@misc{BallaschkSchulzeReicheltBilzetal., author = {Ballaschk, Cindy and Schulze-Reichelt, Friederike and Bilz, Ludwig and Wachs, Sebastian}, title = {„Ist das (schon) Hatespeech?" Grenzziehungen von Sch{\"u}ler_innen und schulischem Personal zwischen legitimen {\"A}ußerungen und Hatespeech}, series = {28. DGfE-Kongress "Entgrenzungen"}, journal = {28. DGfE-Kongress "Entgrenzungen"}, address = {Bremen}, abstract = {Der Vortrag pr{\"a}sentiert erste Forschungsergebnisse zu Grenzziehungspraktiken in Bezug auf das Begriffsverst{\"a}ndnis von Hatespeech. Daf{\"u}r wurden Sch{\"u}ler*inen (n = 55), Lehrkr{\"a}fte (n = 18) und Sozialp{\"a}dagog_innen (n = 16) leitfadengest{\"u}tzt interviewt. Die Ergebnisse zeigen, dass die Befragten die Grenze zwischen sozial akzeptiertem Verhalten und Hatespeech entlang folgender Fragen verhandeln: Welche Gruppen sind das Ziel von Hatespeech, wie wird Hatespeech ausge{\"u}bt und wo findet sie statt? Die Interviewten ziehen die Grenze zwischen legitimen Meinungs{\"a}ußerungen und Hatespeech sehr verschieden. Bei der Frage, welche Gruppen von Hatespeech betroffen sind, wird deutlich, dass abwertende {\"A}ußerungen gegen behinderte Sch{\"u}ler_innen eher als Hatespeech eingeordnet werden als Abwertungen gegen transgeschlechtliche Sch{\"u}ler_innen. In Bezug auf die Frage, wie Hatespeech ausge{\"u}bt wird, wird die Grenze zu Hatespeech h{\"a}ufig als {\"u}berschritten gesehen, wenn sie im Zusammenhang mit Gewalt und Mobbing auftritt. Hinsichtlich der Frage wo Hatespeech auftritt, gaben die Befragten an, Hatespeech vorrangig als Online-Ph{\"a}nomen wahrzunehmen, wobei auch diverse F{\"a}lle von Hatespeech in der Schule beschrieben werden. Schlussfolgernd l{\"a}sst sich ein Bedarf erkennen, Sch{\"u}ler_innen und p{\"a}dagogisches Schulpersonal f{\"u}r unterschiedliche Zielgruppen, Ausdrucksformen und F{\"a}lle von Hatespeech in der Schule zu sensibilisieren, um Schule als einen diskriminierungskritischen Raum zu gestalten.}, language = {de} } @misc{KansokDuscheWachsBilz, author = {Kansok-Dusche, Julia and Wachs, Sebastian and Bilz, Ludwig}, title = {Systematisches Review zu Hatespeech bei Kindern und Jugendlichen: Definition, Verbreitung und {\"U}berlappung mit verwandten Ph{\"a}nomenen}, series = {28. DGfE-Kongress "Entgrenzungen"}, journal = {28. DGfE-Kongress "Entgrenzungen"}, address = {Bremen}, abstract = {Die wissenschaftliche Auseinandersetzung mit der Verbreitung von Hatespeech (HS) bei Heranwachsenden sowie mit den {\"U}berschneidungen z.B. mit Mobbing hat im deutschsprachigen Raum erst begonnen (z.B. Wachs et al., 2021). Der geplante Vortrag pr{\"a}sentiert die Ergebnisse eines systematischen Reviews des internationalen Forschungsstandes. Hierbei waren die folgenden Fragen leitend: 1. Wie wird HS in Studien mit Kindern und Jugendlichen (5-21 Jahre) definiert? 2. Wie stark ist HS in dieser Altersgruppe verbreitet? 3. Wie wird HS von verwandten Formen der Gewalt definitorisch abgegrenzt und wie hoch ist die empirische {\"U}berlappung? Eine String-Suche in sozialwissenschaftlichen Datenbanken erbrachte insgesamt 1.850 Publikationen. Die Einschlusspr{\"u}fung stufte davon 18 Publikationen aus zehn Studien als relevant ein. Zwei Kodiererinnen werteten die Publikationen kriteriengeleitet aus (κ =.80) und ermittelten ihre Qualit{\"a}t. Alle Studien (USA, Europa, Asien) basierten auf Jugendstichproben, keine Studie untersuchte Kinder. Die identifizierten HS-Definitionen, Messinstrumente und Abgrenzungskriterien variierten erheblich. Jugendliche erleben HS am h{\"a}ufigsten aus der Beobachter*innenperspektive (31-69\%), gefolgt von Opfererfahrungen (7\%-23\%) und T{\"a}ter*innenschaft (5\%-11\%). Mobbing und HS korrelieren miteinander (r =.15 - .47). Der Vortrag endet mit praktischen Implikationen f{\"u}r zuk{\"u}nftige Forschungen (z.B. Vorschlag einer breiten HS-Definition).