n Coaching in Komplexen Systemen

What differentiates a psychologist/school-psychologist from a coach? Wrong question, would be the best answer, as there is probably no dimension for differentiation. Psychologists are familiar with the theoretical and empirical background as well as the models behind counselling and thus a coaching process, while a coaching training often only provides the techniques and training to set psychological knowledge into action by support and guidance for a change on a personal basis or a one on one interaction. The seminar aims to integrate both, which is training the coaching techniques enriched by analysing their theoretical psychological background, thus knowledge already acquired in social-, developmental- and educational psychology courses and make them work in a complex environment. Complex systems like a school provide a special challenge for change management as numerous interaction effects have to be considered e.g. within the school hierarchy (vertical) and within subunits like the teaching staff or a class or different groups within a class (horizontal). Exemplified by the implementation of an intervention-program to deal with crisis like in a case of mobbing occurring inside a class or the teaching staff, the person in charge necessitates much more than just a structured concept of how to approach the multilevel task. Also in other more complex crisis, like the accidental death or suicide of a pupil, there is, as well, often a lack of knowledge about the social functioning of the respective school (that might find his representation in an action-plan) and special tools on how to address e.g. the teaching staff or a class as a whole. How to start and whom to start with, when the situation requires a task-force to implement a restructuring task and an efficient team has to be set up in order so serve as multiplicator, when a class deals with serious mobbing and consistent action including all school members is the very first step in the intervention process and ongoing preventive work, when ingroup/outgroup problems between teachers are obvious or a new headteacher is stressed by massive dissonance with his colleagues. The seminar is a coaching training in the first place, a reflection on how to deal with multiple perspectives if more than two are involved in the second place and an evidence-based application of psychological knowledge on how to work with structural variance in complex systems in the third place. A theoretical framework of how to apply the RRT (Relationship-Regulation-Theory, Fiske, 1999) to complex counselling/coaching situations serves as the explorative element of this seminar. The seminar will take place for the second time in September and is open to advanced students with a background in psychology or related disciplines. keine öffentliche Person LMU München SoSe 2015 apl.Prof.Dr. Schäfer Mechthild