Module content:
BSP-23.1 Seminar on selected fields of work and activity in the fields of social work and childhood education
On the basis of Module 17.1 and the experience gained in the practical semester, students will receive further in-depth insight into selected fields of work and activity in social work or early childhood education. On the basis of a selected field of work, students will deepen their knowledge about the conceptual structure of their selected field, the legal framework and the corresponding didactic and methodological concepts. Students will study the respective problems and life situations of the respective target group from their selected field of work in detail. Students will analytically apply the social framework conditions that shape their selected field of work (e.g. law, politics, etc.). They will reflect on the role and duties of the specialists in their selected field of work and integrate these considerations into their concepts.
BSP-23.2 Seminar on selected theoretical and empirical issues II
Content is dependent on specific theoretical and empirical questions, for example interdisciplinary topics such as migration, interculturality, integration, etc.: Requirements for (social) educational action and social work organizations in migration societies. The seminar will discuss the questions that arise in the context of migration societies from a socio-scientific and socio-educational perspective. The theoretical foundation for the analysis of the fact that migration actually exists and is happening will be discussed. This is closely linked to interculturality and questions pertaining to integration and nclusion. Recent theoretical debates, concepts and empirical studies will be introduced and discussed in the class. The challenges to (social) educational action in the migration society, in the context of the knowledge base of social science migration and integration research, will be a special focus of this course.
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BSP-23.1-2 + Justice-Related Criminology and Social Work Seminar (Seminar Justizbezogene Kriminologie und Soziale Arbeit) Marc-Alexander Seel
BSP-23.2-2 Theories of Deviance Seminar (Seminar Theorien der Devianz) Steinkamp, Ralf
Course Description BSP-23.1-3: Justice-Related Criminology and Social Work:
The course is essentially divided into the four thematic areas described below:
a) Society’s demand for punishment and judicial sentencing practices
At the beginning of the seminar, the practice of imposing sanctions under German criminal law will be compared with a selection of (empirically documented) societal conceptions of punishment. The seminar will highlight the specific aspects in which differences or similarities can be identified, and which social groups express particular needs regarding punishment.
In addition, we will examine the extent to which subjective factors—such as fear of crime and/or victimization, as well as one’s own criminal behavior—can influence individual perceptions of crime and attitudes toward punishment.
b) Judicial social work as a tool for rehabilitation, social control, and crime prevention
Drawing on anonymized case studies from professional practice in state-run residential social work with offenders (primarily in juvenile detention centers, correctional facilities, and forensic clinics) and outpatient offender assistance (primarily probation, court, and sentencing assistance, as well as supervision), we will provide a comprehensive overview of activity within the social services of the justice system.
c) Other ways in which (welfare) state and private institutions respond to deviance and delinquency
After outlining specific service offerings from selected partners in the criminal justice system, we will critically examine the (increasingly punishment-oriented) structural frameworks governing the handling of deviance within institutions originally designed to provide welfare state support services. We will, in particular, address the potential consequences of delegating areas of state responsibility to nonprofit private organizations and/or for-profit (security) companies in terms of promoting crime prevention or crime generation.
d) Restorative justice and its application
In the final section, we will focus on illustrating judicial and non-judicial responses to delinquency and deviance that have proven effective as supplements or alternatives to the mere punishment of those who deviate from the norm. Seminar participants will first examine the concept of “offender-victim mediation” as a concrete form of diversion with the primary goal of restitution, and then learn about different variants of “restorative justice” aimed at “restoring” “social peace.”
BSP-23.2-2: Theories of deviance
The “Theories of Deviance” seminar focuses on clarifying the concept of social deviance and reflecting on related ideas as they pertain to social work. The concept is reconstructed through a critical, theory-based examination of “classical approaches” in criminology and sociology of criminal law - which follow an “ideology of social defense” (Baratta) that is reproduced to an unacknowledged extent: Among other things, biological, psychological/psychoanalytic, sociological, and “multifactorial” approaches will be discussed. The hypotheses and theories discussed in this context will address, among other things, the following concepts: “The born criminal,” “The normality (and necessity (sic!)) of deviance” (Durkheim), the relationship between “deviance and the drive structure” (psychoanalysis), the theory of “subculture” and “differential learning,” the analysis of “neutralization techniques,” and finally the “labeling approach” (Becker, Sack).
The central guiding principle of our reflection on the diverse approaches to explaining deviance stems from the convictions and fundamental considerations of “critical criminology” that will be discussed in conclusion. The starting point for our historical-theoretical reconstruction of “deviance” will be the transformation of the nature of state punishment that took place over a relatively short period (during the Enlightenment). It was during this historical phase that scholarly inquiry into the reasons and causes of deviant behavior began. Throughout the seminar, we will incorporate considerations from social philosophy, social theory, epistemology, and methodology—for example, we will discuss the development of a “theory” (Popper) and the concept of scientific “paradigms” (Kuhn). The question also arises as to what one can actually say with the help of a theory, and what one cannot (“scope”). In addition, however, some fundamental questions and convictions of criminology will also be addressed in this seminar.
