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• individual encouragement of talents among cliques and target groups;
• individual mentoring in youth and family social work and work within
education fields.
Type poverty neighbourhoods adjacent to consumer-oriented areas:
• In contrast to the ghetto type, urban “niches“ and retreat areas should be
created in these areas – through structural and spatial separation – which
together with targeted local strategies provide an alternative to the “consumeroriented
forays” on the part of child and youth residents.
• With the aid of sponsoring activities and “adoption schemes“, young persons
should become involved in local businesses in work-oriented form (jobs,
practical experience and apprenticeship training schemes).
• Greater significance should be given to secondary prevention in schools and
day-care centres and within child and youth welfare work.
• Separate activities for children and youths resident in city areas should
guarantee that these groups do not become oriented towards problematic
children and youths who are non-residents but co-utilise these urban areas. This
is only possible if separate social-educationally accompanied aid, leisure and
cultural activities exist for both groups.
Type “insecure” urban areas threatened by decline:
• In these areas, the traditional socio-cultural self-organisational forms within
neighbourhoods, associations and economic connections are mostly still
present. These forms must be stabilised, modernised and slowly opened to new
(immigrant) inhabitants. If necessary, the self-help potential should be
reactivated through external stimulation.
• The previously existing socio-cultural infrastructure should be adjusted to the
new currently existing structure of inhabitants with the aid of district
management.
• A targeted prevention of violence on a secondary and tertiary prevention level
appears to be suitable for schools and youth welfare institutions.
Type disintegrating areas:
• Separational and centrifugal forces frequently dominate in this area type. There
is often a lack of awareness for historical identity and traditional integration
processes and rituals, necessitating the construction of a new socio-cultural
infrastructure. New regulation systems and a stepwise integration concept (cf.
Gaitanides, Hamburger) appear to be necessary in this case.
• Intercultural mediation and both confrontational and accepting methods also
appear to be appropriate. Local social education approaches must particularly
target breaches of regulations in order to permit the medium-term creation of
regulation systems among the resident groups
• Overall, socio-environmentally differentiated integration work should begin
with existing potentials and resources and not primarily with existing deficits. It
should be a matter of course to integrate affected persons in the planning and
conceptualisation of these work approaches.
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