WEBVTT 00:00:08.431 --> 00:00:13.084 Reflect 00:00:13.084 --> 00:00:20.802 Why is reflection an important topic, especially when it comes to supporting people with profound intellectual and multiple disabilities? 00:00:20.802 --> 00:00:22.362 So perhaps I'll start by 00:00:22.362 --> 00:00:24.702 saying a few words about the term reflection. 00:00:24.702 --> 00:00:26.622 Reflect, reflect, 00:00:26.622 --> 00:00:28.002 if you look at it etymologically, 00:00:28.002 --> 00:00:30.702 in terms of the meaning of the word, 00:00:30.702 --> 00:00:32.222 it comes from Latin. 00:00:32.222 --> 00:00:36.282 Reflect means something like to bend back. 00:00:36.282 --> 00:00:39.382 So it always has something to do with looking back, 00:00: 39.382 --> 00:00:43.442 to relate to something again, 00:00:43.442 --> 00:00:45.482 to do what I have already experienced. 00:00:46.050 --> 00:0 0:47.530 In an educational context 00:00:47.530 --> 00:00:49.570 we would probably say 00:00:49.570 --> 00:00:51.030 that it has something to do with 00:00:51.030 --> 00:00:55.710 that we can look at educational situations again 00:00:55.710 --> 00:00:58.870 and view them from different perspectives. 00:00:59.230 --> 00:01:03.010 Perhaps that's enough for now on the term. 00:01:03.010 --> 00:01:06.290 To now understand why reflection 00:01:06.290 --> 00:01:08.810 is relevant in the context of profound intellectual and multiple disability, 00:01:08.810 --> 00:01:10.770 I believe we need to take a brief look at 00:01:11.522 --> 00:01:15.242 the structural conditions of educational activity 00:01: 15.242 --> 00:01:16.462 in general, 00:01:16.462 --> 00:01:18.982 without getting too theoretical. 00:01:18.982 --> 00:01:21.042 But I believe 00:01:21.042 --> 00:01:22.622 the structural characteristics, 00:01:22.622 --> 00:01:24.882 so if you look at it from a structural theory perspective, 00:01:24.882 --> 00:01:26.742 the characteristics of pedagogical action, 00:01:26.742 --> 00:01:27.222 I would say 00:01:27.222 --> 00:01:29.342 there are three relevant aspects. 00:01:29.342 --> 00:01:33.462 The first aspect would be 00:01:33.462 --> 00:01:36.742 that educational action is always 00:01:36.742 --> 00:01:38.442 vicarious action. 00:01:38.442 --> 00:01:40.022 The second aspect would be 00:01:40.022 --> 00:01:42.074 that pedagogical action, 00:01:42.074 --> 00:01:43.914 acting under uncertainty, 00:01:43.914 --> 00:01:45.474 contingency, or openness, 00:01:45.474 --> 00:01:46.934 whatever you want to call it. 00:01:46.934 --> 00:01:48.474 And the third aspect is 00:01:48.474 --> 00:01:50.574 that educational action is always 00:01:50.574 --> 00:01:52.194 contradictory action. 00:01:52.194 --> 00:01:54.014 That means, if we take a look at this 00:01:54.014 --> 00:01:57.034 first aspect of representative action, 00:01:57.034 --> 00:01:57.914 which for me is actually 00:01:57.914 --> 00:02:00.494 the basis of any pedagogy. 00:02:00.494 --> 00:02:03.854 There is no pedagogy without acting on behalf of others. 00: 02:03.854 --> 00:02:08.666 This means that pedagogy only makes sense 00:02:08.666 --> 00:02:10.045 if we assume 00:02:10.045 --> 00:02:12.426 that we have an addressee, 00:02:12.426 --> 00:02:14.846 namely the addressee of our educational efforts, 00:02:14.846 --> 00:02:16.646 whom we assume 00:02:16.646 --> 00:02:19.866 that he is currently still far removed from certain 00:02:19.866 --> 00:02:24.526 goals and we anticipate these goals for him, 00:02:24.526 --> 00:02:26.266 so to speak, anticipate, 00:02:26.266 --> 00:02:28.266 look at, determine 00:02:28.266 --> 00:02:32.806 perhaps also, and then act, 00:02:32.806 --> 00:02:35.118 so that the person 00:02:35.118 --> 00:02:36.358 we are dealing with 00:02:36.358 --> 00:02:39.018 can achieve these goals in the future. 