Violence Protection Concept

1. Introduction and Attitude

Knospe-Lerncenter GmbH offers comprehensive, evidence-based support for positive community participation and appropriate schooling for children and adolescents with Autism Spectrum Disorder and other disabilities.

Our aim is to prepare each learner, according to their unique strengths and challenges, to live, work, and engage effectively in society.

We achieve this through efficient 1:1 support in our learning centers, complemented by formative environments like home, kindergarten, and school. Our support promotes participation while prioritizing the learner's independence, well-being, and safety. We teach learners to utilize the benefits of their daily environment, express their needs, and establish boundaries. The learner's experiences, interests, desires, and ideas are pivotal in our program development and guide our approach. Caregivers are taught to be attentive to what the learner communicates, particularly through behavior. Students learn to consent to or reject guidance based on their personal boundaries. Without the learner’s assent, the measure cannot succeed.

The fundamental task of every Knospe-Lerncenter GmbH employee is to build a meaningful, reciprocal relationship with our learners, engaging with their interests and desires, and accepting them as they are. Our primary focus is meeting learners where they are at any moment, aiding them in acquiring desired skills to enhance communication and community interaction. Our programs are driven by a commitment to enjoyable, learner-guided interactions. This can only be achieved through non-violent, non-aggressive engagement.

Our support programs are tailored for each learner within their personal environment. The 1:1 support in our center, provided by tutors and consultants, is augmented by the involvement of parents and other key caregivers. In this manner, we contribute significantly to an inclusive society, offering learners with disabilities equal participation opportunities according to their capabilities. Our learners, with varying degrees of challenges, may have cognitive and physical limitations, limited communication abilities, care needs, and challenging behavior. The inherent power imbalance in the guide–learner relationship can foster aggression, necessitating conscious management and continual self-reflection. It's equally vital to guide parents/guardians in navigating this imbalance.

At the Lerncenter, tutors receive regular supervision during support sessions. Consultants and management are also supervised and trained for self-reflection. Knospe-Lerncenter GmbH strictly opposes any form of violence or transgressive behavior, embedding protection against violence in our work structures.

This protection initiative aims to support Knospe-Lerncenter employees in their responsibility towards learners and their families and caregivers, raising awareness of the guide–learner power dynamics. Sensitizing our staff, the learners' environments, and above all, consistently empowering learners to defend their rights is our strongest safeguard against violence and vulnerability.

We concentrate on fortifying the family environment, guiding caregivers in their interactions, and fostering long-term growth to navigate daily challenges and address problematic behavior. While our work may sometimes be reactive, our goal is always proactive prevention for our learners.

2. Violence: Definitions, Causes, and Forms

Definition of Violence

Violence is generally understood as the intentional application of threatened or actual physical and/or mental coercion against oneself or another person. Its aim is to intimidate, dominate, harm, or even kill.¹World Health Organization Regional Office for Europe. (2003). World report on violence and health: Executive summary. Copenhagen, Denmark: Author.

The concept was extensively defined by Norwegian peace researcher Johan Galtung in 1975: "Violence occurs when people are influenced so that their actual somatic and mental realization falls short of their potential realization... Violence is that which widens the gap between potential and actual, or hinders narrowing that gap."²Galtung, J., & Fischer, D. (2013). Johan Galtung’s books (1953–2012). In Johan Galtung (SpringerBriefs on Pioneers in Science and Practice, Vol. 5). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-32481-9_2

Causes of Violence

The triggers for transgressive behavior, assaults, or criminally relevant violence are diverse, including inattention, stress, helplessness, and intent. Boundary violations can arise from unreflective actions, a misguided professional self-image, or unrecognized subtle violence. For our learners, overwhelming situations and helplessness can manifest as violent behavior. Additional causes include mental illness, learned behavior, communication barriers, and negative physical sensations, like pain or discomfort, potentially leading to aggressive moods.

Forms of Violence

Violence is intricately linked to power imbalances and a lack of autonomy. It manifests in various forms and is subjectively perceived differently. At Knospe-Lerncenter GmbH, we have a clear and unified understanding of what constitutes violence:

Physical Violence encompasses abuse forms like hitting, shaking, kicking, pulling hair, throwing objects, hitting against walls, tugging at clothes, undesirable restraints, and coercive feeding practices. Restraint and other defensive measures do constitute physical force but may be employed solely for protection with consent of parents/guardians and never for educational purposes. All protective measures align with the evidence-based crisis management programs like Nonviolent Crisis Intervention from the Crisis Prevention Institute, Professional Crisis Management from the Professional Crisis Management Association, and Safety-Care Crisis Prevention Training by QBS.

Psychological Violence includes name-calling, shouting, discrimination, shaming, ignoring, patronizing, threats, bullying, manipulation, coercion, scaremongering, isolation, and withholding information. Unlike physical violence, the infliction and effects of psychological violence are often invisible or difficult to detect. It can be perpetrated unintentionally, perhaps due to unawareness of existing fears or a lack of sensitivity, making it one of the most common boundary violations. Determining the presence of psychological violence can sometimes be challenging. It is essential for employees, learners, and all involved parties to understand that the impact of psychological violence is typically harder to remedy than that of physical injuries. Legally recognized forms of psychological violence include, but are not limited to, insult (§ 185 StGB), defamation (§ 186 StGB), and slander (§ 187 StGB), as well as stalking (§ 238 StGB), coercion (§ 240 StGB), and threats (§ 241 StGB).

