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Consequences of social assistance (preliminary study)

What happens to people who receive professional help? With this focus, the study "Consequences of social assistance" aims at the core of institutional assistance: its consequences for the recipients.

The project is a preliminary study for the DFG Research Training Group 2493 "Consequences of Social Services Work".

Campus Adolf-Reichwein

Project description

The project is based on a complex concept of "consequences": The guiding principle is a perspective that opens up help and its consequences from the point of view of addressees in their specific lifeworlds. In this sense, "consequences" refer to patterns of action, living conditions and images or categorizations by means of which addressees are perceived or by means of which they perceive themselves in the sense of self-images. The target group orientation adopted here thus offers the potential to expand the existing approaches to impact research, which only focus on predefined effects of social measures (such as rates of recidivism or the achievement of certain school-leaving qualifications).

Four sub-projects will focus on the following fields of work and categorizations of addressees in the area of social assistance:

  • Juvenile delinquency

  • Interfaces between youth welfare and school

  • Disability

  • Migration

Within these fields of work and in relation to the categorizations mentioned, the project examines how recipients experience the specific social assistance and what consequences they anticipate or experience for their actions and life courses. Since social assistance can be intervening in different ways, the forms of assistance are heuristically differentiated according to their depth of intervention. It is to be expected that the subjective perception of measures is decisively influenced by the corresponding intensity qua depth of intervention. Thus, the differences between fields of work and depths/intensities of intervention, which are used to intervene in lifeworld contexts, provide the comparative matrix of the overall project, whereby the categorizations of addressees as people "with a migration background" or "with disabilities" are analysed as cross-cutting issues of the fields of work.

From a methodological point of view, the claim to subject-related research into the consequences of social assistance is implemented in different ways depending on the sub-project. The guiding principle in each case is the intention to allow the perspective of the addressees to come to the fore and to analyze processes that persist over time. The findings are systematically related to each other and contrasted with the results of existing impact research.

Everything at a glance

  • Icon Kalender

    Duration
    01.10.2015 - 30.09.2017

  • Icon Tag

    Fields of work
    Juvenile delinquency
    Interfaces between youth welfare and schools
    Disability
    Migration

Info | Team | Publications

Who are we?

We are: Jennifer Buchna, Thomas Coelen, Bernd Dollinger, Luzie Gilde, Selina Heppchen,
Chantal Munsch, Albrecht Rohrmann, Vesna Varga and Hanna Weinbach.


We work together at the University of Siegen.
You can study there.
And you can do research there.
We do research on social assistance.



What is the topic of our research project?

There are many different types of social support.
For example:

  • Advice on finding a training place
  • Support at school
  • Training courses on how to deal with conflicts or problems
  • residential groups for young people
  • ...and much more!
We are interested in the following questions:
  1. How do young people who receive social support live?
  2. How do young people who receive social support live?
  3. How do young people find this help?

So far, little is known about this.
We talk to young people to find out more.


What exactly do we do?

Our work is divided into four sub-projects.

  • Sub-project A: Thomas Coelen and Jennifer Buchna's project is about social support from schools and youth welfare services.
  • Sub-project B: The project by Bernd Dollinger, Luzie Gilde and Selina Heppchen is about social support for young people who have experienced punishment.
  • Sub-project C: The project by Chantal Munsch and Vesna Varga is about social support for young people with a history of migration.
  • Sub-project D: Albrecht Rohrmann and Hanna Weinbach's project is about social help for young people with disabilities.

All sub-projects work in different ways.

However, all projects have three things in common:

  1. The focus is on the perspective of young people.
    It's about their lives.
    And their experiences with social assistance.
  2. Each sub-project examines different types of social support in more detail.
  3. There are no questionnaires to fill out.
    There are also no interviews, such as those you see on television.
    Instead, we talk to young people.
    We want to understand what is important to them.
    To find out, we record the conversation on tape.
    We write down the conversation afterwards.
    Names are not mentioned anywhere.

The results of the individual sub-projects should be compared with each other.
We write essays about it. Or a book.
We want to help ensure that young people's voices are heard more when people talk about social assistance.


How can you contact us?

Would you like to find out more about our research project?
Do you have any questions, comments or suggestions about the project?
Or about our website?
We would be delighted if you would get in touch with us!
You can call us. Or send us an e-mail.


Sub-project A:

Jennifer Buchna

If you encounter any barriers when visiting our homepage, please inform us briefly: sekretariat@zpe.uni-siegen.de. We will endeavor to remove the barriers as soon as possible.