00:02:39.018 --> 00:02:42.218 This is always a vicarious act. 00:02:42.218 --> 00:02:44.618 That means we set goals for someone. 00:02:44.618 --> 00:02:46.598 As a rule, these are goals such as 00:02:46.598 --> 00:02:48.738 someone should be self-determined, 00:02:48.738 --> 00:02:50.298 become independent. 00:02:50.298 --> 00:02:51.258 These are goals 00:02:51.258 --> 00:02:53.418 we set for someone. 00:02:53.418 --> 00:02:55.038 And then we consider 00:02:55.038 --> 00:02:56.958 what we need to do today 00:02:56.958 --> 00:02:58.258 so that the person 00:02:58.258 --> 00:02:59.738 we are dealing with 00:02:59.738 --> 00:03:02.718 will be more independent in the future. 00:03:04.258 --> 00:03:05.398 In doing so, and I think it is 00:03:05.398 --> 00:03:06.598 important to emphasize once again, 00:03:06.598 --> 00:03:08.038 we always take 00:03:08.038 --> 00:03:09.758 in the integrity of that person. 00:03:09.758 --> 00:03:11.298 We say that, on the one hand, we want them to 00:03:11.298 --> 00:03:13.098 self-determined and autonomous, 00:03:13.098 --> 00:03:15.818 but on the other hand, we are legitimizing 00:03:15.818 --> 00:03:18.838 that we are also curtailing his rights to self-determination 00:03:18.838 --> 00:03:20.498. to a certain extent today of course. 00:03:20.498 --> 00:03:23.338 and very personally and very directly 00:03:23.338 --> 00:03:25.578 interfere with his integrity. 00:03:25.578 --> 00:03:26.358 We know that 00:03:26.358 --> 00:03:29.378 for people with high support needs 00:03:29.378 --> 00:03:33.458 often involve very physical interventions, 00:03:33.986 --> 00:03:36.826 which we carry out 00:03:36.826 --> 00:03:38.326 in educational situations, 00:03:38.326 --> 00:03:39.786 where we naturally have to ask ourselves 00:03:39.786 --> 00:03:41.646 when it is actually legitimate 00:03:41.646 --> 00:03:42.526 we do that. 00:03:42.526 --> 00:03:44.766 The second point, 00:03:44.766 --> 00:03:46.806 this aspect of uncertainty, 00:03:46.806 --> 00:03:49.946 I would perhaps first briefly 00:03:49.946 --> 00:03:52.226 refer again to Luhmann and to what 00:03:52.226 --> 00:03:55.226 what he calls the technological deficit of education. 00:03:55.226 --> 00:03:56.286 That is, 00:03:56.286 --> 00:03:58.166 we have it in education, 00:03:59.682 --> 00:04:01.402 never have to deal with 00:04:01.402 --> 00:04:03.542 such a causal chain of events. 00:04:03.542 --> 00:04:04.802 So that we can say, 00:04:04.802 --> 00:04:06.742 okay, we're now going to do this and that 00:04:06.742 --> 00:04:07.782 and then we know 00:04:07.782 --> 00:04:13.342 our client or our educational target audience 00:04:13.342 --> 00:04:15.022 will then do exactly this and that. 00:04:15.022 --> 00:04:16.302 We don't know that. 00:04:16.302 --> 00:04:16.702 That means 00:04:16.702 --> 00:04:19.142 when we act in education, 00:04:19.142 --> 00:04:23.102 then we do something and we have a wealth of options, 00:04:23.102 --> 00:04:25. 102 what will happen, 00:04:25.102 --> 00:04:26.242 what can happen, 00:04:26.242 --> 00:04:27.122 what the other person 00:04:27.122 --> 00:04:28.442 we are currently dealing with, 00:04:28.706 --> 00:04:31.606 what we make of how we deal with it, 00:04:31. 606 --> 00:04:35.326 there is a great deal of uncertainty in the field at first. 00:04:35.326 --> 00: 04:37.006 I believe 00:04:37.006 --> 00:04:40.826 this uncertainty is due to three points. 00:04:40.826 --> 00:04:42.266 The first point is 00:04:42.266 --> 00:04:44.966 that we are dealing with a high degree of complexity 00:04:44.966 --> 00:04:47.006 in the situations 00:04:47.006 --> 00:04: 47.746 in which we act, 00:04:47.746 --> 00:04:51.386 also involve a high level of action load. 00:04:51.386 --> 00:04:54.846 The second aspect is 00:04:54.846 --> 00:04:57.386 that we are always dealing with 00:04:57.922 --> 00:05:00.202 dealing with a counterpart, 00:05:00.202 --> 00:05:02.802 to whom we act. 00:05:02.802 --> 00:05:04.862 And this counterpart, however, 00:05:04.862 --> 00:05:07.202 if I want to express this anthropologically, 00:05:07.202 --> 00:05:09.142 is an indeterminate being. 