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Report on experiences of individual education measures in Germany

At the time of asking, R. lived in a youth group for children with special educational needs. Before this, her life was shaped by various stays in youth welfare institutions and visits to child and adolescent psychiatrists. The institutions brought an end to this assistance because they could do no more for R. in educational terms. She also displayed unusual and dangerous behaviour. As a result, she was re-admitted for psychological therapy, including temporarily by court order. She was admitted to a clinic due to presenting a danger to herself. The youth welfare institutions she has attended to date have concluded that R. cannot be treated by a ‘normal’ institution.

R. was taken on by one of our project centres at the age of 14. Work initially proved difficult here too. But the most important pre-requisite was, and remains, patience as R. is only able to forgo her previous patterns of behaviour gradually and adopt new learnt behaviours. Thanks to a consistent approach and clear and comprehensible support behaviour and consequences, it was slowly possible to bring about changes in behaviour.

In the meantime, R. has begun to regularly attend a school for special educational needs and has had various successes both on a personal and school level. This coming year, R. will be spending a week in Russia with some of her classmates as part of an exchange.

When working with R, it became clear that, in addition to the medical/ psychological support received, clear relationships have also enabled her to change her behaviour by experiencing a sense of positive reliability with its associated consequences.- Heike Heberer, Coordinator for the Berlin/ Brandenburg office

"It’s always surprising what successes can be achieved with a clear 1:1 care relationship”. Heike Heberer, Coordinator for the Berlin/ Brandenburg office