Samenvatting

Background Each teacher experiences a class to be 'difficult to manage' at a certain point in his or her career. The researcher, as a matter of fact, in person as well, but specifically a group of girls (16 – 20 years of age) with a pronounced rebellious, norm exceeding attitude is new to me. It takes a lot of energy when undergoing: hurtful statements, threats, swearing, rebellion and even physical contact as a person and education professional. This is at the expense of the learning proceeds, atmosphere in the classroom and feeling yourself competent as a professional. The specific problems that the team of the department of Elementary vocational education (FBO) of the Regional training center (ROC), experience almost on a daily basis is that these girls show this behavior. This results in the following main-and share questions. Main research question 'How to deal with girls, as a learning path counsellor, with norm exceeding behavior within the Elementary vocational education department (FBO) of a medium sized Regional training center?' Sub questions 1. What does the current pedagogical-didactic offer look like on social-emotional area for girls at FBO, ROC? 2. What for (inter) national evidence-based interventions are there (specifically for girls) that can be used by the (preventive) learning path counsellor? 3. What roles do behavioral experts (M. SEN) have when being compared and analyzed both national and international? Research design The method involves the (educational) design research: a systematic approach (educational) problems, in which through integrated design and research activities a twofold objective: practice improvement and knowledge growth (www.vgct.nl, 2013). This form does the most justice to the research objective, namely advice for the improvement of educational practice within the department and for the growth of knowledge for the learning path counsellor and that of colleagues. Research results Programs aimed at empowerment, mutual exchange and learning from each other in a group (peer learning) with a gender specific approach (either an approach focused on the needs and problems of adolescent girls) are promising. Also a cognitive behavioral approach (CGT) has a positive effect on the sexual health of girls. Attention to own cognitions, values, norms and beliefs about sexual health, developing critical understanding, attitude formation and learning skills through role models (mentoring) play an important role in this approach. Conclusion The Department should improve its social emotional learning materials, keep them up to date and provide structure to create cohesion. The didactic approach needs to be made gender specific and in small groups. Themes are: relationships, conflicts, labor skills, resilience and empowerment. At the same time, an integral system / approach needs to developed. Within this system the learning path counselor needs to be included himself. The girls have the need for a positive role model who is also outside school hours available for these girls, for Council, advice and building a relationship