00:05:09.142 --> 00:05:09.442 That means 00:05:09.442 --> 00:05:11.242 it is never completely available to us. 00:05:11.242 --> 00:05:13.682 And the third aspect, 00:05:13.682 --> 00:05:14.202 is the one 00:05:14.202 --> 00:05:15.262 which has already been hinted at to some extent in the representation 00:05:15.262 --> 00:05:18.102 , 00:05:18.102 --> 00:05:21.402 that we are, of course, always dealing with it, 00:05:21.402 --> 00:05:23.742 that we have to make decisions 00:05:23.742 --> 00:05:25.322 and act today, 00:05:25.322 --> 00:05:27.542 but we have no idea 00:05:27.906 --> 00:05:31.006 what the future will bring. 00:05:31.006 --> 00:05:33.286 What will the other person actually do with the 00:05:33.286 --> 00:05:35.246 way we treat them today? 00:05:35.246 --> 00:05:36.006 What happens? 00:05:36.006 --> 00:05:37.726 How does he develop? 00:05:37.726 --> 00:05:40.186 So these three aspects are, 00:05:40. 186 --> 00:05:41.086 I believe are relevant. 00:05:41.086 --> 00:05:43.926 Firstly, that we are dealing with 00:05:43.926 --> 00:05:46.386 highly complex situation, 00:05:46.386 --> 00:05:50.826 where we can only ever see fragments. 00:05:50.826 --> 00:05:52.746 We have ten people around us 00:05:52.746 --> 00:05:54.966 and we focus on one, 00:05:55.426 --> 00:05:57.786 On one, because something is happening there, 00:05:57.786 --> 00:06:00.306 that catches our attention. 00:06:00.306 --> 00:06:02.506 At the same time, however, a thousand things are happening. 00:06:02.506 --> 00:06:03.486 other things happening around it 00:06:03.486 --> 00:06:04.486 that we don't see 00:06:04.486 --> 00:06:05.586 and can't see. 00:06:05.586 --> 00:06:07.386 And what we see 00:06:07.386 --> 00:06:08.586 is of course also very 00:06:08.586 --> 00:06:10.126 a lot to do with our own experiences, 00:06:10.126 --> 00:06:11.506 our own standards, 00:06:11.506 --> 00:06:13.106 values, and our attitudes. 00:06:13.106 --> 00:06:14.086 Do we notice that? 00:06:14.086 --> 00:06:15.406 Do we notice this in a positive way? 00:06:15.406 --> 00:06:16.466 Do we notice it negatively? 00:06:16.466 --> 00:06:17.406 What happens to it? 00:06:17.406 --> 00:06:20.246 So it's this complexity, 00:06:20.246 --> 00:06:24.626 this uncertainty of the other, 00:06:24.626 --> 00:06:26.106 that is, of course, something 00:06:26.106 --> 00:06:29.606 we never, 00:06:29.606 --> 00:06:31.366 we cannot fully comprehend him. 00:06:31.366 --> 00:06:34.826 We know nothing about his real motives, 00:06:34.826 --> 00:06:37.446 his ideas, his experiences. 00:06:37.446 --> 00:06:40.146 We can only guess. 00:06:41. 566 --> 00:06:45.666 And for these reasons, 00:06:46.498 --> 00:06:48.118 if I now return to 00:06:48.118 --> 00:06:49.858 the origin of the question, 00:06:49.858 --> 00:06:51.398 why is reflection important? 00:06:51.398 --> 00: 06:54.238 It is precisely for all these reasons that reflection is important. 00:06:54.238 --> 00:06:56.318 Because we don't know exactly, 00:06:56.318 --> 00:06:57.658 because we have this contingency 00:06:57,658 - -> 00:06:59,258 and openness of the situation, 00:06:59.258 --> 00:07:01.178 because we don't know the other person exactly, 00:07:01.178 --> 00:07:04.618 we need this kind of reflection 00:07:04.618 --> 00:07:10.478 to become more confident in 00:07:10.478 --> 00:07:11.958 how we should act. 00:07:11.958 --> 00:07:20.994 To what extent is reflective competence a professional skill that must also be specifically initiated and developed? 