["That you try to keep it amicable" - Situational Emergence of Closeness from the Perspective of Addressees in Residential Childcare Facilities]. / "Dass man versucht, das freundschaftlich zu halten" ­ Situatives Entstehen von Nähe aus der Sicht von Adressat/ innen in Einrichtungen der stationären Erziehungshilfe.

The antinomy of closeness and distance is inherent in all pedagogical fields and particularly characterises everyday life in residential childcare facilities. In order to shed light on how young recipients of inpatient educational support perceive closeness and distance in different situations with professionals, group discussions were conducted with young people from inpatient educational support facilities and analysed using the documentary method.The analysis shows that the young people perceive different situations as characterised by closeness insofar as the role-specific asymmetrical character of the relationship with the caregivers becomes blurred and the roles diffuse. Taking the perspective of the addressees into account is part of the development of an adequate relation between closeness and distance and thus a prerequisite for dealing adequately with dilemmatic pedagogical situations.

[Sex education and prevention of sexual violence : Contributions to a differential-sensitive prevention of sexualised violence]. / Sexualpädagogik und Gewaltprävention : Beiträge zu einer differenzsensiblen Prävention von sexualisierter Gewalt.

Prevention of sexual violence against children and adolescents obtains high priority in educational contexts. This is due to the massive (possible) psychosocial impacts of sexual victimization as well as to the considerable prevalence rates that are reported in current studies. Preventive approaches are predominantly native to violence prevention and sex education where they are characterized by independent lines of tradition and positions. This contribution outlines their empirically largely unexplained relation with a focus on the history and development of the discourses of sex education. Diverging disciplinary attempts of positioning towards the prevention of sexual violence reveal an area of conflict between sex-positive and preventive educational objectives. A primacy of preventive contents is seen to be threatening a comprehensive sex education that emphasizes the positive aspects of sexuality. On the other hand, its standards are opposed to excluding and to tabooing sexual violence as a topic. Yet unfinished is therefore the search for a "third way" that might transfer the opposites of both approaches into integrative educational concepts. Unsettled questions about possible contributions of sex education to the prevention of sexual violence, and especially to which extent they are sensitive to difference are discussed based on international research and the theory of sex education.