Prof. Dr. Nicole Tigges

• What contribution does school social work make to realizing the goals of the education and participation package?
  Funded by: City of Dortmund
• Discrimination in the pre-school and school sector. An inventory with special consideration of the characteristics of the General Equal Treatment Act (AGG).
  Supported by: Federal Anti-Discrimination Agency Berlin
• Evaluation of school social work in Werne.
  Funded by: City of Werne
• Statistics on social education professionals in schools. A pilot project to survey the structures, scope and working conditions in selected regions.
  Funded by: GEW/Max Träger Foundation
• Kevin is not a diagnosis, but a prejudice! Quantitative study on the distribution of children's names in cases of outpatient and inpatient educational support.
  Funded by: University internal teaching support, Fachhochschule Dortmund
• The new school entry phase
  Funded by: Düsseldorf district government

• Kastirke, N., Seibold, C., Eibeck, B. (eds.) (2016).
  Systematically expanding and professionally establishing school social work.
  Frankfurt a. M.: Servicelabel Verlag
• Harrington, I., Holtbrink, L., Kastirke, N. (2016).
  Inclusion in Germany and Australia.
  Springer Fachmedien, Wiesbaden.
• Kastirke, N., Holtbrink, L. (2014).
  Evaluation of the contribution of school social work in Dortmund to the realization of the goals of the education and participation package.
  Ed. by the City of Dortmund Social Welfare Office.
• Steinbeck, K, Kastirke, N. (2014).
  Zwei Mütter / Zwei Väter: About the peculiarities of a normal family life.
  Centaurus Verlag. Herbolzheim
• Kastirke, N., Jennessen, S., Kotthaus, J. (2013).
  Discrimination in preschool and school settings. An inventory with special consideration of the characteristics of the General Equal Treatment Act (AGG).
  Expertise commissioned by the Federal Anti-Discrimination Agency. Berlin.
• Kastirke, N., Iser, A., Lipsmeier, G. (eds.) (2013).
  Steering school social work.
  VS Verlag.
• Kastirke, N., Jennessen, S. (Eds.) (2006).
  The new school entry phase as a topic of school development. Research, stumbling blocks, practical recommendations.
  Schneider Verlag. Hohengehren.
• Kastirke, N., Jennessen, S., Wittrock, M. (2006).
  Conflict management in educational institutions. Study book for the Master of Business Administration in Education (MA) study program.
  Waxmann publishing house. Münster.
• Kastirke, N., Öhler, F. (eds.) (2005).
  Circle Time. Development of emotional and social skills at school.
  Oldenburg Preprints 522, Oldenburg.
• Kastirke, N. (2005).
  School program at special schools - 'Ordered innovation' as an irresolvable contradiction in school development?
  Oldenburg.
• Kastirke, N., Jennessen, S. (2002).
  Schulqualität durch Schulberatung - Externe Beratungskonzepte als Instrument der Qualitätssicherung.
  Verlag Dr. Kovac, Hamburg.

• Kastirke, N.; Kotthaus, J. (eds.) (2015).
  Social magazine. Journal for social work. School social work 2.0. Stocktaking from science and practice.
  40th Vol. H.11-12. Juventa
• Kastirke, N., Renwick, F., Spalding, B. (2002) (ed.).
  Inclusive Education Review. Supporting Inclusive Practice across Merseyside.
  Liverpool.