00:07:20.994 --> 00:07:23.074 Exactly, I definitely believe 00:07:23.074 --> 00:07:24.214 that reflection 00:07:24,214 - -> 00:07:25,854 a professional skill, 00:07:25.854 --> 00:07:27.414 that I can't just do it 00:07:27.414 --> 00:07: 29.494 just do it on a whim. 00:07:29.494 --> 00:07:30.834 I think that depends 00:07:30.834 --> 00: 07:32.074 first of all with 00:07:32.074 --> 00:07:35.574 that knowledge and reflection are, of course, 00:07:35.574 --> 00:07:37.234 like two sides of the same coin. 00:07:37.234 --> 00:07:41.274 In the end, I can only see that 00:07:41.274 --> 00:07:43.214 in the backscrew, 00:07:43.214 --> 00:07:44.994 of which I know something. 00:07:44.994 --> 00:07:47.554 I can illustrate this using the example 00:07:47.554 --> 00:07:49.534 of communication, for example. 00:07:49.534 --> 00:07:50.702 Yes, if I know something 00:07:50.702 --> 00:07:54.182 about children's communication development, 00:07:54.182 --> 00:07:56.502 I know what is important 00:07:56.502 --> 00:07:59.262 in the dialogue between parents and child, 00:07:59.262 --> 00:08:00.002 when I know 00:08:00.002 --> 00:08:02.202 how the child develops language, 00:08:02.202 --> 00:08:03.982 how first words appear, 00:08:03.982 --> 00:08:08.702 how I might then also know certain methods, 00:08:08.702 --> 00:08:10.662 such as assisted communication 00:08:10.662 --> 00:08:13.382 or basic communication 00:08:13.382 --> 00:08:14.182 or whatever, 00:08:14.182 --> 00:08:16.382 then of course I can, 00:08:16.382 --> 00:08:17.502 if I now observe someone 00:08:17.502 --> 00:08:20.506 under this focus of communication 00:08:20.506 --> 00:08:23.346 or think again about a person 00:08:23.346 --> 00:08:25.246 in my facility, 00:08:25.246 --> 00:08:28.166 who may not communicate verbally, 00:08:28.166 --> 00:08:31.046 then of course I can look at them 00:08:31.046 --> 00:08:34.285 from a completely different perspective, 00:08:34.285 --> 00:08:36.666 than if I know nothing about communication. 00:08:36.666 --> 00:08:39.306 Then I wouldn't be able to figure out his needs. 00:08:39.306 --> 00:08:41.446 So the first thing is 00:08:41.446 --> 00:08:45.146 that reflection and knowledge are very closely related. 00:08:45.146 --> 00:08:47.446 The second thing I find important is that 00:08:48.738 --> 00:08:52.478 reflections are not just something 00:08:52.478 --> 00:08:56.238 to do with a personal review, 00:08:56.238 --> 00:08:56.938 something that 00:08:56.938 --> 00:09:01.058 is placed on the individual employee 00:09:01.058 --> 00:09:02.278 in an institution, so to speak 00:09:02.278 --> 00:09:04.118 placed on the shoulders of the individual employee. 00:09:04.118 --> 00:09:07.138 You always have to reflect on your actions now. 00:09:07.138 --> 00:09:09.838 But it also has a lot to do with the fact 00:09:09.838 --> 00:09:14.018 that we also have to look at the organizations and structures 00:09:14.018 --> 00:09:15.678 that exist within an organization 00:09:16.706 --> 00:09:20.826 reflectively. 00: 09:20.826 --> 00:09:23.346 And of course, this also requires 00:09:23.346 --> 00:09:28.186 certain learning processes. 00:09:28.186 --> 00:09:30.106 In this respect, I would say 00:09:30.106 --> 00:09:32.826 that in the training of students 00:09:32.826 --> 00:09:37.706 or in other educational contexts, on the one hand 00:09:37.706 --> 00:09:40.246 have to convey something like content. 00:09:40.246 --> 00:09:44.430 So what are the possibilities 00:09:44.430 --> 00:09:46.370 that help us to reflect on something? 00:09:46.370 --> 00:09:47.390 I would say, for example, 00:09:47.390 --> 00:09:50.690 the index for inclusion is a good way 00:09:50.690 --> 00:09:55.250 to reflect on certain situations again, so to speak, along this index. 