@misc{BilzKansokDuscheFischeretal., author = {Bilz, Ludwig and Kansok-Dusche, Julia and Fischer, Saskia M. and Bartholom{\"a}us, Peter}, title = {What works in hate speech intervention and prevention in schools? First results of a systematic review}, series = {28TH WORKSHOP ON AGGRESSION}, journal = {28TH WORKSHOP ON AGGRESSION}, address = {Nottingham}, doi = {10.13140/RG.2.2.35879.97440}, pages = {18}, abstract = {Hate speech is a global social problem with a multitude of negative consequences. Derogatory expressions against certain groups of people are not a new phenomenon. However, hate speech has become much more widespread in recent years. After the Internet, the school is a place where hate speech occurs and where children and young people perpetrate, witness, and become victims of hate speech (Castellanos et al., 2023; Kansok-Dusche et al., 2023). Schools represent a suitable location to address hate speech incidents and to prevent future hate speech. To date, there is limited evidence on the availability, quality, and effectiveness of school-based anti-hate speech programs. The objective of this systematic review is to compile a catalogue of available anti-hate speech programs, that are particularly aimed at children and youth and that can be used to deal with hate speech in schools. Furthermore, their quality and utility are to be evaluated on a criteria-driven basis by two independent reviewers. The presentation will provide an overview of the 27 programmes identified and the initial results regarding their quality. Recommendations are given for the implementation of these programmes in schools and for their further improvement.}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Mobbing und Cybermobbing unter Sch{\"u}ler*innen. Eine Herausforderung f{\"u}r die ganze Schule}, series = {Dreizehn - Zeitschrift f{\"u}r Jugendsozialarbeit}, volume = {32}, journal = {Dreizehn - Zeitschrift f{\"u}r Jugendsozialarbeit}, issn = {1867-0571}, pages = {16 -- 19}, language = {de} } @techreport{HBSCStudienverbundDeutschlandFischerBilz, author = {HBSC Studienverbund Deutschland, and Fischer, Saskia M. and Bilz, Ludwig}, title = {Schulisches Mobbing und Cybermobbing von Kindern und Jugendlichen - Faktenblatt zur Studie Health Behaviour in School-aged Children 2022}, pages = {6}, language = {de} } @misc{SchittenhelmKopsMoosburneretal., author = {Schittenhelm, Catherine and Kops, Maxime and Moosburner, Maeve and Fischer, Saskia M. and Wachs, Sebastian}, title = {Cybergrooming victimization among young people: a systematic review of prevalence rates, risk factors, and outcomes}, series = {Adolescent Research Review}, journal = {Adolescent Research Review}, publisher = {Springer Science and Business Media LLC}, issn = {2363-8346}, doi = {10.1007/s40894-024-00248-w}, pages = {32}, abstract = {Adolescence is marked by a unique blend of factors, including adolescents' exploration of their emerging sexuality and growing engagement with digital media. As adolescents increasingly navigate online spaces, cybergrooming victimization has emerged as a significant concern for the development and protection of young people. Yet, there is a lack of systematic analyses of the current state of research. To this end, the present systematic review aimed to integrate existing quantitative research on prevalence rates, risk factors, and outcomes of cybergrooming victimization, informed by an adaptation of the General Aggression Model. Studies providing self-reported data on cybergrooming victimization of people between the ages of 5 and 21 were included. A total of 34 studies met all inclusion criteria, with most focusing on adolescence. Reported prevalence rates were characterized by strong heterogeneity, which could largely be attributed to the underlying methodology. Overall, the included studies showed that at least one in ten young people experiences cybergrooming victimization. Findings further indicated that various factors, for example, being a girl, being older, engaging in risky behavior, displaying problematic Internet use, reporting lower mental well-being, and experiencing other types of victimization, are positively associated with cybergrooming victimization. However, most studies' cross-sectional designs did not allow for an evidence-based classification into risk factors, outcomes, and co-occurrences, so findings were embedded in the proposed model based on theoretical considerations. In addition, there is a noted lack of studies that include diverse samples, particularly younger children, LGBTQIA+ youth, and young people with special educational needs. These findings emphasize that cybergrooming victimization is a prevalent phenomenon among young people that requires prevention and victim support addressing multiple domains.