• Tigges, N., Meier, H., Jansen, N. Weis, S., (2021).
  Education from diverse perspectives - attitudes of school social workers and teachers in the context of inclusion
  In: Herzog, S./ Wieckert, S. (eds.) Inclusion - a chance to rethink education?! Beltz Juventa
• Kastirke, N., Holtbrink, L. (2017).
  It won't work without us! School social work in the inclusion process at elementary school.
  Amirpur, D., Platte, A. (eds.) (2017). Handbook of inclusive childhoods. Opladen: Budrich UTB
• Kastirke, N. (2016).
  Specialized and networked.
  In: nds Die Zeitschrift der Bildungsgewerkschaft. 2/2016
• Kastirke, N. (2016).
  "Mrs. X says I should talk to you" The role of school social work.
  In: Schulverwaltung Fachzeitschrift für Schulentwicklung und Schulmanagement. 11.2016, 27th vol.
• Kastirke, N. (2016).
  Training and studies for school social work in transition.
  In: Kastirke, N., Seibold, C., Eibeck, B. (Eds.) (2016): Systematically expanding and professionally establishing school social work. Frankfurt a. M.: Servicelabel Verlag
• Niemeyer, H. / Kastirke, N. (2013).
  Quality building blocks of school social work in Dortmund.
  In: School administration
• Kastirke, N. / Holtbrink, L. (2015).
  Social work and school - diversity and disparity as a challenge - anti-discrimination - contribution of school social work.
  In: Fischer V., Genenger-Stricker M., Schmidt-Koddenberg A.(Eds.): Soziale Arbeit und Schule: Diversität und Disparität als Herausforderung. WochenschauVerlag, 2015.
• Iser, A., Kastirke, N., Maier, S., Lipsmeier, G. (2015).
  Different research approaches to the exploration of school social work and social work in schools.
• In: Iser, A. Kastirke, N., Lipsmeier, G.(Eds.)
  Steering school social work.
  S. 61-83. publisher: SpringerVS.
• Kotthaus, J., Kastirke, N. (2014).
  Adolescent sexuality and sexual identity.
  In: Hagedorn, J. (ed.). Youth, school and identity. S. 265-283. publisher SpringerVS.
• Kastirke, N., Niemeyer, H., Streblow, C. (2013).
  Social work in schools in North Rhine-Westphalia.
  S. 247-257. publisher SpringerVS.
• Lipsmeier, G., Worm, R., Kastirke, N., Iser, A. (2013).
  Recommendations for regional surveys of social work professionals in schools.
  S. 185-199. publisher SpringerVS.
• Iser, A., Kastirke, N. Maier, S. Lipsmeier, G. (2013).
  Different research approaches to the exploration of school social work and social work in schools.
  In: Iser, A. Kastirke, N., Lipsmeier, G. (Eds.) Steering school social work. S. 61-83. publisher: SpringerVS.
• Kotthaus, J., Kastirke, N. (2014).
  Adolescent sexuality and sexual identity.
  In: Hagedorn, J. (ed.). Youth, school and identity. S. 265-283. publisher SpringerVS.
• Holtbrink, L., Kastirke, N. (2013).
  School social work in the context of school development.
  In: Spies, A. (ed.). School social work in the educational landscape. S 99-116. publisher SpringerVS.
• Kastirke, N. (2011).
  School social work as a topic in higher education - opportunities and limitations.
  In: LWL Jugendhilfe aktuell (Münster). Issue 2/2011, pp. 42-47.
• Kastirke, N. / Kotthaus, J. / Kathöfer, S. / Holtbrink, L. (2010).
  Kevin is not a diagnosis. Kevin is a prejudice! Results of a quantitative study on the distribution of children's names in cases of outpatient and inpatient educational support.
  Sozialmagazin (Weinheim), issue 11/2010, pp. 28-39.
• Kastirke, N., Jennessen, S. (2010).
  "What do you want here? The dilemma of special communication in schools.
  In: Ricking, H., Schulze, G. (Eds.). Support needs in emotional and social development. Klinkhardt. Bad Heilbrunn. 255-263.
• Kastirke, N., Holz, A. (2010).
  "Are you gay or what?" - Explanatory approaches and intervention strategies for homophobia at school.
  In: Köker, A., Romahn, S., Textor, A. (Eds.). The challenge of heterogeneity. Klinkhardt. Bad Heilbrunn. 146-153.
• Kastirke, N., Textor, A. (2009).
  "Totally rad, dude!" - Identity development of pupils with and without a migration background.
  In: Our Youth (61) Issue 3. Reinhardt, 2009.
