What are the goals of family life

Our goals

  • Education for independent and socially competent people

  • Learning of legal, norm-compliant and rule-compliant behavior

  • Respect for nature and other life

  • Support in acquiring school-leaving qualifications and vocational training

  • Formation of the individual perspective on life

  • Promote self-confidence and self-confidence



Educational objectives (self-image)

The systemic approach we use focuses on the development of the individual personality of the child / adolescent. We assume that the person only has the opportunity to retain their individuality if they are able to take into account general social values ​​and requirements in the development of their personal life.


The aim of our educational work is therefore to support the individual in developing their personal resources - i.e. their individual personality - and being able to bring their personal potentials into social life.


Every child or young person should be able to live self-confidently and independently as an adult with their own identity development. He should be able to take part in social life using his personal resources as much as possible. The achievement of a school or professional qualification that corresponds to the personal abilities of the young person plays an important role.


In addition, we want to educate the children to live in harmony with nature and the ecological system. This means that it is important to us that the children / young people learn to treat nature and its living beings with respect and develop a responsible approach to the earth's resources. For this it is necessary to perceive and understand what position people have in the social and ecological context.


Goals of parent work

We work according to a systemic approach. Parent work and cooperation with the family of origin is a necessary and integral part of this. It takes place continuously parallel to the care of the children / adolescents.


A person's personal resources do not arise primarily from life in society, they rather arise from the connection of the person to the family of origin. That is why they cannot be generated by institutions such as schools and youth welfare, but can only be discovered or further developed. The original family (i.e. the connection to father and mother), as an entity based on identity in our culture and society, cannot be replaced by any other entity.


On the contrary: the more individualization advances in our society, the more important the identification with the family of origin becomes. It is the only institution that forms the personal constant against foreign determination and uniformity. At the same time, the importance of the original family is evolving from the “provider authority” to the “identity authority”. This means that the intra-family supply relationships decrease in frequency and intensity, but the identificatory connection to the original family - or more precisely father and mother - increases.


This can be seen, for example, in the experience in youth welfare; Even parents who have mistreated the child and with whom contact has largely been interrupted remain central points of reference for their identity and thus for their self-image and self-confidence in the later life of the young person or adult.


A resource-oriented approach must take into account the irreplaceability of father and mother as identity references for the personality. He will therefore examine and describe the family of origin (or better: the families of origin, namely father's family and mother's family) with regard to the personal and social resources they contain, in order to expand the child's basis of identification.


If father and mother are not seen as role bearers in a supply relationship, but as individual people whose value can be described “for themselves and for the child”, there are many possibilities for “parent work”. In order to use this, help planning is required that includes the parents as systematically and in a development-oriented manner as the child. In the systemic professional world, this is referred to as “double help planning”


The aim of the work with parents in our facility is therefore to support the parents in

  • recognize their resources,

  • to make these resources available to children and

  • thereby supplementing the work of the children's bridge for the benefit of the child.


Therefore, the educational team at the facility tries to ...

  • To pay attention to the resources of the parents and the respective family from the beginning of the work with parents by researching, describing and making them available to the child

  • information is collected from the parents and, if applicable, family members in conversation about the child's symptoms, life and family stories and

  • To create a framework in which the parents can also take on educational and caring tasks according to their possibilities.


By resources we mean (as already explained above) existing potentials, which are transported as a cultural asset in families from one generation to another