}, language = {en} } @misc{ZeissigMoellerFischeretal., author = {Zeißig, Anke and M{\"o}ller, Julia and Fischer, Saskia M. and Bilz, Ludwig}, title = {Bed{\"u}rfnisbezogene Korrelate der Langeweile und Indikatoren der Kreativit{\"a}t im Unterrichtskontext}, series = {53. DGPs-Kongress / 15. {\"O}GP-Konferenz, 16.-19. September}, journal = {53. DGPs-Kongress / 15. {\"O}GP-Konferenz, 16.-19. September}, address = {Wien}, doi = {10.23668/psycharchives.15449}, abstract = {Langeweile ist eine der am h{\"a}ufigsten und intensivsten erlebten Emotionen im Unterricht. Studien zeigen, dass die Langeweile eine oberfl{\"a}chliche Verarbeitung von Informationen zur Folge haben kann, kognitive und metakognitive F{\"a}higkeiten sowie anwendungsbezogenes, probleml{\"o}sendes und nachhaltiges Lernen beeintr{\"a}chtigen und sich negativ auf akademische Leistungen auswirken kann. Auf der anderen Seite sehen Forschende die Langeweile als ein Signal an, dass eine Ausrichtung mentaler Prozesse zu Sinnhaftigkeit und Kreativit{\"a}t erm{\"o}glichen und ungenutzte kognitive Potenziale erschließen k{\"o}nnte. Ein Schl{\"u}ssel f{\"u}r das Verst{\"a}ndnis und die Untersuchung dieser scheinbar widerspr{\"u}chlichen Annahmen k{\"o}nnten bed{\"u}rfnisbezogene Korrelate der Langeweile sein. Je nach assoziierter Bed{\"u}rfnislage (z.B. Kompetenz, Autonomie, Stimulation, Sinnhaftigkeit) k{\"o}nnten sich unterschiedliche Verbindungen eines Zustandes der Langeweile zu kreativen Impulsen ergeben. Diese Annahme wird in einer Studie mit Lernenden der 9. Klassen in Gymnasien mit einer Experience-Sampling-Erhebung untersucht. Die aktuell laufenden Erhebungen finden jeweils eine Woche pro Klasse statt. Die Lernenden werden dabei jeweils mehrfach in verschiedenen Unterrichtssituationen untersucht. Wir wollen ermitteln, inwieweit das Aufkommen von Langeweile in Unterrichtssituationen mit unerf{\"u}llten psychischen Bed{\"u}rfnissen assoziiert ist und ob ein empfundener Mangel an Stimulanz oder Sinnhaftigkeit mit Kreativit{\"a}tsimpulsen verbunden ist. Wir stellen erste Ergebnisse vor und diskutieren diese vor dem Hintergrund einer differenziellen Betrachtung der Daten der Lernenden.}, language = {de} } @misc{BilzFischerMaunderetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Maunder, Rachel and Bauman, Sheri and Scheithauer, Herbert}, title = {Interventionen von Lehrkr{\"a}ften bei Mobbing in der Schule: Erste Ergebnisse eines systematischen Reviews}, series = {Menschen Mitwelt Medien - 53. DGPs Kongress Wien}, journal = {Menschen Mitwelt Medien - 53. DGPs Kongress Wien}, publisher = {Universit{\"a}t Wien}, address = {Wien}, doi = {10.13140/RG.2.2.17765.41447}, pages = {571 -- 572}, language = {de} } @misc{FischerMacaulayBaraldsnesetal., author = {Fischer, Saskia M. and Macaulay, Peter J. R. and Baraldsnes, Dziuginta and Brett, Hannah and Paljakka, Antonia}, title = {Kooperationen zwischen Elternhaus und Schule bei der Pr{\"a}vention und Intervention bei Mobbing unter Sch{\"u}ler:innen}, series = {53. DGPs-Kongress Wien}, journal = {53. DGPs-Kongress Wien}, address = {Wien}, doi = {10.17605/OSF.IO/EUP94}, pages = {11}, abstract = {Die Forschung zur Pr{\"a}vention und Intervention von Mobbing und Cybermobbing wird sehr h{\"a}ufig vor dem theoretischen Hintergrund sozio-{\"o}kologischer Modelle durchgef{\"u}hrt. Die Bedeutung des sozialen Kontexts von Mobbing und somit auch des Handelns von Lehrpersonen bei der Pr{\"a}vention von Mobbing und bei der Intervention bei bestehendem Mobbing steht dabei mittlerweile außer Frage. Ebenso wird immer wieder auf die Notwendigkeit hingewiesen, das Elternhaus bzw. die Sorgeberechtigten in die Anti-Mobbing-Maßnahmen einzubeziehen. Sofern Anti-Mobbing-Programme oder Maßnahmen die Zusammenarbeit von Schule und Familie bzw. von Lehrpersonen und Eltern beinhalten, unterscheiden sich Form, Ausmaß und Qualit{\"a}t der