Psychomotorische Gewaltprävention - ein mehrperspektivischer Ansatz

The analysis of current approaches to violence prevention shows a ubiquitous demand: successful violence prevention needs multi-perspective and multidimensional answers. However, to this date an extensive disregard of psychomotor perspectives can be stated – concerning not only concrete violence prevention arrangements but also theoretical and meta-theoretical aspects. This dissertation makes a contribution to fill this theoretical and practical gap. Epistemologically the multi-perspective approach to psychomotor violence prevention is based on the systemic-constructivist paradigm. Radical constructivism is used as a meta-theory, in order to make a case for pluralism, multi-perspectivity and multidimensionality. Multi-perspectivity applies not only to the theoretical construction of this dissertation but also to the concept of dialogical interdisciplinary cooperation and to the shaping of interpersonal relationships between the clients and the psychomotor expert. The meta-theoretical framework of this paper considers both systemic-constructivist and (body) phenomenological theories. This provides a substantial expansion of theoretical as well as practical opportunities. In addition to radical constructivism three other epistemic approaches are discussed: interactionist constructivism, person-centred systems theory and theory of fractal affect-logic. These meta-theoretical approaches lead to significant consequences for the multi-perspective approach of psychomotor violence prevention, concerning not only ethical issues and educational attitudes but also the conceptual design of body-oriented violence prevention arrangements. However, the focus of psychomotor violence prevention is not primarily on the problem of violence. In fact, one of the basic assumptions of this dissertation is that the dynamics of violence can only be understood against the background of the process of identity development in social contexts! Identity development is conceived as a process of construction in which an individual tries to attain a fit between the inner and the outer world. This active process of construction is connected to various risks (including violence and aggression), yet it implies the fundamental option to a self-determined and active shaping of ones life. For coping with the different challenges of identity development individuals depend on various emotional, cognitive, social and material resources (which they often do not have). However, they have one resource at their permanent disposal: their (lived) body. Based on the concept of “reflexive Leiblichkeit” (c. Gugutzer) which conceives the relation between the (lived) body and the environment as a primordial reality, the identity theory in this paper rests upon four theoretical approaches which converge in their basic assumptions, yet offer different aspects respectively: 1. philosophical anthropology (Plessner), 2. phenomenology (Merleau-Ponty), 3. phenomenology (Schmitz), 4. habitus theory (Bourdieu). In this context violent behaviour is understood as an expression of failing processes of identity development (present or long-term). As these processes are closely connected to the physicalness and “Leiblichkeit” of individuals, a psychomotor perspective offers valuable and differentiated starting-points both for understanding violence and for preventing it. Chapter 3 analyses the phenomenon of violence (terminology, forms, semantic levels, etiology). These distinctions are basic prerequisites for constructing hypotheses and for a differentiated methodology of psychomotor violence prevention. In this context one assumption is highly significant: Violent behaviour – as any other behaviour - makes for the subjective realisation of meaning and for the satisfaction of basic needs. Only this approach allows a deeper understanding of the emotional and motivational schemes that underlie violent behaviour. It is also an important foundation of sustainability within the domain of violence prevention. Based on the theoretical fundamentals discussed in part one, part two of this dissertation analyses selected approaches to violence prevention as well as to motology. The discussion of approaches to violence prevention focuses on epistemological and identity development questions (and with that on the relevance of body, lived body and movement) as well as on the impact on motology. The analysis of motological approaches (Kompetenztheoretischer Ansatz, Verstehender Ansatz, systemisch-konstruktivistische Positionen) focuses (next to the first two questions) on their significance for the domain of violence prevention. Part three of this paper deals with the integration and differentiation of the theoretical implications as well as with the concretion of the multi-perspective approach of psychomotor violence prevention.