The seminar provides a theory-based addition to Marc-Alexander Seel’s seminar (BSP-23.1-3).
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BSP-23.1-3 + Differentiation in Education Seminar Sigrid Selzer
BSP-23.2-3 Childhood Studies Seminar Sigrid Selzer
BSP-23.1-3: Differentiation in Education
The lives of children and families are diverse. This means that every child in child and youth welfare facilities and schools has individual needs and comes from different social, cultural, and economic backgrounds. In educational science, these differences are also referred to as “diversity,” “heterogeneity,” or “variety.” Professional and political discourse focuses on the connection between diversity, unequal opportunities in the education system (see Diehm et al. 2017), and discrimination, resulting in high demands on pedagogical practice. Educational institutions should serve a compensatory purpose and prevent discrimination.
In practice, sensitivity to differences means being mindful and sensitive about when a distinction is made based on a specific characteristic—such as age, gender, migration status, disability, etc.—and when it is not. The idea is to reflect on the opportunities that categorization opens up for children—or, conversely, closes off. At the same time, it is important to take into account and critically reflect on social conditions and pedagogical requirements when dealing with differences (see Lamp 2010). This aims to provide children with resources for shaping their own lives and to empower them. In this context, children’s rights, as enshrined in the “UN Convention on the Rights of the Child,” and ethical perspectives serve as points of reference (see Prengel 2019).
During the seminar, various cross-feature approaches, concepts, and methods will be presented and discussed using specific case studies. These will be contextualized within theoretical considerations and ethical reflections.
BSP-23.2-3: Social Science Research on Childhood: Methods and Studies
Social science research on childhood is particularly committed to the perspectives of children and focuses on their everyday experiences, the conditions under which they live, and their social relationships (Heinzel 2012). It is based on two paradigms that shape specific studies: the child as protagonist and the generational order.
The seminar focuses on research that re-examines childhood in the context of diversity and reflects children’s perspectives on difference. Specific methods of childhood research will be examined and discussed in terms of their potential and limitations. A particular focus will be placed on ethical considerations. Selected studies will be discussed in depth as illustrative examples.
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BSP-23.1-5 Cooperation Between Youth Services and Schools - Lars Bieringer
BSP-23.2-5 Subject- and Addressee-Orientation - Theoretical Perspectives - Lars Bieringer
BSP-23.1-5: Cooperation Between Youth Services and Schools
Due to the expansion of all-day schools, the ratification of the UN Convention on the Rights of Persons with Disabilities, and the intensified development of school social work in recent years, cooperation between child and youth welfare services and the education system is becoming increasingly important. As a result of this intensified collaboration, school social work has become one of the largest and most central areas of activity within child and youth welfare services.
The seminar will focus on the following learning objectives:
• Students will gain insight into the practical foundations of school social work and learn about the key challenges and conditions for success in social education work at (full-day) schools.
• Students will be able to theoretically contextualize the concepts of inclusion and multiprofessional teams and reflect on negotiation processes among different stakeholders in multiprofessional contexts.
• Through contributions from practitioners in the field of education, students will gain insights into everyday professional life as well as into the underlying (social) educational concepts and rationales for action.
This seminar is not designed as a traditional seminar based on reading materials, but is conducted interactively and in various educational settings. Plans include an excursion to an (all-day) school as well as invitations to experts and practitioners from the education sector. Active student participation in shaping the seminar’s content is expressly encouraged. Further information will be announced at the beginning of the semester.
In this seminar, I will share various perspectives on school social work that have emerged from my work in practice, policy, and research. From 2015 to 2020, I worked as a school social worker at an all-day community school. From 2021 to 2023, I was responsible for the conceptual development of school social work in Saarland at the Ministry of Education and Culture. Since 2024, I have been working as a research assistant at htw saar on research projects focusing on school social work.
BSP-23.2-5: Subject- and Addressee-Orientation - Theoretical Perspectives
The second module focuses on recipient-centered and subject-centered approaches as central theoretical guiding principles of social pedagogical practice in the school setting. It provides a systematic introduction to fundamental theoretical approaches in school social work and social work that view the individual as an agent capable of taking action within institutional settings. An addressee-oriented approach is addressed as one that is oriented toward the life situations, needs, and subjective interpretive patterns of children and adolescents. A subject-oriented approach is examined as a normative and theoretical principle that views self-determination, recognition, and participation as central reference points for professional practice.
Furthermore, the module analyzes the institutional framework of schools as well as its significance for addressee- and subject-oriented practice. Theoretical tensions between the organizational logic of schools and the demands of social pedagogy will be critically examined. The aim of the module is to develop a deeper theoretical understanding that serves as the foundation for reflective professional practice in school social work.
Literature:
- Hollenstein, Erich; Nieslony, Frank; Speck, Karsten; Olk, Thomas (2017). Handbuch der Schulsozialarbeit: Band 1. Weinheim und Basel: Beltz Juventa Verlag.
