{"id":5180,"date":"2022-02-21T13:18:58","date_gmt":"2022-02-21T12:18:58","guid":{"rendered":"https:\/\/www.schulzentrum-stetten-akm.de\/?p=5180"},"modified":"2022-04-07T11:22:17","modified_gmt":"2022-04-07T09:22:17","slug":"life-skills-with-lars-and-lisa","status":"publish","type":"post","link":"https:\/\/www.schulzentrum-stetten-akm.de\/en\/life-skills-with-lars-and-lisa\/","title":{"rendered":"Life skills with LARS and LISA"},"content":{"rendered":"

School social work starts pilot project at the Stetten School Centre in LG 6.1<\/strong><\/p>\n\n\n\n

How\nis the right way to react to being falsely accused?<\/p>\n\n\n\n

Lisa\nLisa has done a lot of cramming for her exam, but her teacher finds a cheat sheet under Lisa's desk that she didn't write herself.\ncheat sheet that she didn't write herself...what now? Exam\nflunked? <\/p>\n\n\n\n

Was\nall that effort for nothing?<\/p>\n\n\n\n

LISA is not a real person, but a character from the\nprogramme <\/strong>On the way\nto life skills and self-regulation with LARS & LISA.<\/em><\/strong> <\/em>Initiator\nof the pilot project to implement the life skills programme at the Stetten school centre\nTobias Buck from the school social work department of the Mariaberg regional\nsocial services Mariaberg. He has divided the programme into two modules and, together with the learning group\nwith the learning group 6.1 of the school centre Stetten a.k.M. and\nlearning group facilitator Annemarie Ziegler. The first module took place\nthe last three weeks during lesson time and was met with increasing\nincreasingly interested learning partners. <\/p>\n\n\n\n

The two acronyms LARS and LISA in the programme stand for \"L<\/strong>ust A<\/strong>n\nR<\/strong>ealistic S<\/strong>ichtweise\" and \"L<\/strong>eichtigkeit I<\/strong>m S<\/strong>ocial\nA<\/strong>lltag\" and summarise what the training programme is about: emotion regulation, motivation, volition. I beg your pardon?  <\/p>\n\n\n\n

Using exemplary situations from everyday school life and simple teambuilding exercises\nteam-building exercises, young people are encouraged to increase their resilience and control their emotions,\nresilience and control over their emotions to enable them to lead a successful life.\nenable them to lead a successful life. In other words: learning to\nlearning to control oneself, committing oneself to something and wanting to do something.<\/p>\n\n\n\n

The\ntraining material consists of various video game scenes in which the acronyms\nacronyms LARS and LISA act as characters to enable the students to better\nidentification with what they have learned. Supporting worksheets\nself-reflection worksheets are designed for individual work and action-oriented\nTeam games give each pupil the opportunity to test their social competence.\n<\/p>\n\n\n\n

Lust for life\nwith LARS and LISA for young people in lower secondary school <\/strong>was originally designed by a team of doctors\nby a team of doctors and psychologists from the University of T\u00fcbingen.\nform as part of social education at schools in Baden-W\u00fcrttemberg. The aim is to lead to\nlong-term improvement of the mental health of young people.\nof young people. It corresponds to the guiding perspective \"Prevention and\nprevention and health promotion\" of the 2016 education plan, whose fields of learning and action\nfields of learning and action refer to the life skills concept of the WHO.<\/p>\n\n\n\n

\"Young people today are\nmore involved with developmental tasks than previous generations,\" explains\nTobias Buck when asked why he started LARS and LISA.<\/p>\n\n\n\n

\"A world with an\nof opportunities, but also dangers, demands self-confident and competent action from\ncompetent action and often leads to young people being overtaxed.\novertaxing of young people. Instead of being faced with the agony of choice or\nor the feeling of arbitrariness in the shaping of their lives, young people must learn to\nyoung people must learn to reconcile their goals with their own abilities and possibilities.\nwith their own abilities and possibilities.<\/p>\n\n\n\n

On a professional level\nThe learning partners at the school centre already have the opportunity to discuss with the coach the methods that\nwith the coach to discuss the methods that are appropriate for their learning goals. Now they are to\nLARS and LISA should enable them to mobilise their resources to a far greater\nresources to a much greater extent, especially on a social level. <\/p>\n\n\n\n

This is something that LISA's\ncounterpart LARS experiences first hand when he has to cope with failure after a\nbasketball tournament. Every pupil has experienced such a situation\nevery student at some point, and it is very easy to throw in the towel after a\nthrow in the towel after a defeat.
\nHere, a special exercise gives the students a differentiated view of personal failure.\nof personal failure: using typical sentences called \"pullers down\" and \"builders\nand \"builders\", it is shown how a constructive assessment of the overall\nsituation, a realistic rather than dramatic assessment of the experience is made.\nassessment of the experience is made. In short, \"I just can't\nI just can't play basketball\" is less likely to get LARS anywhere than \"I wasn't really in the game today.\" <\/p>\n\n\n\n

