Was bewirkt Schulsozialarbeit?
Theoretische Konzepte und empirische Befunde an der Schnittfläche zwischen formaler und non-formaler Bildung
Thomas Olk y Karsten Speck
Cite this publication as
Thomas Olk, Karsten Speck, Was bewirkt Schulsozialarbeit? (2009), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2009 #06, S.910
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Descripción / Abstract
Zusammenfassung: Unterschiedliche Formen der Kooperation von Jugendhilfe und Schule haben in bildungspolitischen Reformvorhaben der letzten Jahre (z.B. Ganztagsschulprogramm des Bundes) eine wachsende Bedeutung erhalten. Dennoch ist das empirisch gesicherte Wissen über die Effekte der Kooperation nach wie vor relativ begrenzt.Am Beispiel der Schulsozialarbeit, die als die engste Form der Kooperation von Jugendhilfe und Schule gilt, analysiert der Beitrag den Wissensstand zu den Wirkungen, Wirkungszusammenhängen und Grenzen der Zusammenarbeit von Jugendhilfe und Schule in der Gestalt von Handlungsprogrammen der Schulsozialarbeit. Mit Hilfe einer Metaanalyse vorliegender empirischer Studien werden die bisher generierten Erkenntnisse, die Defizite und Blindflecken vorhandener Forschung sowie die fachlichen und methodischen Herausforderungen für die Weiterentwicklung der Wirkungs- und Nutzerforschung erörtert.
Stichwörter: Bildungspolitik, Sozialpolitik, Handlungsprogramm, Kooperation von Jugendhilfe und Schule, Metaanalyse, Schulsozialarbeit, Wirkungsforschung, Nutzerforschung, Wirkungszusammenhängen
Abstract: In the educational-political reform plans of the last few years (e.g. the federal all-day schooling program), different forms of cooperation between institutions of help for young people and schools have increasingly gained in significance. However, empirically solid knowledge on the effects of this cooperation is still rather limited. Taking as an example social work at schools, which is considered the closest form of cooperation between institutions of help for young people and schools, the authors analyze the state of knowledge on the effects, the interrelations of these effects, and the limits of the cooperation between institutions of help for adolescents and schools in the shape of action programs for school-related social work. By means of a meta-analysis of available empirical studies, the insights that have been generated so far as well as the deficits and blind spots of existing research and the subject-related and methodological challenges in future research on the effects and the use of social work are discussed.
Key words: Educational Policy, educational-political reform, social policy, social work
Stichwörter: Bildungspolitik, Sozialpolitik, Handlungsprogramm, Kooperation von Jugendhilfe und Schule, Metaanalyse, Schulsozialarbeit, Wirkungsforschung, Nutzerforschung, Wirkungszusammenhängen
Abstract: In the educational-political reform plans of the last few years (e.g. the federal all-day schooling program), different forms of cooperation between institutions of help for young people and schools have increasingly gained in significance. However, empirically solid knowledge on the effects of this cooperation is still rather limited. Taking as an example social work at schools, which is considered the closest form of cooperation between institutions of help for young people and schools, the authors analyze the state of knowledge on the effects, the interrelations of these effects, and the limits of the cooperation between institutions of help for adolescents and schools in the shape of action programs for school-related social work. By means of a meta-analysis of available empirical studies, the insights that have been generated so far as well as the deficits and blind spots of existing research and the subject-related and methodological challenges in future research on the effects and the use of social work are discussed.
Key words: Educational Policy, educational-political reform, social policy, social work