Sexualized Violence involves any boundary violation or assault that infringes upon personal intimacy, including touching of intimate areas or other parts of the body, whether forcing another person to engage in non-consensual physical acts or verbal statements or imposing actions upon them. Sexualized violence includes sexual assault, privacy invasion, inappropriate language, unwanted touching, sexual harassment, coercion into sexual acts or viewing pornography, and threats.

Examples of criminally relevant forms of sexual violence include sexual abuse (§ 174 StGB) of children (§ 176 StGB) and of adolescents (§ 182 StGB), as well as sexual assault, sexual coercion, and rape (§ 177 StGB). Other forms include exhibitionist acts (§ 183 StGB), the distribution of pornographic content (§ 184 StGB), and sexual harassment (§ 184i StGB). Additionally, specific legal provisions aim to protect particularly vulnerable groups, such as people with disabilities. For instance, § 174a StGB addresses sexual abuse of prisoners, individuals in custody, sick persons, or those in institutions; § 174c addresses sexual exploitation in counseling, treatment, or care relationships; § 179 StGB addresses sexual abuse of persons unable to resist; and § 179 StGB addresses abuse of persons under care.

Structural Violence arises not from individual perpetrators, but from social and institutional conditions and structures that put people at a disadvantage. It is evident in structures shaped by values, norms, and power dynamics that severely and arbitrarily limit people in various ways, including: hindering their development according to personal needs, deliberate denial of opportunities for personal retreat, having their daily routine controlled by others, being subjected to fixed plans and rules, such as group rules and meal plans, having limited choices in areas like leisure activities and range of movement, experiencing a deliberate lack of transparency, being denied opportunities for participation, abusive use of medical prescriptions and diagnoses, and violations of data protection.

The perception of an act as violent is often determined by the victim. Although not all forms of violence have legal repercussions, every experienced form of violence harms those affected. Hence, Knospe-Lerncenter GmbH considers all forms of violence in its efforts to protect against it. Many of our learners may not be able to recognize, understand, or articulate incidents of violence. Our protective measures focus on all forms of violence that are subjectively experienced as such. Special attention is given to situations where violence is experienced by the victims.

Pedagogical Violence can occur when punishments and consequences, such as food deprivation, property confiscation, exclusion from the group or activities, are arbitrary, lacking a compelling reason, and not transparent to the learner. Violence can also manifest in poorly considered management of personal boundaries, the unreflective imposition of values on learners, or the expression of derogatory opinions. In such instances, it is crucial to reflect and carefully analyze on a case-by-case basis how pedagogical measures were implemented and how they should be structured moving forward.

Knospe-Lerncenter GmbH understands that it's not always feasible to prevent every form of violence, both actual and subjectively perceived. Maintaining transparency is vital to prevent the misuse of violence and to ensure that, if it does occur, it's openly addressed. We view our approach to violence prevention as an ongoing process that requires continuous attention. Our long-term aim is to tackle the issue of violence and its prevention at all levels.

3. Dealing with Employees

Code of Conduct for Employees

The aim of the Code of Conduct is to provide orientation for appropriate behavior and to create a framework that prevents violence at work. Its effectiveness hinges on every employee understanding and adhering to the expected behavior. Each employee receives and signs a copy of the Code of Conduct to acknowledge their understanding.

Attitude

• At Knospe-Lerncenter GmbH, we foster interpersonal relationships marked by acceptance and appreciation.
• Our work is guided by our mission, the abilities and needs of our learners, and their families/relatives.
• We expect our employees to actively reflect on their actions. Critical faculties, both active and passive, enable open professional discussions at all levels, aiming for joint further development.
• We treat each other with respect, regardless of nationality, gender, sexual orientation, religious identity, disability, or skin color.
• We believe in equal rights for all people.
• We respect each individual's unique personality, wishes, and needs.
• We empower our learners to identify, express, and have support in fulfilling their desires and needs. We treat all individuals as equal dialogue partners, ensuring transparency, credibility, and commitment.
• We respect the individual boundaries of all participants.
• Consequences are only pronounced if directly related to the previous situation, without threatening punishment.
• We advocate for our learners, supporting them in maintaining their boundaries when needed.
• We take complaints from learners, caregivers, or third parties seriously and view criticism as an opportunity for growth.
• We are conscious of potential violence-promoting structures within Knospe-Lerncenter GmbH and encourage reflection to recognize, change, and eliminate triggering factors.
• We prioritize the development of structural conditions, emphasizing transparency and flexibility to offer personal development opportunities.