}, language = {de} } @misc{KrauseBilzWachs, author = {Krause, Norman and Bilz, Ludwig and Wachs, Sebastian}, title = {Dem Hass entgeg(n)en - Eine qualitative Studie zu Interventionsmaßnahmen von p{\"a}dagogischem Schulpersonal bei Hatespeech in der Schule}, series = {28. DGfE-Kongress "Entgrenzungen"}, journal = {28. DGfE-Kongress "Entgrenzungen"}, address = {Bremen}, abstract = {Hatespeech-Erfahrungen k{\"o}nnen sich negativ auf das Wohlbefinden auswirken (Krause et al., 2021). Als h{\"a}ufig erste Erwachsene, an die sich Sch{\"u}ler*innen hilfesuchend wenden k{\"o}nnen, liegt es in der Verantwortung des p{\"a}dagogischen Schulpersonals, eine Intervention zu initiieren. Bisher wurde jedoch nicht untersucht, welche Interventionsmaßnahmen in Bezug auf Hatespeech in der Schulpraxis durchgef{\"u}hrt werden. Aus diesem Grund werden in dem vorliegenden Beitrag Interviews von Sch{\"u}ler*innen (n=21) und P{\"a}dagog*innen (n=27) zum Interventionshandeln des p{\"a}dagogischen Schulpersonals bei Hatespeech ausgewertet. Die Ergebnisse weisen auf verschiedene Interventionsziele (Aufl{\"o}sen der beobachteten Hatespeech-Situation als kurzfristiges Prim{\"a}rziel sowie verhaltensbezogene und einstellungsbezogene Sekund{\"a}rziele) hin. Weiterhin konnten zwei Interventionsstrategien unterschieden werden: direktiv-disziplinierende Interventionen (z.B. Bestrafungen, Instruktionen) und partizipativ-verhandelnde Interventionen (z.B. kompromissorientierte Mediationen, integrativ-konsensorientierte Verhandlungen). Insgesamt zeigt sich, dass Lehrkr{\"a}fte auf {\"a}hnliche Strategien zur{\"u}ckgreifen wie bei anderen Gewaltph{\"a}nomenen. Bei einstellungsmotivierter Hatespeech st{\"o}ßt eine rein verhaltenskonditionierende Interventionslogik jedoch an ihre Grenzen, woraus sich Forderungen nach Fortbildungsmaßnahmen f{\"u}r das Schulpersonal und Maßnahmen zur St{\"a}rkung einer Werteerziehung f{\"u}r die Sch{\"u}ler*innen ableiten lassen.}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Macht Schule krank?}, series = {14. Jahrestagung der Politischen Kindermedizin}, journal = {14. Jahrestagung der Politischen Kindermedizin}, address = {Salzburg}, language = {de} } @incollection{BilzMelzer, author = {Bilz, Ludwig and Melzer, Wolfgang}, title = {Schulschwierigkeiten}, series = {Fachlexikon der Sozialen Arbeit}, booktitle = {Fachlexikon der Sozialen Arbeit}, edition = {9., vollst{\"a}ndig {\"u}berarbeitete und aktualisierte Auflage}, publisher = {Nomos Verlagsgesellschaft}, address = {Baden-Baden}, isbn = {978-3-8487-7131-8}, pages = {751 -- 752}, language = {de} } @misc{BilzFischerHoppeHerfurthetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Hoppe-Herfurth, Anne-Cathrin and John, Nancy}, title = {A Consequential Partnership. The Association Between Teachers' Well-Being and Students' Well-Being and the Role of Teacher Support as a Mediator}, series = {Zeitschrift f{\"u}r Psychologie}, volume = {230}, journal = {Zeitschrift f{\"u}r Psychologie}, number = {3}, issn = {2151-2604}, doi = {10.1027/2151-2604/a000497}, pages = {264 -- 275}, abstract = {Many studies have focused on the effects of teachers' well-being on the development of students, in particular their academic achievement. To date, little is known about the association between teachers' well-being and students' well-being. In the present study, we analyzed this relationship and examined the mediating role of teacher support using linked data from 2,686 students and 805 teachers from 48 schools in Germany. Multilevel regression analyses showed a relationship between teachers' emotional exhaustion and students' subjective health complaints and between teachers' psychological well-being and students' satisfaction with school. The latter association was mediated by teacher support as perceived by students. This study extends current knowledge about the relevance of teachers' well-being to their students' socio-emotional development and the mechanisms that underlie this association. Implications for promoting of mental health in schools and for future research are discussed.