Management:
Research assistants:

  • Buchna, J./Coelen, T. (2017): 'Control' of the consequences of social assistance in the intersections between youth welfare and school. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann (eds.): Consequences of social assistance. Theoretical and empirical approaches. Weinheim. S. 108-123.
  • Buchna, J./Gilde, L./Heppchen, S./ Vietig, J./Weinbach, H. (2017): Consequences of social assistance in a cross-section of fields of work. Initial empirical findings. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann (eds.): Consequences of social assistance. Theoretical and empirical approaches. Weinheim: Beltz Juventa. S. 195-211.
  • Dollinger, B. (2017): Narrative impact research. Consequences of social assistance between evidence-based and subject-related. In: Journal for Social Pedagogy, 15th vol. p. 22-41.
  • Dollinger, B./Fröschle, T. (2017): Me and My Custodial Sentence: A Case Study on Categorization Work of Young Defendants. In: Narrative Inquiry. 27. vol. p. 66-84.
  • Dollinger, B./Fröschle, T./Gilde, L./Vietig, J. (2016): Young people in court: case studies on the subjective experience of hearings by the juvenile court. In: Monthly Journal of Criminology and Criminal Law Reform. 99th vol. pp. 325-341.
  • Dollinger, B./Fröschle, T./Gilde, L./Vietig, J. (2017): Between powerlessness and the search for self-determination: conviction and imprisonment from the perspective of young defendants. In: M. Schweder (ed.): Jugendstrafvollzug - (k)ein Raum der Bildung! Weinheim: Beltz Juventa. S. 141-157.
  • Dollinger, B./Gilde, L./Heppchen, S./Vietig, J. (2017): Young defendants in the struggle with the educational claim of juvenile (criminal) law. Empirical explorations. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann: Consequences of social assistance. Theoretical and empirical approaches. Weinheim: Beltz Juventa. S. 177-194.
  • Dollinger, B./Weinbach, H./Munsch, C./Coelen, T./Rohrmann, A. (2017): Implications of researching the consequences of social assistance - Introductory remarks. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann (eds.): Folgen sozialer Hilfen. Theoretical and empirical approaches. Weinheim: Beltz Juventa. S. 8-17.
  • Rohrmann, A./Weinbach, H. (2017): Everyday life and lifeworld as central points of reference for professional action in the context of community-oriented support. In: G. Wansing, M. Windisch (eds.): Selbstbestimmte Lebensführung und Teilhabe - Behinderung und Unterstützung im Gemeinwesen. Stuttgart: Kohlhammer. S. 49-60.
  • Rohrmann, A./Weinbach, H. (2017): Inclusive education through school support? On the stabilization of school support through the Federal Participation Act. In: Sozial Extra, Volume 41, Issue 4, pp. 39-42.
  • Rohrmann, A./Weinbach, H. (2017): Support services for young people with disabilities and their families. Effects of procedures and services on opportunities for participation. In: Expert Commission 15th Children and Youth Report (ed.): Materials on the 15th Children and Youth Report 'Between free spaces, family, all-day school and virtual worlds - personality development and educational aspirations in adolescence'. S. 425-492.
  • Rohrmann, A./Weinbach, H. (2017): Attribution of non-/disability and disadvantage in informal and formal education. In: M. S. Baader, T. Freytag (eds.), Education and inequality in Germany. Wiesbaden: Springer VS. S. 447-467.
  • Thiersch, H./Weinbach, H. (2017): Addressees and consequences of social assistance. Hans Thiersch in conversation with Hanna Weinbach. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann (eds.): Folgen sozialer Hilfen. Theoretical and empirical approaches. Weinheim: Beltz Juventa. S. 18-31.
  • Varga, V./Munsch C. (2017): On the relevance of interview contexts for positioning in help narratives. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann (eds.): Consequences of social assistance. Theoretical and empirical approaches. Weinheim: Beltz Juventa. S. 93-106.
  • Weinbach, H. (2017): Un/doing disability as a consequence of social assistance. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann (eds.): Consequences of social assistance. Theoretical and empirical approaches. Weinheim: Beltz Juventa. S. 152-176.
  • Weinbach, H./Coelen, T./Dollinger, B./Munsch, C./Rohrmann, A. (2017): Consequences of social assistance. Theoretical and empirical approaches. Weinheim: Beltz Juventa.
  • Bauer P./Dollinger B./Füssenhäuser C./Kessl F./Neumann S. (eds.) (2015): Practices of inclusion and exclusion in social work. Weinheim: Beltz Juventa.