Zusammenarbeit allerdings betr{\"a}chtlich und reichen beispielsweise vom Versenden von Briefen nach Hause bis hin zum aktiven Einbezug der Eltern in die Mobbingpr{\"a}vention auf Schul-, Klassen- und individueller Ebene. Ziel des vorgestellten systematischen Reviews ist es, Forschungsergebnisse zu identifizieren, die Informationen {\"u}ber die Effektivit{\"a}t und Art der Zusammenarbeit zwischen Elternhaus und Schule bei der Pr{\"a}vention und Intervention von Mobbing und Cybermobbing liefern. Eine systematische Literaturrecherche in relevanten Datenbanken ist bereits abgeschlossen und die Ergebnisse umfassen gem{\"a}ß der Suchstrategie sowohl qualitative als auch quantitative Studien in englischer und deutscher Sprache. Zum Zeitpunkt der Konferenz werden die Ergebnisse der Volltextanalyse bereits vorliegen und erste Auswertungen pr{\"a}sentiert, die die Struktur der Zusammenarbeit, H{\"u}rden und Herausforderungen, rechtliche Rahmenbedingungen und Aspekte der Zusammenarbeit, die eine erfolgreiche Kooperation unterst{\"u}tzen, aufzeigen.}, language = {de} } @misc{FischerWolgastSchuetzetal., author = {Fischer, Saskia M. and Wolgast, Anett and Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Mobbing-Erfahrungen von Kindern und Jugendlichen in der Schule und ihre psychische Gesundheit: Die Rolle ihrer erlebten Unterst{\"u}tzung durch Lehrkr{\"a}fte, Mitsch{\"u}ler:innen, Familie und Freund:innen}, series = {53. DGPs-Kongress Wien}, journal = {53. DGPs-Kongress Wien}, doi = {10.17605/OSF.IO/F5ZSJ}, abstract = {Mobbing-Erfahrungen stellen einen Risikofaktor f{\"u}r die psychische Gesundheit von Heranwachsenden dar. Sozial-{\"o}kologische Modelle sprechen f{\"u}r die Annahme, dass erlebte soziale Unterst{\"u}tzung die negativen Auswirkungen von Mobbing auf die psychische Gesundheit verringern kann, wobei je nach Entwicklungsstufe der Heranwachsenden und der Unterst{\"u}tzungsquelle Unterschiede zu erwarten sind. Zur Rolle der sozialen Unterst{\"u}tzung bei Mobbing-Erfahrung liegen jedoch widerspr{\"u}chliche Ergebnisse vor. Die vorliegende Studie ging der Frage nach, welche Effekte soziale Unterst{\"u}tzung auf den Zusammenhang zwischen Mobbing-Erfahrungen und psychischer Gesundheit von Heranwachsenden hat. Daf{\"u}r wurden Querschnittsdaten von 3.801 Heranwachsenden der Jahrgangstufen 5, 7 und 9 (52.6 \% weiblich, MAlter = 13.50 Jahre) aus der 2022er Brandenburger HBSC-Teilstudie („Health Behaviour in School-aged Children") mittels Strukturgleichungsmodellierung analysiert. Die Ergebnisse zeigen erwartete negative Zusammenh{\"a}nge zwischen Opfererfahrungen und psychischer Gesundheit, jedoch auch unerwartete positive Zusammenh{\"a}nge zwischen der Mobbing-Aus{\"u}bung und dem Wohlbefinden. Positive Zusammenh{\"a}nge existieren zudem zwischen der psychischen Gesundheit und der erlebten sozialen Unterst{\"u}tzung durch die Familie, Lehrpersonen und Mitsch{\"u}ler:innen, jedoch nicht Freund:innen. Interaktionseffekte legen nahe, dass die erlebte soziale Unterst{\"u}tzung durch die Familie und die Lehrpersonen den negativen Zusammenhang zwischen Opfererfahrungen und psychischer Gesundheit verringern kann. Die Jahrgangsstufen moderieren diese komplexen Zusammenh{\"a}nge. Die Ergebnisse unterstreichen die Bedeutung der sozialen Unterst{\"u}tzung als Schutzfaktor bei Mobbing und die Notwendigkeit, verschiedene Unterst{\"u}tzungsquellen separat zu betrachten. Es ergeben sich Implikationen f{\"u}r Maßnahmen der Gewaltpr{\"a}vention und der (psychischen) Gesundheitsf{\"o}rderung in der Schule.}, language = {de} } @incollection{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Teachers bullying intervention competence: a German study on aspects of crucial competence for bullying interventions in schools}, series = {Handbook of School Violence, Bullying and Safety}, booktitle = {Handbook of School Violence, Bullying and Safety}, editor = {Hong, Jun S. and Chan, Heng C. and Fung, Annis L. C. and Lee, Jungip}, publisher = {Edward Elgar Publishing}, address = {Cheltenham}, isbn = {9781035301355}, doi = {10.4337/9781035301362.00042}, pages = {403 -- 416}, abstract = {Teachers can play a crucial role when it comes to bullying among students. The way teachers respond to incidents of bullying can impact students' attitudes and behaviors. Because of this, intervening successfully