• Kastirke, N., Jenessen, S. (2009).
  Steering the ship as a team In: Brönstrup, U., Heldmann, K., Schardt, M. (eds.). Planning conferences and projects successfully.
  Raabe Verlag. Berlin, A. 1.6, pp. 1-14.
• Kastirke, N., Jenessen, S. (2008).
  School without school management. Does everyone have to do it now?
  In: Brönstrup, U., Heldmann, K.-U., Schardt, M. (Eds.). Planning conferences and projects successfully. Raabe Verlag. Berlin, A 1.3, pp. 1-14.
• Kastirke,N., Jennessen,S. (2007).
  Milestone talks: Stage completed - rest, reflection, course setting
  In: Brönstrup, U./Heldmann, K.-U./Schardt, M. (Eds.). Planning conferences and projects successfully. Raabe Verlag. Berlin. F 6.2, 1-12.
• Kastirke, N., Jennessen, S. (2006).
  Ms. Bösen-Sell won't be back until the summer vacations - Sick, listless, overwhelmed?
  In: Gentner, C., Mertens, M. (eds.) "Null Bock auf Schule?" School fatigue and school refusal from the perspective of science and practice. Waxmann. Münster, New York, Munich, Berlin.
• Ricking, H., Kastirke, N., Thimm, K. (2006).
  School-related conditioning factors for truancy and ways of influencing them.
  In: Gentner, C., Mertens, M. (eds.) "Null Bock auf Schule?" School fatigue and truancy from the perspective of science and practice. Waxmann. Münster, New York, Munich, Berlin.
• Kastirke, N., Jennessen, S. (2006).
  This development belongs to us! How can schools and school authorities deal sensibly with ordered innovations?
  In: Kastirke, N., Jennessen, S. (Eds.). The new school entry phase as a topic of school development. Schneider Verlag. Hohengehren. S. 275-291.
• Jennessen, S., Kastirke, N., Lock, K. (2006).
  Facts, figures and what they can mean for school development.
  In: Kastirke, N., Jennessen, S. (Eds.). The new school entry phase as a topic for school development. Schneider Verlag. Hohengehren. S. 45-77.
• Kastirke, N., Jennessen, S., Giesecke-Kopp, Th., Lock, K., Trube, S. (2006).
  The new school entry phase - selected results of a school support project from a special educational perspective.
  In: Hinz, R., Pütz, Tanja (eds.). Professional action in elementary school. Schneider Verlag. Hohengehren.
• Kastirke, N. (2006):
  School program as ordered innovation?
  In: The German School, 98, 2006, 1, pp. 117-118.
• Kastirke, N., Jennessen, S. (2006).
  When we should do what and how. Realistic resource planning.
  In: Brönstrup, U./Heldmann, K.-U./Schardt, M. (Eds.). Planning conferences and projects successfully. Raabe Verlag. Berlin. F 3.3, 1-12.
• Kastirke, N., Jennessen, S. (2005).
  Milestone discussions with the project group.
  In: Brönstrup, U./Heldmann, K.-U./Schardt, M. (Eds.). Planning conferences and projects successfully. Raabe Verlag. Berlin. F 4.2, 1-16.
• Kastirke, N., Jennessen, S. (2005).
  Where are the days and weeks? (Time management).
  In: Brönstrup, U./Heldmann, K.-U./Schardt, M. (Eds.). Planning conferences and projects successfully. Raabe Verlag. Berlin. F 3.2, 1-14.
• Kastirke, N., Jennessen, S. (2005).
  With "Kick-Off" into the race.
  In: Brönstrup, U., Heldmann, K.-U., Schardt, M. (Eds.). Managing conferences and projects successfully. Raabe Verlag. Berlin. F.1.1, 1-17.
• Kastirke, N., Jennessen, S. (2005).
  A project plan provides security.
  In: Brönstrup, U., Heldmann, K.-U., Schardt, M. (Eds.). Managing conferences and projects successfully. Raabe Verlag. Berlin. F.1.2., 1-14.
• Kastirke, N., Jennessen, S. (2005).
  School and family: Designing cooperation structures and "partnerships" with parents and guardians from the perspective of school development.
  In: Schulze, G., Wittrock, M. (eds.) Families in multi-problem situations - children in multi-problem situations. Oldenburg.
• Kastirke, N., Jennesen, S. Uhrlau, K. (2005).
  Heterogeneity as a challenge in elementary school - Selected aspects of school options for action.
  In: Hellmich, F. (ed.). Teaching and learning after IGLU - Primary school teaching today. Oldenburg. 87-101.
• Kastirke, N., Jennessen, S. (2004).
  Teams advising teams in special educational fields of action.