- Speck, Karsten (2020). Multiprofessionelle Kooperation. In: Bollweg; Buchna et al. (2020). Handbuch Ganztagsbildung, Wiesbaden: VS Verlag für Sozialwissenschaften, S. 1453–1467.
- Spies, Anke; Pötter, Nicole (2011). Soziale Arbeit an Schulen. Einführung in das Handlungsfeld Schulsozialarbeit. Wiesbaden: VS Springer Verlag für Sozialwissenschaften.
- Thiersch, Hans (2020). Lebensweltorientierte Soziale Arbeit – revisited. Weinheim und Basel: Beltz Juventa Verlag.
Additional reading will be announced during the seminar.
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BSP-23.1-4 Social Work in the Context of Aging - Katharina Pontius
BSP-23.2-4 Aging From an Interdisciplinary Perspective - Katharina Pontius
BSP-23.1-4 Social Work in the Context of Aging
Learning outcomes:
After successfully completing this module, students will:
• be able to outline the main features of the field of action and are familiar with its legal basis.
• be able to reflect addressing practices.
• be familiar with selected approaches in this field and can assess their potential and limitations.
• become mindful of the specific challenges involved in working with older adults, their families, and loved ones.
Module content:
Social work in the context of aging focuses on the lives of older adults, their families, and their loved ones. In this context, it is particularly important to take into account different temporal perspectives. Social workers operate based on the current daily reality and the potential for future development. At the same time, the internal logic of existing coping and care arrangements often becomes apparent when viewed against the background of their specific historical development.
With this in mind, following an introduction to the field of practice, the seminar will explore methodological approaches that support an understanding-based approach. While network diagrams can be used to visualize current support structures, the rather challenging process of genogram work allows us to reconstruct family dynamics. Finally, biographical work focuses on a method that encourages participants to engage in self-reflection. After each thematic section, the potential and limitations of the respective method will be discussed and the specifics of working with older adults will be reflected upon.
Further reading and links:
• Bleck, Christian/Van Rießen, Anne (2022). Soziale Arbeit mit alten Menschen. Ein Studienbuch zu Hintergründen, Theorien, Prinzipien und Methoden. Wiesbaden: Springer VS.
• Hildenbrand, Bruno (2000). Generationenbeziehungen in strukturalhermeneutischer Perspektive. In: sozialer sinn 1, 1, S. 51–66.
• Hildenbrand, Bruno (2018). Genogrammarbeit für Fortgeschrittene. Vom Vorgegebenen zum Aufgegebenen. Heidelberg: Carl-Auer-Verlag.
• Miethe, Ingrid (2017). Biografiearbeit. Lehr und Handbuch für Studium und Praxis. 3. durchgesehene Auflage. Weinheim, Basel: Beltz Juventa.
Additional reading material will be announced at the beginning of the course.
BSP-23.2-4 Aging From an Interdisciplinary Perspective - Katharina Pontius
Learning outcomes:
After successfully completing this module, students will:
• be familiar with selected social pedagogical, sociological, and psychological concepts related to aging.
• be able to discuss the limitations and potential of different disciplinary perspectives.
• be able to derive practical implications for social work from social pedagogical concepts.
• be able to reflect on individual and societal perceptions of aging.
Module content:
Gerontology, as the science of aging and growing old, is considered a “prototypical interdisciplinary field” (Wahl/Hedtke-Becker 2022). With a focus on the social sciences, this seminar will examine selected disciplinary approaches to aging. From a sociological perspective, it begins by deconstructing normative assumptions and everyday certainties regarding this topic. This requires, among other things, an examination of historical research on aging. The seminar will then shift its focus to psychologically grounded approaches. These play a central role in gerontological discourse and focus, for example, on (environmental) resources and the psychological challenges of aging. Finally, the seminar will discuss a prominent approach in social work and social pedagogy—the concept of life stages and coping with life—and apply it to the topics of “dependence in old age,” “death and dying,” and “transition to institutional care.”
Further reading and links:
• Böhnisch, Lothar (2023). Sozialpädagogik der Lebensalter. Eine Einführung. Grundlagentexte Pädagogik. Weinheim/Basel: Beltz Juventa. 9., überarbeitete erweiterte Auflage.
• Lang, Frieder R./Lessenich, Stephan/Rothermund, Klaus (2022). Altern als Zukunft. Eine Studie der Volkswagenstiftung. Berlin/Heidelberg: Springer.
• Stecklina, Gerd/Wienforth, Jan (Hg.) (2020). Handbuch Lebensbewältigung und Soziale Arbeit. Übergangs- und Bewältigungsforschung. Weinheim/Basel: Beltz Juventa.
• Van Dyk, Silke (2015). Soziologie des Alters. Bielefeld: transcript.
• Wahl, Hans-Werner (2023). Psychologie für die Arbeit mit Menschen höheren Lebensalters. Psychologie für Soziale Berufe. Weinheim: Juventa Verlag
Additional reading material will be announced at the beginning of the course.
[updated 21.04.2026]
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