{"id":11712,"date":"2025-03-18T09:50:04","date_gmt":"2025-03-18T08:50:04","guid":{"rendered":"https:\/\/budrich.de\/en\/?p=11712"},"modified":"2025-02-26T14:26:32","modified_gmt":"2025-02-26T13:26:32","slug":"interview-ulrike-becker","status":"publish","type":"post","link":"https:\/\/budrich.de\/en\/news\/interview-ulrike-becker\/","title":{"rendered":"\u201cThe aim is to organise the work of multi-professional teams in such a way that inclusive education can succeed for all children.\u201d \u2013 Interview with Ulrike Becker"},"content":{"rendered":"

How can teachers and educational professionals handle challenging situations in schools? How can they manage the resulting conflicts? We have conducted an interview with Ulrike Becker, author of \u201cManaging Challenging Behaviour in Schools. Educational Insights and Interventions<\/a>\u201d.<\/p>\n

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Interview with Ulrike Becker on \u201cManaging Challenging Behaviour in Schools\u201d<\/h3>\n

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Dear Ulrike Becker, what topics does your publication Managing Challenging Behaviour in Schools<\/em> cover?<\/h3>\n

I would like to present tools from my book that enable teachers or educational professionals to prevent or end violence in unexpectedly difficult educational situations. To do this, children or young people and their teachers often need an \u201cinterruption.\u201d This should serve to limit aggression and violence while giving teachers time and space to reflect on their pedagogical actions.<\/p>\n

I call this form of intervention through interruption a \u201ccut.\u201d I have tested it over several years in everyday school life and presented it for the first time in my book Auff\u00e4lliges Verhalten in der Schule.<\/em><\/p>\n

The \u201ccut,\u201d in the sense of a film edit, is unexpected and immediate. It works by using the element of surprise, interrupting the unconscious transfer of the child or young person to the teacher. As a result, the child or young person ceases their aggressive or violent behaviour without being singled out. This means that lessons can still be successful, even with children and young people who are perceived as very difficult.<\/p>\n

I am very pleased that the Helga Breuninger Foundation<\/a> has filmed the \u201ccuts\u201d as staged videos based on the case histories presented in the book for use in further training and everyday counselling. These videos are particularly suitable for the further training of secondary school teachers and lateral entrants. I am delighted that purchasers of the book will have access to these staged videos.<\/p>\n

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How did you come up with the idea of writing this book? Was there a particular \u2018trigger\u2019?<\/h3>\n

Prof Dr Annedore Prengel asked me if I would be willing to write the book for her series \u201cP\u00e4dagogische Einsichten: Practice and Science in Dialogue<\/a>\u201d series edited with Anne Piezunka, Keke K\u00f6nig and Sophia Richter. I was delighted and agreed, as I have decades of practical school experience and scientific expertise in the inclusive support of children and young people with challenging behaviour.<\/p>\n

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You first published the book in German. What led you to publish an English edition as well?<\/h3>\n

The book is in high demand in German-speaking countries, and I would like to make it available internationally to teachers, school principals, school psychologists and social workers.<\/p>\n

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In your book, you also examine pedagogy in times of social crisis. Which external crises are currently having the greatest impact on teachers\u2019 daily work?<\/h3>\n

In view of the current social challenges, heterogeneity in learning groups is likely to increase despite all efforts to achieve educational equality. The number of children growing up in poverty or difficult life situations will increase. Over the next few years, schools will increasingly be staffed by multi-professional teams, including lateral entrants to the teaching profession. The aim is to organise the work of multi-professional teams in such a way that inclusive education can succeed for all children. To this end, it will be necessary to create conditions in schools that help to limit conspicuous behaviour without having to segregate children. Pedagogical research will be necessary that deals with the success factors of inclusive education under these social conditions.<\/p>\n

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Who would you recommend this publication to?<\/h3>\n

Teachers, Teacher for special educational needs, social worker, case worker, school psychologists, school principals.<\/p>\n

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About Ulrike Becker<\/h4>\n

Today:<\/p>\n