  In: Verband Sonderpädagogik e.V. (ed.): Overcoming boundaries - exchanging experiences. Hamburg. 159-166.
• Kastirke, N., Renwick, F (2004).
  Pedagogical and pedagogical-therapeutic prevention and intervention concepts for "Children at Risk of Exclusion" in the context of the English inclusion movement.
  In: Herz, B., Puhr, K., Ricking, H (eds.). The problem of school absenteeism. Ways back to school. Klinkhardt. Bad Heilbrunn. 305-319.
• Kastirke, N., Jennessen, S. (2004).
  School-distanced teachers - phenomena, backgrounds and strategies for change.
  In: Herz, B., Puhr, K., Ricking, H (Eds.). The problem of school absenteeism. Ways back to school. Klinkhardt. Bad Heilbrunn. 135-147.
• Ricking, H., Thimm, K., Kastirke, N. (2004).
  School quality standards for truancy.
  In: Herz, B., Puhr, K., Ricking, H (Eds.). The problem of truancy. Ways back to school. Klinkhardt. Bad Heilbrunn. 241-253.
• Kastirke, N., Ricking, H. (2004).
  Involvement in school-aversive behavior - aspects of needs-oriented involvement of pupils on the way to participation.
  In: Schnoor, H./ Rohrmann, E. (eds.) Sonderpädagogik: Rückblicke - Bestandsaufnahmen - Perspektiven. Bad Heilbrunn. 317-324.
• Kastirke, N., Ricking, R. (2004):
  Involvement in school-aversive behavior. Needs-oriented involvement as a model on the way to participation.
  In: Wittrock, M., Lütgenau, B. (Eds.): Pathways to participation. Oldenburg. 229-249
• Renwick, F., Kastirke, N. (2002).
  Evaluation of the Bartimeaus Pre-Exclusion Center, serving Secondary Catholic Schools in Liverpool. Inclusive Education Review.
  Liverpool. 27-34
• Spalding, B., Kastirke, N. (2002).
  Dealing with 'conspicuous behavior'. The concept of the "Quiet Place" in English elementary school.
  In: Journal of Curative Education (53). 378-382.
• Kastirke, N., Jennessen, S., (2001).
  Models of external school counseling and school support as help for self-help in dealing with "conspicuous" behavior.
  In: Verband Deutscher Sonderschulen, Fachverband für Behindertenpädagogik (ed.): Sonderpädagogischer Kongress 2001. Bd 1. Entwicklung fördern - Impulse für Strukturen und Organisation.
• Jennessen, S., Kastirke, N., Spalding B. (2001).
  On the way to inclusion.
  In: Verband Deutscher Sonderschulen, Fachverband für Behindertenpädagogik (ed.): Sonderpädagogischer Kongress 2001. vol. 1. Entwicklung fördern - Impulse für Strukturen und Organization.
• Spalding, R., Kastirke, N. & Jennessen, S. (2001).
  School Improvement in the context of the special school for children with emotional and behavioral difficulties.
  In: Emotional and Behavioral Difficulties, Vol 6, No 1. 7-18.
• Kastirke, N., Jennessen, S., Spalding, B. (2001).
  Opportunities for internal school development through school support, illustrated by a case study from Liverpool/England.
  In: School management (2). 22-26.
• Kastirke, N., Jennessen, S., Spalding, B. (2000).
  Social inclusion in England - perspective and initiative.
  In: Rolus-Borgward, S.,Tänzer, U.,Wittrock, M.: Impairment of learning and/or behavior, Oldenburg. 247-259.

• Kauffman, James (2004).
  Appearances: concepts and stigmas.
  In: Sonderpädagogik 34. vol. 2004, issue 1, pp. 41-46 (translation of a position article).
• Dohrmann, Wolfgang:
  Wörterbuch der Pädagogik. A dictionary for educational training and practice in Europe - for day-care centers, schools and youth work = Dictionary of education.
  Dohrmann Verlag (Berlin) 2007. 6th, fully revised and supplemented edition. 224 pages. (review)

In cooperation with Prof.in Dr.in Anke Spies (Carl von Ossietzky University Oldenburg) I am supervising the following doctoral procedure:

Laura Holtbrink
The role of school social work in the inclusion process at elementary school.

The program consists of specially designated courses of the BA Social Work study program (internal content) and other external courses (external content).

All courses either conclude with coursework or a specific examination or, in the case of external courses, must be proven by certificates of attendance.