways to get involved in something new. Problematic behavior can be mirrored and consequences are pointed out the fundamental accepting out. Together you can search for alternatives. Starting from the assumption that all behavior followed by a positive purpose for that person, you can search for ways in which this is achieved in a different way. From security to be principle affirmed and accepted, I can of the child or young person "moral authority" as a way to be seen as a role model. It is interested in suddenly why I like handle and oriented to it. So I am pleased with the simple situation when accompanied by my child asks me why don't I just throw my paper on the street and his then suddenly picks up and brings to the Trash. A correction of behavior is suddenly not necessary!
The aim of the support is, therefore, the child or young person deliberately shut his behavior, identify consequences, give it a try to encourage new, but to take responsibility for his actions. It is always to reflect whether the person ever can behave differently whether the conditions and possibilities are given and if I can ensure adequate maintenance and security.
This is especially true if someone has additional development gaps in his emotional development. This happened to me very often in my work. In this case, it is particularly important to analyze exactly at what point of development the child is placed and from deriving the relationship development-friendly shape. Therefore, the concept of suitable Barbara Senckel. Simply put: It would certainly not on the idea of sending a desperate crying 3-year child in his room with the comment "If you calm down, you'll come out again." Rather, they would take it into his arm, calm, understanding. And all this from the intuitive knowledge out that this child can with her caregiver, from these security challenges, overcome its current problem only in the unit. Displays a 12 year old child a similar behavior. is possibly to understand this from the knowledge of its development status. This then gives me the opportunity to encounter him in accordance with its possibilities.
Ultimately, it is therefore important to ensure just in educationally necessary influencing behavior of another is not "against error," not only against a problematic behavior, but rather "for the Missing" (Paul Moor)