5 research outputs found
An Alternative Neo-Kohlbergian Approach in Social Pedagogy
In many countries social pedagogues apply ART (Aggression Replacement Training), a multimodal programme designed to help juveniles with severe behaviour problems. In this programme Lawrence Kohlbergâs theory of moral development makes up an important element. The first part of this article offers a presentation of Kohlbergâs theory and some of the critique made of it. The second part describes how the Kohlbergian tradition is implemented in ART. In the final part of the article a problem with the ART programme is pointed out and an alternative neo-Kohlbergian approach is described. This method may prove to be a viable approach in the field of social pedagogy and an adequate supplement to the ART programme
An examination of program integrity and recidivism of a cognitive-behavioral program for incarcerated youth in The Netherlands
Social pedagogical perspectives on fidelity to a manual: Professional principles and dilemmas in everyday expertise
Manualised interventions, in use across the UK for decades and increasingly in use in Denmark, aim
to support change through professional practitioners following detailed prescriptions of what they must
do to affect a particular change in the target group. Social pedagogy, a strong professional tradition in
Denmark and an emerging profession in the UK, takes an approach that responds to the individualâs
experience of the immediate situation, seeks to nurture relational opportunities and to empower people
to fully participate in their lives and society. Harboâs research reveals that this approach can be at odds
with manualised interventions for a variety of reasons. A social pedagogically informed programme
has been developed in London that uses a clear ethical stance and key theories as its foundation, and
upon which structures have been developed, but no manual. This article explores the use of these
manualised and non-manualised interventions in Denmark and the UK and the roles of social pedagogues
in supporting change through programmatic interventions. Harboâs doctoral research findings on practice surrounding the highly prescriptive manual Aggression Replacement Training in Denmark
(Harbo, 2019) is explored alongside Kempâs reflections on the social pedagogically informed Family
Learning Intervention Programme in England, examining the tensions and synergies that emerge around
each programme when they meet reality and the individual characteristics of day-to-day situations.
The perspectives presented emerge from practice research and reflections, and as such are based in an
experiential research tradition. Finally, we draw together our learning and openings for further research
and policy development