00:09:55.250 --> 00:09:58.330 reflect certain situations. 00:09:58.330 --> 00:10:02.210 And, of course, we must support those 00:10:02,210 - -> 00:10:04,270 who are in these training courses, 00:10:04.270 --> 00:10:06.010 also provide with methods. 00:10:06.010 --> 00:10:07.930 How can that actually work? 00:10:07.930 --> 00:10:08.970 Well, I would say 00:10:08.970 --> 00:10:11.090 something like case reconstruction. 00:10:11.090 --> 00:10:14.598 Developing ideas based on a case, 00:10:14.598 --> 00:10:16.938 what do we see there, what does someone need. 00:10:16.938 --> 00:10:19.978 Incidentally, it is also important 00:10:19.978 --> 00:10:22.478 especially with these case reconstructions, 00:10:22.478 --> 00:10:24.078 that someone learns to 00:10:24.078 --> 00:10:29.038 distinguish between observation and evaluation. 00:10:29.038 --> 00:10:32.478 So I need an idea of 00:10:32.478 --> 00:10:34.638 that I can observe someone 00:10:34.638 --> 00:10:36.738 without directly relating that behavior 00:10:36.738 --> 00:10:39.338 to my moral ideas, 00:10:39.338 --> 00:10:40.458 my standards and values 00:10:40.458 --> 00:10:43.418 and evaluate them again, so to speak 00:10:43.418 --> 00:10:46. 118 and thus, of course, also to 00:10:46.118 --> 00:10:47.458 limit it to a certain extent. 00:10:47.458 --> 00:10:50.058 So I would say case reconstruction, 00:10:50.058 --> 00:10:51.738 index for inclusion, 00:10:51.738 --> 00:10:54.498 those are possibilities 00:10:54.498 --> 00:10:58.878 that are important 00:10:58.878 --> 00:11:00.178 in order to professionally 00:11:00.178 --> 00:11:02.798 to develop this reflective competence. 00:11:03.089 --> 00:11:11.475 What conditions do employees need in order to be able to reflect on their professional actions? 00:11:11.842 --> 00:11:13.722 Well, I believe that three things are essential 00:11:13.722 --> 00:11:15.202 in terms of framework conditions. 00:11:15.202 --> 00:11:17.262 And I think the most important thing 00:11:17.262 --> 00:11:19.442 is almost this context that relieves the burden of action, 00:11:19.442 --> 00:11:20.762 that has to be created. 00:11:20.762 --> 00:11:21.562 That means 00:11:21.562 --> 00:11:23.702 it can't really work 00:11:23.702 --> 00:11:26.042 if I can only have conversations with employees in passing 00:11:26.042 --> 00:11:28.682 employees in passing 00:11:28.682 --> 00:11:30.742 and then again briefly, 00:11:30.742 --> 00:11:32.302 what about XX, 00:11:32.302 --> 00:11:34.362 Mr. XY or something, 00:11:34.362 --> 00:11:38.482 but I need time, enough time, 00:11:38.482 --> 00:11:42.642 to just outside of this complex 00:11:42.642 --> 00:11:43.562 and for me, again and again 00:11:43.562 --> 00:11:45.142 challenging situation, 00:11:45.142 --> 00:11:47.802 in which I have to make many decisions at the same time 00:11:47.802 --> 00:11:49.902 and without being able to think about them for long, 00:11:49.902 --> 00:11:50.662 to get me out of there, 00:11:50.662 --> 00:11:52.502 to remove myself from the situation, 00:11:52.502 --> 00:11:54.982 to get into a relieving context, 00:11:54.982 --> 00:11:58.482 where I'm not so emotionally involved at first, 00:11:58.482 --> 00:12:01.202 where I can look at things again calmly 00:12:01.202 --> 00:12:04.782 and then think about them. 00:12:04.782 --> 00:12:07.802 For example, we also have a good method 00:12:09.090 --> 00:12:12.070 video observation, where I use videos. 00:12:12.070 --> 00:12:13.190 I can also just 00:12:13.190 --> 00:12:15.710 take a photo of a specific situation 00:12:15.710 --> 00:12:17.470 and use that as a basis 00:12:17.470 --> 00:12:19.890 to then go back into reflection. 