That one does not learn this realistic\nassessment competence is not learned as quickly as flipping a switch,\nTobias Buck demonstrates in the next video: LISA has accidentally stood LARS up at a date\nLISA has accidentally stood LARS up on a date in town, but LARS is far from constructive thinking.\nand suspects, \"I'm not good enough for her.\"
\n
\nThe learning partners feel a little queasy when they watch it, because just a few days ago there were some\nthere were some conflicts in the learning group about who meets with whom in the\nwith whom in the schoolyard during the long break. Tobias Buck takes up the\nTobias Buck picks up the thread: \"What could LARS do if he wants LISA to meet him again?\nto meet up with him again?<\/p>\n\n\n\n

And already the\ngroup is in the middle of a discussion about how feelings influence our actions.\ninfluence our actions. What you can do to control your impulses and how this is related to self-knowledge and\nself-awareness and frustration tolerance. Buzzwords that are used in\nin the school education and upbringing curriculum.<\/p>\n\n\n\n

\"Schools have a key role to play in\nschools have a key role to play in teaching these skills,\" explains Annemarie Ziegler.\n\"Pupils spend more and more time in the institution, the demands of the\nrequire complex actions and developmental tasks are increasingly falling to the\nincreasingly fall to the school instead of the parental home. The acquisition of these skills is\nfundamental to a young person's educational and life success.\"<\/p>\n\n\n\n

The personal requirements,\nthat are placed on a pupil today to successfully complete his or her school career have\nare now almost as high as those in the \"adult world\".\nProfessions like jobs demand the highest level of social competence.<\/p>\n\n\n\n

The bar for the \"output\nfor the \"output\", the result, of LARS and LISA is quite high - can the training programme meet this demand?<\/p>\n\n\n\n

After the first\nAfter the first implementation of LARS and LISA, the results are consistently positive.\nlearning partners engage with the programme's themes, improve the quality of their\nquality of their cooperation and reflect on their experiences in objective\nlanguage.<\/p>\n\n\n\n

How does the\nlearning group facilitator?<\/p>\n\n\n\n

\"For me it was a stroke of\nto be able to observe most of the project and to see the positive effects on the students during the 90-minute\nthe positive effects on the pupils during the 90-minute training phases,\" summarises\nAnnemarie Ziegler.<\/p>\n\n\n\n

 \"Everyone has benefited from it. This is\nin the class council in a changed attitude towards the more conflictual topics and also\nand also when the learning partners have to formulate their concerns appropriately.\nOverall, LARS and LISA have improved the relationship between the learning partners.\nimproved.<\/p>\n\n\n\n

A highlight of this\nThe highlight of this beneficial development was the well-known team development game \"Tower of Power\".\nPower\", which Tobias Buck conducted in the final lesson of the first part of LARS\nand LISA. The aim of the game is to pile wooden blocks on top of each other,\nwithout using hands or feet. Only one catching device for the block is used\nby several taut ropes in the hands of the individual team members.\ncontrolled. The tricky task can only succeed if everyone works together\n- which the 6.1 did brilliantly.<\/p>\n\n\n\n

\"\"
Empowering People: The 6.1 manages the Tower of Power<\/em><\/figcaption><\/figure>\n\n\n\n

\"The LARS and LISA programme\nwas a huge success,\" Tobias Buck affirms. \"I would like to see it\nimplemented on a compulsory basis in lower secondary schools in the future.\"<\/p>\n\n\n\n

And what do the girls and boys\nand boys from 6.1 see it?<\/p>\n\n\n\n

It was great fun,\" says David Hotz.\nIt was great fun,\" says David Hotz, \"and with the Tower of Power you had to really\nto get the block on top of the other one.\"<\/p>\n\n\n\n

\"I was impressed by how well\nour learning group worked well together. We could rely on each other,\nJennifer Sieber praises the newly strengthened team spirit.<\/p>\n\n\n\n

Enthusiastic is also\nDiego Rogdrigues, spokesman for the study group: \"I'm already looking forward to the next part!\nnext part!\" <\/p>\n\n\n\n

After a break of\nAfter a break of a few weeks, the second part of the training programme for the students will be about\nbehaviour, appropriate body language and establishing sustainable\nand establishing sustainable contacts with other people. <\/p>\n\n\n\n

Tobias Buck and Annemarie\nZiegler are also looking forward - to the evaluation phase after the second part\nand to the continuation of this press report.<\/p>","protected":false},"excerpt":{"rendered":"

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