  • Buchna, J./Coelen,T./Dollinger, B./Rother, P. (2015): New problem work? Constructions of educational disadvantage in half-day and all-day schools. In: Social Problems, Volume 26, Issue 1, pp. 47-66.
  • Buchna, J./Coelen,T./Dollinger, B./Rother, P. (2015): Morality of the all-day school. On the justification of all-day education between Playstation and school regulations, in: Neue Praxis, Heft 6, pp. 626-641.
  • Coelen, T./Gusinde, F. (2011): Youth education and school. In: B. Hafeneger (ed.): Extracurricular youth education. Basics - fields of action - actors. Schwalbach: Wochenschau Verlag. S. 87-102.
  • Coelen, T./Hildebrandt, Z. (2014): Identity formation in all-day schools. Educational and socio-theoretical thoughts on all-day learning and living spaces. In: J. Hagedorn (ed.): Youth, school and identity. Self-development and identity construction in the context of school. Wiesbaden: VS Verlag, pp. 707-723.
  • Coelen, T./Stecher, L. (eds.) (2014): The all-day school. An introduction. Weinheim: Beltz Juventa.
  • Dollinger, B. (2014): "Intensive offenders" between criminal policy interest and empirical findings. In: Discourse on Childhood and Youth Research. 9th vol. pp. 81-91.
  • Dollinger, B. (2015): What works from whose perspective? Current trends in evidence-based criminology and their consequences for policy and professional practice. In: Monthly Journal of Criminology and Criminal Law Reform. 98th vol. pp. 428-443.
  • Dollinger, B./Groenemeyer, A./Rzepka, D. (eds.) (2015): Deviance as a risk. New perspectives on dealing with deviant behavior, delinquency and social conspicuousness. Weinheim: Beltz Juventa.
  • Dollinger, B./Oelkers, N. (eds.) (2015): Socio-educational perspectives on deviance. Weinheim: Beltz Juventa.
  • Munsch, C. (2007): Effects of educational assistance from the user's perspective In: Impact-oriented youth welfare. A series of publications by the ISA on the qualification of educational assistance, Volume 01, pp. 41-47
  • Munsch, C. (2010): Commitment and diversity. The context of dominance and social inequality using the example of migration. Weinheim: Beltz Juventa.
  • Munsch, C. (2014): Who are actually "people with a migration background"? On the need for a reflexive concept of migration. In: Forum Erziehungshilfen 2/2014, pp. 68-72.
  • Munsch, C. (2015): Subjective experiences of researchers entangled in the field. An ethnographic approach to researching notions of normality and social differentiation (not only) in social work. In: Journal for Social Pedagogy 4/2015, pp. 420-440.
  • Munsch, C. (2017): Public sphere and interference - social work in the field of tension between individualization and politicization. In: E. Kruse, F. Kessl, S. Stövesand, W. Thole (eds.): Social work - core topics and problem areas. Social work - the basics. Leverkusen: Budrich. S. 160-172.
  • Rohrmann, A. (2007): Open assistance and individualization. Perspectives on welfare state support for people with disabilities. Bad Heilbrunn: Klinkhardt.
  • Rohrmann, A. (2012): Inclusion and participation. In: Dialog Erziehungshilfe (4), pp. 41-47.
  • Rohrmann, A. (2013): Segregation - Integration - Inclusion. On the housing and living situation of disabled people in the light of the inclusion debate. In: E. Rohrmann (ed.): Learning from history to shape the future. Inclusive education and upbringing in the past, present and future. Marburg: Tectum. S. 121-137.
  • Rohrmann, A./Althaus, N/Barth, C./Schädler, J. (2012): Further development of integration assistance through person-centered management. In: Participation 51 (1), pp. 4-11.
  • Varga, V. (2010): Homogeneity and heterogeneity in intercultural learning groups. In: Gender Colloquium University of Siegen (ed.). Gender in intercultural and reconstructive perspective. Siegen. S. 57-73.
  • Varga, V./Munsch, C. (2014): Context-specific positionings: Presentation of a research approach and an analysis strategy using the case study of a teacher "with a migration background". In: Forum: Qualitative Social Research, Vol. 15, 2014.
  • Weinbach, H. (2016): Social work with people with disabilities. The concept of lifeworld orientation in disability care. Weinheim: Beltz Juventa.
  • Weinbach, H./Stamm, C./Rohrmann, A. (2008): "Gender a minor matter?" Perspectives on gender-sensitive support for people with disabilities. Research results from the project: Independent living for people with disabilities - individual assistance from a single source. In: New Practice 38 (3), pp. 252-267.
Director:
Research assistants:
  • Buchna, J./Coelen, T. (2017): 'Control' of the consequences of social assistance in the intersections between youth welfare and school. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann (eds.): Folgen sozialer Hilfen. Theoretical and empirical approaches. Weinheim. S. 108-123.
  • Buchna, J./Gilde, L./Heppchen, S./ Vietig, J./Weinbach, H. (2017): Consequences of social assistance in a cross-section of fields of work. Initial empirical findings. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann (eds.): Consequences of social assistance. Theoretical and empirical approaches. Weinheim: Beltz Juventa. S. 195-211.
  • Dollinger, B. (2017): Narrative impact research. Consequences of social assistance between evidence-based and subject-related. In: Journal for Social Pedagogy, 15th vol. p. 22-41.
  • Dollinger, B./Fröschle, T. (2017): Me and My Custodial Sentence: A Case Study on Categorization Work of Young Defendants. In: Narrative Inquiry. 27. vol. p. 66-84.
  • Dollinger, B./Fröschle, T./Gilde, L./Vietig, J. (2016): Young people in court: case studies on the subjective experience of hearings by the juvenile court. In: Monthly Journal of Criminology and Criminal Law Reform. 99th vol. pp. 325-341.
  • Dollinger, B./Fröschle, T./Gilde, L./Vietig, J. (2017): Between powerlessness and the search for self-determination: conviction and imprisonment from the perspective of young defendants. In: M. Schweder (ed.): Jugendstrafvollzug - (k)ein Raum der Bildung! Weinheim: Beltz Juventa. S. 141-157.
  • Dollinger, B./Gilde, L./Heppchen, S./Vietig, J. (2017): Young defendants in the struggle with the educational claim of juvenile (criminal) law. Empirical explorations. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann: Consequences of social assistance. Theoretical and empirical approaches. Weinheim: Beltz Juventa. S. 177-194.
  • Dollinger, B./Weinbach, H./Munsch, C./Coelen, T./Rohrmann, A. (2017): Implications of researching the consequences of social assistance - Introductory remarks. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann (eds.): Folgen sozialer Hilfen. Theoretical and empirical approaches. Weinheim: Beltz Juventa. S. 8-17.
  • Rohrmann, A./Weinbach, H. (2017): Everyday life and lifeworld as central points of reference for professional action in the context of community-oriented support. In: G. Wansing, M. Windisch (eds.): Selbstbestimmte Lebensführung und Teilhabe - Behinderung und Unterstützung im Gemeinwesen. Stuttgart: Kohlhammer. S. 49-60.
  • Rohrmann, A./Weinbach, H. (2017): Inclusive education through school support? On the stabilization of school support through the Federal Participation Act. In: Sozial Extra, Volume 41, Issue 4, pp. 39-42.
  • Rohrmann, A./Weinbach, H. (2017): Support services for young people with disabilities and their families. Effects of procedures and services on opportunities for participation. In: Expert Commission 15th Children and Youth Report (ed.): Materials on the 15th Children and Youth Report 'Between free spaces, family, all-day school and virtual worlds - personality development and educational aspirations in adolescence'. S. 425-492.
  • Rohrmann, A./Weinbach, H. (2017): Attribution of non-/disability and disadvantage in informal and formal education. In: M. S. Baader, T. Freytag (eds.), Education and inequality in Germany. Wiesbaden: Springer VS. S. 447-467.
  • Thiersch, H./Weinbach, H. (2017): Addressees and consequences of social assistance. Hans Thiersch in conversation with Hanna Weinbach. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann (eds.): Folgen sozialer Hilfen. Theoretical and empirical approaches. Weinheim: Beltz Juventa. S. 18-31.
  • Varga, V./Munsch C. (2017): On the relevance of interview contexts for positioning in help narratives. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann (eds.): Consequences of social assistance. Theoretical and empirical approaches. Weinheim: Beltz Juventa. S. 93-106.
  • Weinbach, H. (2017): Un/doing disability as a consequence of social assistance. In: H. Weinbach, T. Coelen, B. Dollinger, C. Munsch, A. Rohrmann (eds.): Consequences of social assistance. Theoretical and empirical approaches. Weinheim: Beltz Juventa. S. 152-176.
  • Weinbach, H./Coelen, T./Dollinger, B./Munsch, C./Rohrmann, A. (2017): Consequences of social assistance. Theoretical and empirical approaches. Weinheim: Beltz Juventa.
  • Bauer P./Dollinger B./Füssenhäuser C./Kessl F./Neumann S. (eds.) (2015): Practices of inclusion and exclusion in social work. Weinheim: Beltz Juventa.