}, language = {en} } @misc{KansokDuscheBallaschkKrauseetal., author = {Kansok-Dusche, Julia and Ballaschk, Cindy and Krause, Norman and Zeißig, Anke and Seemann-Herz, Lisanne and Wachs, Sebastian and Bilz, Ludwig}, title = {A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena}, series = {Trauma, Violence, \& Abuse}, volume = {24(2023)}, journal = {Trauma, Violence, \& Abuse}, number = {4}, issn = {1524-8380}, doi = {10.1177/15248380221108070}, pages = {2598 -- 2615}, abstract = {Little is known about the current state of research on the involvement of young people in hate speech. Thus, this systematic review presents findings on a) the prevalence of hate speech among children and adolescents and on hate speech definitions that guide prevalence assessments for this population; and b) the theoretical and empirical overlap of hate speech with related concepts. This review was guided by the Cochrane approach. To be included, publications were required to deal with real-life experiences of hate speech, to provide empirical data on prevalence for samples aged 5 to 21 years and they had to be published in academic formats. Included publications were full-text coded using two raters (κ = .80) and their quality was assessed. The string-guided electronic search (ERIC, SocInfo, Psycinfo, Psyndex) yielded 1,850 publications. Eighteen publications based on 10 studies met the inclusion criteria and their findings were systematized. Twelve publications were of medium quality due to minor deficiencies in their theoretical or methodological foundations. All studies used samples of adolescents and none of younger children. Nine out of 10 studies applied quantitative methodologies. Eighteen publications based on 10 studies were included. Results showed that frequencies for hate speech exposure were higher than those related to victimization and perpetration. Definitions of hate speech and assessment instruments were heterogeneous. Empirical evidence for an often theorized overlap between hate speech and bullying was found. The paper concludes by presenting a definition of hate speech, including implications for practice, policy, and research.}, language = {en} } @misc{BilzFischerHoppeHerfurthetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Hoppe-Herfurth, Anne-Cathrin and John, Nancy}, title = {A consequential partnership. The association between teachers' well-being and students' well-being and the role of teacher support as a mediator}, series = {26th Biennal Meeting of the ISSBD}, journal = {26th Biennal Meeting of the ISSBD}, publisher = {International Society for the Study of Behavioural Development}, address = {Rhodos, Greece}, doi = {10.13140/RG.2.2.35890.48324}, pages = {1}, language = {en} } @misc{SeemannHerzKansokDuscheDixetal., author = {Seemann-Herz, Lisanne and Kansok-Dusche, Julia and Dix, Alexandra and Wachs, Sebastian and Krause, Norman and Ballaschk, Cindy and Schulze-Reichelt, Friederike and Bilz, Ludwig}, title = {Schulbezogene Programme zum Umgang mit Hatespeech - Eine kriteriengeleitete Bestandsaufnahme}, series = {Zeitschrift f{\"u}r Bildungsforschung}, volume = {12}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, number = {3}, issn = {2190-6890}, doi = {10.1007/s35834-022-00348-4}, pages = {597 -- 614}, abstract = {Der vorliegende Beitrag informiert {\"u}ber 14 deutschsprachige Programme zur Pr{\"a}vention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5-12). Inhalte und Durchf{\"u}hrungsmodalit{\"a}ten derProgramme sowie Ergebnisse einer kriteriengeleiteten Qualit{\"a}tseinsch{\"a}tzung anhand von f{\"u}nf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und er{\"o}rtert. Der {\"U}berblick {\"u}ber Schwerpunkte, St{\"a}rken und Entwicklungspotentiale schulbezogener Hatespeech-Programme erm{\"o}glicht Leser*innen eine informierte Entscheidung {\"u}ber den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit.