Everyday Pedagogy and Relationship-Building in Residential Groups

Everyday pedagogy and relationship-building in residential groups: online self-study course for professionals in residential groups/children’s homes (section 34 SGB VIII), emergency protective care units (Inobhutnahmestellen), day groups (Tagesgruppen), socio-educational family support (Sozialpädagogische Familienhilfe) and educational support (Erziehungsbeistandschaft) – 8 modules, approx. 7 hours, at your own pace, with a confirmation of participation. Legal status 2026.

Self-study without supervision, assignments or assessment of learning progress by instructors; the voluntary self-reflection is for your own orientation only. Your confirmation of participation becomes available once you have marked all modules as done yourself.

What this course covers

1Residential child care under section 34 SGB VIII: mandate and goals

2Relationships and attachment in everyday pedagogical practice

3Daily structure, rituals, rules and consequences

4Group dynamics and conflicts in living together

5A safe place: trauma-informed everyday life

6Supporting school, health and leisure

7Media, smartphones and digital worlds

8Teamwork, shift work and self-care

Learning objectives

What you will learn

You can explain in your own words the statutory mandate of residential child care (Heimerziehung) and of other forms of supervised living under section 34 SGB VIII.

You can explain in your own words the central concepts of attachment theory according to John Bowlby and Mary Ainsworth – attachment system, secure base, sensitivity, internal working models and attachment patterns.

You can explain why a reliable daily structure creates safety and orientation for young people in residential and part-residential assistance.

You can describe the phases of group development and assign typical observations from everyday life in the residential group to a phase.

You can explain what characterises a trauma-informed stance and how the concept of the safe place shapes everyday life in the residential group.

You understand school, health and leisure as equally important areas of development that are actively supported in everyday pedagogical practice – not as ‘side tasks’ alongside the actual work of upbringing.

You can describe a media education stance that takes young people’s digital worlds seriously and strikes a balance between protection, empowerment and participation.

You can structure handovers in shift work so that important information reliably reaches the next shift.

8 modules

Self-study at your own pace

Confirmation of participation after working through all modules

Everyday Pedagogy and Relationship-Building in Residential Groups