  • Buchna, J./Coelen,T./Dollinger, B./Rother, P. (2015): New problem work? Constructions of educational disadvantage in half-day and all-day schools. In: Social Problems, Volume 26, Issue 1, pp. 47-66.
  • Buchna, J./Coelen,T./Dollinger, B./Rother, P. (2015): Morality of the all-day school. On the justification of all-day education between Playstation and school regulations, in: Neue Praxis, Heft 6, pp. 626-641.
  • Coelen, T./Gusinde, F. (2011): Youth education and school. In: B. Hafeneger (ed.): Extracurricular youth education. Basics - fields of action - actors. Schwalbach: Wochenschau Verlag. S. 87-102.
  • Coelen, T./Hildebrandt, Z. (2014): Identity formation in all-day schools. Educational and socio-theoretical thoughts on all-day learning and living spaces. In: J. Hagedorn (ed.): Youth, school and identity. Self-development and identity construction in the context of school. Wiesbaden: VS Verlag, pp. 707-723.
  • Coelen, T./Stecher, L. (eds.) (2014): The all-day school. An introduction. Weinheim: Beltz Juventa.
  • Dollinger, B. (2014): "Intensive offenders" between criminal policy interest and empirical findings. In: Discourse on Childhood and Youth Research. 9th vol. pp. 81-91.
  • Dollinger, B. (2015): What works from whose perspective? Current trends in evidence-based criminology and their consequences for policy and professional practice. In: Monthly Journal of Criminology and Criminal Law Reform. 98th vol. pp. 428-443.
  • Dollinger, B./Groenemeyer, A./Rzepka, D. (eds.) (2015): Deviance as a risk. New perspectives on dealing with deviant behavior, delinquency and social conspicuousness. Weinheim: Beltz Juventa.
  • Dollinger, B./Oelkers, N. (eds.) (2015): Socio-educational perspectives on deviance. Weinheim: Beltz Juventa.
  • Munsch, C. (2007): Effects of educational assistance from the user's perspective In: Impact-oriented youth welfare. A series of publications by the ISA on the qualification of educational assistance, Volume 01, pp. 41-47
  • Munsch, C. (2010): Commitment and diversity. The context of dominance and social inequality using the example of migration. Weinheim: Beltz Juventa.
  • Munsch, C. (2014): Who are actually "people with a migration background"? On the need for a reflexive concept of migration. In: Forum Erziehungshilfen 2/2014, pp. 68-72.
  • Munsch, C. (2015): Subjective experiences of researchers entangled in the field. An ethnographic approach to researching notions of normality and social differentiation (not only) in social work. In: Journal for Social Pedagogy 4/2015, pp. 420-440.
  • Munsch, C. (2017): Public sphere and interference - social work in the field of tension between individualization and politicization. In: E. Kruse, F. Kessl, S. Stövesand, W. Thole (eds.): Social work - core topics and problem areas. Social work - the basics. Leverkusen: Budrich. S. 160-172.
  • Rohrmann, A. (2007): Open assistance and individualization. Perspectives on welfare state support for people with disabilities. Bad Heilbrunn: Klinkhardt.
  • Rohrmann, A. (2012): Inclusion and participation. In: Dialog Erziehungshilfe (4), pp. 41-47.
  • Rohrmann, A. (2013): Segregation - Integration - Inclusion. On the housing and living situation of disabled people in the light of the inclusion debate. In: E. Rohrmann (ed.): Learning from history to shape the future. Inclusive education and upbringing in the past, present and future. Marburg: Tectum. S. 121-137.
  • Rohrmann, A./Althaus, N/Barth, C./Schädler, J. (2012): Further development of integration assistance through person-centered management. In: Participation 51 (1), pp. 4-11.
  • Varga, V. (2010): Homogeneity and heterogeneity in intercultural learning groups. In: Gender Colloquium University of Siegen (ed.). Gender in intercultural and reconstructive perspective. Siegen. S. 57-73.
  • Varga, V./Munsch, C. (2014): Context-specific positionings: Presentation of a research approach and an analysis strategy using the case study of a teacher "with a migration background". In: Forum: Qualitative Social Research, Vol. 15, 2014.
  • Weinbach, H. (2016): Social work with people with disabilities. The concept of lifeworld orientation in disability care. Weinheim: Beltz Juventa.
  • Weinbach, H./Stamm, C./Rohrmann, A. (2008): "Gender a minor matter?" Perspectives on gender-sensitive support for people with disabilities. Research results from the project: Independent living for people with disabilities - individual assistance from a single source. In: New Practice 38 (3), pp. 252-267.

Further links

Website DFG-GRK Consequences of social aid