}, language = {de} } @misc{CosmaBjereldElgaretal., author = {Cosma, Alina and Bjereld, Ylva and Elgar, Frank J. and Richardson, Clive and Bilz, Ludwig and Craig, Wendy M. and Augustine, Lilly and Molcho, Michal and Malinowska-Cieślik, Marta and Walsh, Sophie D.}, title = {Gender Differences in Bullying Reflect Societal Gender Inequality: A Multilevel Study With Adolescents in 46 Countries}, series = {Journal of Adolescent Health}, volume = {71}, journal = {Journal of Adolescent Health}, number = {5}, issn = {1054-139X}, doi = {10.1016/j.jadohealth.2022.05.015}, pages = {601 -- 608}, abstract = {Purpose. Social patterns in bullying show consistent gender differences in adolescent perpetration and victimization with large cross-national variations. Previous research shows associations between societal gender inequality and gender differences in some violent behaviors in adolescents. Therefore, there is a need to go beyond individual associations and use a more social ecological perspective when examining gender differences in bullying behaviors. The aim of the present study was twofold: (1) to explore cross-national gender differences in bullying behaviors and (2) to examine whether national-level gender inequality relates to gender differences in adolescent bullying behaviors. Methods. Traditional bullying and cyberbullying were measured in 11-year-olds to 15-year-olds in the 2017/18 Health Behaviour in School-aged Children study (n = 200,423). We linked individual data to national gender inequality (Gender Inequality Index, 2018) in 46 countries and tested their association using mixed-effects (multilevel) logistic regression models. Results. Large cross-national variations were observed in gender differences in bullying. Boys had higher odds of perpetrating both traditional and cyberbullying and victimization by traditional bullying than girls. Greater gender inequality at country level was associated with heightened gender differences in traditional bullying. In contrast, lower gender inequality was associated with larger gender differences for cyber victimization. Discussion. Societal gender inequality relates to adolescents' involvement in bullying and gendered patterns in bullying. Public health policy should target societal factors that have an impact on young people's behavior.}, language = {en} } @misc{FischerDadaczynskiSudecketal., author = {Fischer, Saskia M. and Dadaczynski, Kevin and Sudeck, Gorden and Rathmann, Katharina and Paakkari, Olli and Paakkari, Leena and Bilz, Ludwig}, title = {Measuring Health Literacy in Childhood and Adolescence with the Scale Health Literacy in School-Aged Children - German Version}, series = {Diagnostica}, volume = {68}, journal = {Diagnostica}, number = {4}, issn = {0012-1924}, doi = {10.1026/0012-1924/a000296}, pages = {184 -- 196}, abstract = {Health literacy can help explain health inequalities in childhood and adolescence. However, suitable instruments for assessing health literacy in this age group are rare, especially in the German-speaking countries. One economical measure is the 10-item Health Literacy in School-Aged Children (HLSAC) scale, developed and reviewed as part of the WHO Child and Adolescent Health Study (HBSC, Health Behavior in School-Aged Children). In the present study, we tested dimensionality, measurement invariance, and associations with health-related measures of the German version of the scale (HLSAC-German), using data from the 2018 national German HBSC study (N = 4,347 students aged 11, 13, and 15 years). We also tested HLSAC-German with 