Edited By Martin K. W. Schweer
3 Vertrauen im Kontext von Prävention und Intervention
Martin K.W. Schweer Vertrauen in Erziehungs- und Bildungsprozessen Abstract The realisation of trust forms a fundamental basis for the success of various educating processes: One has to be aware of the fact that trust is a central vari- able of social perception and interaction and the experience of trust, in turn, can be seen as the central aspect of satisfying quality among relationships. By per- ceiving the proper educational circumstance trust boosts motivation and at the same time is a valuable experience in the course of personality development. Matters of enhancing trust are getting even more important due to possible dis- criminatory tendencies existing in the educational system; large educational ob- servations point to discriminating processes which are mostly based on social as well as cultural / ethnical backgrounds. The gender perspective focusing on par- ticipation in education is also still up to date. This is still true even if one takes into consideration that the gender ratio with regard to graduation has inverted during the last decades. Beyond the level of interaction in a narrower sense, trust in educational institutions and their representatives plays an important role con- cerning the often essential cooperation of all persons involved in the educational process. These persons are primarily the primary attachment figures: the educa- tors, teachers and last but not least the children and adolescents themselves. The following article provides an overview on the facets of the trust phenomenon in the context of educational processes. 1 Einführung in den Problemkreis Vertrauen...
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