In less massive conflict situations in which I felt, pupils and students could possibly independently resolve the conflict, I also always tried to solve students their confrontation among themselves. I have to continue monitoring the situation and only intervened in the situation when the dispute threatened to escalate. Some sixth grade but increasingly joined massive verbal or physical disputes. In such situations, as far as I could observe or by teachers to support have been asked, I took then the role of a conciliator. I have performed with the involved talks and tried to the pupils or students in conflict resolution to assist. Was important that students come even on an idea, they can solve the conflict situation maybe for me. I have, If possible, the students accompanied only on the way to conflict resolution and supports.
I had to then also from my own role in very massive disputes”slip out. Normally, I have designed my offers to the school that they were optional for the students. They had to only take part or take my support, if they even wanted it also. But to violent disputes or even when the described situation of sixth grade, it was no longer possible such an intention to retain me. The measures and offers”were the from these situations out resulted, then for the students required and no longer on a voluntary basis.
So a kind of hybrid form emerged in my work partly from voluntary participation on the one hand and the obligation to participate on the other side. 3. school social work as a vital link in the system of youth welfare and school (hypothesis) have my experiences during an internship at the community school I made one clear. Namely, that school social work has a very special and their own role in the systems of school and youth work or should take.