11-year-olds, representing an expansion of the original scale. Exploratory and confirmatory factor analyses consistently demonstrated the unidimensionality of the scale (α = .88). Complete scalar measurement invariance was found for sex and partial scalar measurement invariance for age groups and school type, allowing for the comparison of means. Associations with indicators of health and health behavior further demonstrate the construct validity of the scale. The analyses show that the scale is suitable for the economic measurement of a general factor of health literacy in 11- as well as in 13- and 15-year-olds.}, language = {en} } @misc{WachsCastellanosWettsteinetal., author = {Wachs, Sebastian and Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig and G{\´a}mez-Guadix, Manuel}, title = {Associations Between Classroom Climate, Empathy, Self-Efficacy, and Countering Hate Speech Among Adolescents: A Multilevel Mediation Analysis}, series = {Journal of Interpersonal Violence}, volume = {38}, journal = {Journal of Interpersonal Violence}, number = {5-6}, issn = {0886-2605}, doi = {10.1177/08862605221120905}, pages = {5067 -- 5091}, abstract = {Although hate speech is widely recognized as an online phenomenon, very few studies have investigated hate speech among adolescents in offline settings (e.g., schools). At the same time, not much is known about countering hate speech (counterspeech) among adolescents and which factors are associated with it. To this end, the present study used the socio- ecological framework to investigate the direct and indirect links among one contextual factor (i.e., classroom climate) and two intrapersonal factors (i.e.,empathy for victims of hate speech, self-efficacy regarding intervention in hate speech) to understand counterspeech among adolescents. The sample is based on self-reports of 3,225 students in Grades 7 to 9 (51.7\% self- identified as female) from 36 schools in Germany and Switzerland. Self- report questionnaires were administered to measure classroom climate, empathy, self-efficacy, and counterspeech. After controlling for adolescents' grade, gender, immigrant background, and socioeconomic status (SES), the 2-(1-1)-1 multilevel mediation analysis showed that classroom climate (L2), empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1) had a positive effect on countering hate speech (L1). Classroom climate (L2) was also positively linked to empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1). Furthermore, classroom climate (L2) was indirectly associated with countering hate speech (L1) via greater empathy (L1) and self-efficacy (L1). The findings highlight the need to focus on contextual and intrapersonal factors when trying to facilitate adolescents' willingness to face hate speech with civic courage and proactively engage against it.}, language = {en} } @misc{FischerDadaczynskiSudecketal., author = {Fischer, Saskia M. and Dadaczynski, Kevin and Sudeck, Gorden and Rathmann, Katharina and Bilz, Ludwig}, title = {„Health Literacy in School-Aged Children-German": Vorstellung eines Messinstruments zur Erhebung der Gesundheitskompetenz im Kindes- und Jugendalter}, series = {52. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie. Programm.}, journal = {52. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie. Programm.