00:12:20.070 --> 00:12:23.750 So this context that relieves the burden of action 00:12:23.750 --> 00:12:25.890 is something very, very significant, 00:12:25.890 - -> 00:12:29,390 which must be created in the institutions. 00:12:29.390 --> 00:12:31.270 The second thing I would say is 00:12:31.270 --> 00:12:31.930 I believe 00:12:31.930 --> 00:12:35.050 that a certain degree of interdisciplinarity is needed. 00:12:38.274 --> 00:12:40.514 Precisely because it is not about 00:12:40.514 --> 00:12:42.414 identifying any action 00:12:42.414 --> 00:12:45.354 as right or wrong, 00:12:45.354 --> 00:12:46.614 but because it's about 00:12:46.614 --> 00:12:49.154 as many perspectives as possible 00:12:49.154 --> 00:12:51.654 from different directions 00:12:51.654 --> 00: 12:54.254 on a situation. 00:12:54.254 --> 00:12:57.174 Perhaps the physical therapist 00:12:57.174 --> 00:12:58.974 or the physical therapist thinks something different 00:12:58.974 --> 00:13:01.594 about a certain situation than the speech therapists, 00:13:01.594 --> 00:13:04.670 as relatives of the person 00:13:04.670 --> 00:13:05.670 we are dealing with, 00:13:05.670 --> 00:13:07.030 than the person themselves, 00:13: 07.030 --> 00:13:08.570 than those working in education. 00:13:08.570 --> 00:13:11.130 So the more we manage to 00:13:11.130 --> 00:13:15.150 sit down at the table in an interdisciplinary manner, 00:13:15.150 --> 00:13:17.550 the richer the ideas 00:13:17.550 --> 00:13:19.230 we can develop 00:13:19.230 --> 00:13:22.190 to deal with someone there. 00:13:22.190 --> 00:13:26.230 So what's also important is 00:13:26.230 --> 00:13:30.150 that employees 00:13:30.150 --> 00:13:32.554 perhaps also develop 00:13:32.554 --> 00:13:34.854 a changed understanding of professionalism. 00:13:34.854 --> 00:13:37.814 So this idea 00:13:37.814 --> 00:13:39.754 which I also mentioned at the beginning 00:13:39.754 --> 00:13:41.434 in relation to uncertainty and openness 00:13:41.434 --> 00:13:42.874 in educational situations, 00:13:42.874 --> 00:13:44.394 which basically means, 00:13:44.394 --> 00:13:47.394 that I always have to allow myself 00:13:47.394 --> 00:13:49.014 I alone cannot 00:13:49.014 --> 00:13:51.054 know everything about this situation. 00:13:51.054 --> 00:13:54.014 So I'm not being professional 00:13:54.014 --> 00:13:56.934 when I approach every situation here 00:13:56.934 --> 00:13:58.554 that seems new to me at first 00:13:58.554 --> 00:14:00.894 and challenging and incomprehensible, 00:14:01.218 --> 00:14:04.078 immediately put a lid on it and say, 00:14:04.078 --> 00:14:05.138 oh yes, here, 00:14:05.138 --> 00:14:06.698 now I'm acting this way again. 00:14:06.698 --> 00:14:08.558 That's not the professional, 00:14:08.558 --> 00:14:10.818 who has a solution for everything right away, 00:14:10.818 --> 00:14:13.938 but actually, the professional is the one 00:14:13.938 --> 00:14:17.738 who admits to themselves 00:14:17.738 --> 00:14:20.558 that situations are so open and complex 00:14:20.558 --> 00:14:21.618 that I cannot 00:14:21.618 --> 00:14:23.838 immediately come up with a solution for everything 00:14:23.838 --> 00:14:26.238 and that I need the others 00:14:26.238 --> 00:14:32.866 to achieve the best possible understanding 00:14:32.866 --> 00:14:34.666 of this situation. 00:14:34.666 --> 00:14:38.566 And that it's not about right or wrong, 00:14:38.566 --> 00:14:42.046 but about diversity, 00:14:42.046 --> 00:14:44.046 a diverse view of this situation. 00:14:44.248 --> 00:14:52.610 How important is the team in reflecting on its own professional actions? 00:14:52.610 --> 00:14:53.550 Well, I believe that the team 00:14:53.550 --> 00:14:55.690 is of enormous importance, of course. 00:14:55.690 --> 00:14:59.130 On the one hand, this naturally involves 00:14:59.130 --> 00:15:01.610 generating or developing new and modified courses of action 00:15:01.610 --> 00:15:04.290 for situations. 