SUMMARY

4. CONCLUSIONS CONCERNING THE SYSTEMATIC
CLASSIFICATION OF PREVEN-
TION/INTERVENTION OFFERS
This report has created a systematic correlation between a range
of initiatives in the prevention/intervention of Islamist radicalisation.
The point at which the initiatives are put in place in the process
of radicalisation can then be identified. Education work commences
with media protection, which attempts to remove questionable
material even before contact with the anticipated target
group, i.e. adolescents (at risk of radicalisation). It then tries to
raise awareness and ensure the topic is dealt with in a reflective
way. It is about a reflective maturity. In a broader sense, according
to the motto of the Enlightenment, “Sapere aude!” (Have the
courage to use your own mind!), education work contributes to
the search for knowledge and answers to anticipate doubts,
sweeping judgements and “false assumptions”. Thus it is to be
chiefly classified as primary prevention. While institutional networks
promote the exchange of knowledge and experience in the
crossover between key individuals and institutions, targetoriented
networks are aimed at creating a general age-specific social
base. At the level of target group orientated counselling, the
field of counselling work focuses on specific topics and issues,
which are of concern to adolescents and young adults and in
which they are involved.
The measures taken in primary and secondary prevention focus on
specific fields of causes or interactions that appear relevant to the
phenomenon, such as the imparting of knowledge or the activation
of the peer group. In the case of tertiary prevention/intervention,
multiple causes of radicalisation and the different
developmental paths gain new meaning in the radicalisation
process.
The cultural/religious background is seen as an important point of
reference for preventive work. When considering the individual
initiatives, and especially in the interviews with practitioners from
the field of tertiary prevention/intervention, it became clear that
prevention must take place at the micro level and must involve
the macro and meso levels. Individuals, who, during their socialisation,
have learned to deal with losses and failures, have stable
25