}, address = {Hildesheim}, pages = {51}, abstract = {Gesundheitskompetenz ist ein international relevanter Forschungsgegenstand, der bereits im Kindes- und Jugendalter mit dem Gesundheitszustand, der Aus{\"u}bung gesundheitsbezogenen Risikoverhaltens und gesundheitlicher Ungleichheit zusammenh{\"a}ngt. Dennoch steht die Erforschung der Gesundheitskompetenz in Deutschland insbesondere im Kindes- und Jugendalter im internationalen Vergleich noch weitgehend am Anfang. Ein {\"o}konomisches Instrument zur Erhebung der Gesundheitskompetenz Heranwachsender stellt die 10-Item-Skala „Health Literarcy in School-Aged Children-German" (HLSAC-German) dar. Dabei handelt es sich um die deutsche Version der Skala HLSAC, welche in der international durchgef{\"u}hrten HBSC-Studie eingesetzt wird. In diesem Beitrag werden die Skala selbst sowie Befunde zur Dimensionalit{\"a}t, zur Messinvarianz in Bezug auf Geschlecht, Alter und Schulform und zu Zusammenh{\"a}ngen zu Indikatoren der Gesundheit und des Gesundheitsverhaltens vorgestellt. Die {\"U}berpr{\"u}fung der Skala erfolgt anhand der Daten der deutschen HBSC-Studie 2018 (N = 4 347 Sch{\"u}lerinnen und Sch{\"u}ler im Alter von 11, 13 und 15 Jahren). Die {\"U}berpr{\"u}fung in der Gruppe der 11-J{\"a}hrigen stellt dabei eine Erweiterung des Einsatzbereiches der Skala im internationalen Vergleich dar. Explorative und konfirmatorische Faktorenanalysen belegen die Eindimensionalit{\"a}t der Skala. Konfirmatorische Faktorenanalysen in multiplen Gruppen zeigen vollst{\"a}ndige skalare Messinvarianz bez{\"u}glich des Geschlechts und partielle skalare Messinvarianz bez{\"u}glich Altersgruppen und Schulform. Erwartungsgem{\"a}ß zeigen sich negative Zusammenh{\"a}nge zu subjektiv eingesch{\"a}tzten psychischen Gesundheitsproblemen und positive Zusammenh{\"a}nge zur k{\"o}rperlichen Aktivit{\"a}t. Die Ergebnisse weisen insgesamt auf eine eindimensionale Skala hin, mit welcher Mittelwertsvergleiche zul{\"a}ssig sind. Der Einsatz der Skala in der Gruppe der 11-j{\"a}hrigen ist m{\"o}glich, wobei punktuelle Schwierigkeiten bei der Beantwortung der Items und eine h{\"o}here Non-Response-Quote in dieser Altersgruppe erwartet werden m{\"u}ssen.}, language = {de} } @misc{WolgastFischerBilz, author = {Wolgast, Anett and Fischer, Saskia M. and Bilz, Ludwig}, title = {Teachers' Empathy for Bullying Victims, Understanding of Violence, and Likelihood of Intervention}, series = {Journal of School Violence}, volume = {21}, journal = {Journal of School Violence}, number = {4}, issn = {1538-8220}, doi = {10.1080/15388220.2022.2114488}, pages = {491 -- 503}, abstract = {Relational bullying is still underappreciated by teachers. Based on the theoretical model of teachers' intervention competence in bullying, the aim of the current research was to gain insights into the concurrent relationships between teachers' empathy, understanding of violence, and likelihood of intervention. In this study, n = 556 teachers (79.4\% female, Mage = 50.6) indicated on a questionnaire their empathy, understanding of relational violence, and likelihood of intervention in a relational bullying situation. The relationships were simultaneously estimated in a structural equation model. The results suggest significantly positive concurrent relations between these variables. We conclude that the effectiveness of teacher trainings could be increased through such elements as cognitive empathy training, raising awareness of violence, and teaching appropriate interventions in relational bullying situations.}, language = {en} } @misc{Bilz, author = {Bilz, Ludwig}, title = {The Association Between Teachers' Well-Being and Students' Well-Being and the Role of Teacher Support as a Mediator}, series = {EARA 2022 Conference "Diverse \& Digital" Dublin August 24-27}, journal = {EARA 2022 Conference "Diverse \& Digital" Dublin August 24-27}, publisher = {University College Dublin}, address = {Dublin}, language = {en} } @misc{KansokDuscheWettsteinWachsetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Wachs, Sebastian and Bilz, Ludwig}, title = {Der Zusammenhang zwischen {\"U}berzeugungen von Lehrpersonen und ihrer Wahrnehmung von Hatespeech unter Sch{\"u}ler:innen}, series = {52. DGPs-Kongress in Hildesheim}, journal = {52. DGPs-Kongress in Hildesheim}, publisher = {Universit{\"a}t Hildesheim}, address = {Hildesheim}, pages = {86}, language = {de} }