Proximity and Distance

• We responsibly manage closeness and distance, maintaining developmentally and situationally appropriate boundaries.
• Our principle is: as much closeness and support as necessary, and as much distance and independence as possible.
• The responsibility for managing closeness and distance lies with the employee, not the learner or caregiver.
• We educate our learners about personal boundaries and support them in managing interactions appropriately.
• Individual boundary feelings are taken seriously and respected.
• Private appointments between employees and learners/families are discouraged. Accepting invitations to private events is allowed within professional roles, coordinated with management.
• Employees may accept gifts only if they are of low monetary value.

Physical Contact and Privacy

• We respect everyone's right to privacy.
• Staff members respect family wishes and rules, entering rooms/spaces only with explicit permission.
• Staff members never remain alone with a learner behind a locked door.
• We respect the right to and development of self-determined sexuality.
• Physical contact between staff and learners must be justifiable, developmentally appropriate, and consider the right to refuse contact.
• If behavior by the learner and/or caregiver seems inappropriate, staff should provide feedback accordingly.

Language, Choice of Words, and Clothing

• We avoid derogatory or sexualized language and do not tolerate it from learners.
• We avoid inappropriate sarcasm, irony, and ambiguous remarks.
• We maintain appropriate attire.

Use of Media

• We respect privacy rights when publishing photos, videos, and audio material.
• Employees provide official contact information to learners/reference persons.

Cooperation within the Team

• We address our own misconduct and offer collegial feedback.
• Each employee informs management/supervisors of unusual incidents.
• We discuss ambiguities with our supervisor.
• We forward complaints to responsible offices.
• In third-party interactions, we respect confidentiality.
• Regular participation in team meetings is required for all employees.

Conscious Selection of Personnel

• Our staff comprises pedagogical specialists, supervised tutors with pedagogical tasks, and administrative staff.
• All employees submit an extended certificate of good conduct upon hiring and regularly update it.
• New employees receive the violence protection concept and commit to the code of conduct by signing it.

Clarification of Personnel Responsibilities

• Each learner/family has a consultant/BCBA as a primary contact responsible for program design and implementation, and for addressing questions and complaints.
• Knospe-Lerncenter GmbH management is available for questions, problems, or conflicts.
• The Lerncenter director is approachable for questions and problems by everyone.
• Major decisions and responsibilities are undertaken by the technical director and management, involving other staff as needed.
• Management and senior staff promote Knospe-Lerncenter GmbH’s culture and values, significantly contributing to violence prevention.
• Knospe-Lerncenter GmbH management and executive board embody an attitude of respect and esteem, crucial for preventing violence.

Besides ensuring employee attitudes and actions contribute to violence prevention, special attention is paid to the home and social environment of the learner, ensuring they are not subjected to violence by others (protection mandate according to §8a SGB VIII). Knospe-Lerncenter GmbH trains employees to be sensitive to the child's well-being and encourages discussing even the slightest suspicions with management.

4. Procedural Processes

This section outlines the complaints procedure at the Knospe-Lerncenter GmbH. It includes a description of standardized procedures to follow if, despite preventive measures, violence or transgressive behavior occurs.

We view complaints as opportunities for improvement and further development of the Knospe Learning Center. Adopting an error-friendly culture, we encourage complaints, criticism, and suggestions without fear of sanctions, ensuring every complaint is taken seriously. Our primary goal is to address grievances, resolve conflicts, and improve services sustainably. Complaints can be made to the learning center management, the technical director, and/or the management team, verbally, in writing, or digitally. An external complaints office, or the responsible body, may also be used. The EUTB (supplementary, independent participation counseling) offers independent external support in all matters.

For significant legal violations, bullying, sexual violence, or substantial inappropriate behavior, learners, relatives, or caregivers may contact the ombudsman's office § 9a SGB VIII as a central, neutral point of contact.

Official Complaint Procedure:

• Parents/guardians/relatives address their complaint to the tutor or consultant.
  • If the consultant/tutor resolves the conflict with the caregiver(s), the complaint ends.
  • If unresolved, the Lerncenter's manager (Leiterin) is involved.
    • Conflict resolution ends the complaint.
    • If unresolved, the professional manager and management are involved.
      • Conflict resolution ends the complaint.
      • If unresolved, the public carrier is called to seek a solution together.
        • Conflict resolution ends the complaint.
        • If unresolved, recommendations to alternative service providers are made.

Any unresolved complaint shall be documented by the employee who received it.

Criteria for documenting violence-related complaints:

• Date, location, and names of involved parties and witnesses.
• Description of the situation, form, and manifestation of violence.
• Actions taken and further offers.

In suspected violence cases or incidents, the following initial process is advised:

1. 1. Remain calm. Avoid rash actions or questioning that could harm the person concerned.
   2. Take the report seriously. Stay neutral, and spatially separate the person if needed.
   3. Document the incident or conversation content immediately without interpretation.
   4. Forward the case to the learning center management, technical director, and/or management for consultation and clarification.
   5. Determine further action if necessary.

The addressed persons will clarify:

• Whether it's conjecture, observation, or personal experience.
• Facts to substantiate or refute assumptions.
• If it involves neglected care quality, lack of respect, or inappropriate closeness-distance.
• If there's misconduct, with or without criminal relevance.

The admitting employee refrains from making assessments and objectively clarifies the complaint, ensuring all relevant content is addressed and further procedures determined.