00:15:04.290 --> 00:15:08.750 But this has been repeatedly demonstrated in many reflection workshops 00:15:08.750 --> 00:15:09.650 I have accompanied, 00:15:09.650 --> 00:15:10.730 has repeatedly shown 00:15:10.730 --> 00:15:11.990 that it is not just a matter of 00:15:11.990 --> 00:15:13.410 always developing something new. 00:15:13.410 --> 00:15:16. 070 Often it's also important to recognize 00:15:16.070 --> 00:15:19.130 oh, I'm not the only one 00:15:19.130 --> 00:15:19.870 who feels this way, 00:15:19.870 --> 00:15:23.698 that I don't really know what to do for Ms. Y, 00:15:23.698 --> 00:15:24.798 what I should do there, 00:15:24.798 --> 00:15:26.998 but the others, they feel the same way. 00:15:26.998 --> 00:15:29.478 So to get something like confirmation 00:15:29.478 --> 00:15:31.378 that educational action is not always 00:15:31.378 --> 00:15:32.978 as simple and clear-cut as 00:15:32.978 --> 00:15:36.218 it might be suggested to us in everyday life. 00:15:36.218 --> 00:15:38.878 So also support each other 00:15:38.878 --> 00:15:42.718 in the difficulty of dealing with 00:15:42.718 --> 00:15:45.318 also with the group of people to confirm again and again 00:15:45.318 --> 00:15:47.118 and to say, we also need time here, 00:15:47.118 --> 00:15:48.774 to get closer to each other 00:15:48.774 --> 00:15:50.374 to a specific person, 00:15:50.374 --> 00:15:52.734 in order to be able to develop something good for them. 00:15:52.734 --> 00:15:54.534 We don't know that on our own 00:15:54.534 --> 00:15:55.434 and we don't know that 00:15:55.434 --> 00:15:58.154 when we're just going about our everyday lives. 00:15:58.154 --> 00:15:59.314 I think that's also 00:15:59.314 --> 00:16:00.434 an important task, 00:16: 00.434 --> 00:16:05.894 which can be initiated in such a team cooperation. 00:16:05.894 --> 00:16:09.194 I think a good methodical option here 00:16:09.194 --> 00:16:11.054 is also very low-threshold, 00:16:11.054 --> 00:16:13.614 this concept of collegial case consultation, 00:16:13.614 --> 00:16:15.574 where the focus is precisely on 00:16:15.574 --> 00:16:18.470 putting an educational case 00:16:18.470 --> 00:16:20.630 at the center of one's work, so to speak 00:16:20.630 --> 00:16:23.470 and then, in a solution-oriented manner 00:16:23.470 --> 00:16:25.710 and not in the sense of, 00:16:25.710 --> 00:16:27.190 oh, here's a good tip for you, 00:16:27.190 --> 00:16:28.470 yes, that's right now, 00:16:28.470 --> 00:16:29.830 do it like this with the, 00:16:29.830 --> 00:16:32.170 but I can develop 00:16:32.170 --> 00:16:34.590 develop solutions or ideas for myself, 00:16:34.590 --> 00:16:37.310 how I can deal with someone 00:16:37.310 --> 00:16:39.270 and the others support me 00: 16:39.270 --> 00:16:40.350 in this process. 00:16:40.350 --> 00:16:42.730 That's the idea of collegial case consultation, 00:16:42.730 --> 00:16:45.090 I don't need a big supervisor 00:16:45.090 --> 00:16:46.510 or someone from outside for that, 00:16:46.978 --> 00:16:50.238 but I can do that with the team 00:16:50.238 --> 00:16:52.498 or with various professionals 00:16:52.498 --> 00:16:53.998 who are at my facility, 00:16:53.998 --> 00:16:56.438 actually get it up and running relatively quickly. 00:16:56.658 --> 00:17:01.378 Other possibilities are, of course, 00:17:01.378 --> 00:17:04.238 such as network maps 00:17:04.238 --> 00:17:05.938 or genograms, 00:17:05.938 --> 00:17:07.458 to get a different perspective on 00:17:07.458 --> 00:17:09.518 a particular situation. 00:17:09.518 --> 00:17:13.637 I think that's also 00:17:13.826 --> 00:17:16.286 There are various methodological options 00:17:16.286 --> 00:17:17.346 to then specifically 00:17:17.346 --> 00:17:20.406 engage in such reflective work within the team.