in bullying is an important part of teachers' day-to-day work in school. Intervening successfully requires specific competence and, in 2015, a theoretical model of teacher bullying intervention competence was introduced, based on earlier teacher competence models and studies. This model suggests that teachers' competencies in bullying interventions consist of four competence dimensions, namely knowledge, beliefs, motivational orientation, and self-regulation. Since then, several studies have been conducted on this model. In this chapter, we will summarize recent empirical findings on the model based on data from 556 teachers and 2,071 students in Germany. We then revise the model based on these empirical findings. Limitations and implications are discussed.}, language = {en} } @misc{BilzFischer, author = {Bilz, Ludwig and Fischer, Saskia M.}, title = {Mobbing und Cybermobbing an Schulen in Deutschland von 2009/10 bis 2022}, series = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, journal = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, address = {Dresden}, doi = {10.13140/RG.2.2.31663.96165}, pages = {16}, language = {de} } @misc{KansokDuscheWettsteinFischeretal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Fischer, Saskia M. and Wachs, Sebastian and Bilz, Ludwig}, title = {Associations between teachers' beliefs and their perception of hate speech in school: a study in Germany and Switzerland}, series = {Frontiers in Education}, volume = {9}, journal = {Frontiers in Education}, publisher = {Frontiers Media SA}, issn = {2504-284X}, doi = {10.3389/feduc.2024.1432013}, pages = {11}, abstract = {Hate speech is a global issue that is also prevalent among adolescents and requires an educational response. Teachers handle hate speech as part of their professional role. To date, we know little about their beliefs in relation to the early stages of their interventional actions, specifically to their perception of hate speech in school. Thus, this study examined associations between teachers' social dominance orientation, their pluralist attitude, and their hate speech perception in school. A sample of 471 secondary school teachers from 38 schools (Germany: n = 251; Switzerland: n = 220) participated in a self-report survey from December 2020 to April 2021 (MAge = 42.8 years; 57.7\% females; 21.0\% with migration status). Data from a total of 3,560 students from grades 7-9 (Germany: n = 1,841; Switzerland: n = 1,719) were matched with teachers' data to control for students' hate speech perception in school. Fixed effects multilevel regressions were run, including covariates (teachers' age, gender, migration status, students' hate speech perception), teachers' social dominance orientation, pluralist attitude, and their hate speech perception in school. Teachers perceived a higher frequency of offline hate speech than online hate speech. Contrary to the hypotheses, social dominance orientation was positively associated with offline and online hate speech perception. As predicted, teachers' pluralist attitude was positively linked to their off- and online hate speech perception. Further research must now clarify how the investigated beliefs and attitudes and teachers' hate speech perception in school relate to other aspects of their professional competence.}, language = {en} } @misc{FischerMaunderBaumanetal., author = {Fischer, Saskia M. and Maunder, Rachel and Bauman, Sheri and Bilz, Ludwig and Scheithauer, Herbert}, title = {Teachers' Responses to Incidents of Bullying among Students: A Systematic Review on How Teachers React To and Manage Bullying Situations}, series = {World Anti-Bullying Forum 2023, October 25-27, 2023, North Carolina, U.S.A.}, journal = {World Anti-Bullying Forum 2023, October 25-27, 2023, North Carolina, U.S.A.}, doi = {10.17605/OSF.IO/UCREY}, pages = {56}, abstract = {Introduction Teachers play a vital part in bullying intervention in schools. Their front-line role in classrooms means they are often in a position to notice when bullying happens, and children may also report incidents directly to them (Colpin et al, 2021). Whether and how they respond to bullying sends important messages about the extent to which the behaviour is tolerated in school, and the relative success of actions has direct implications for the children involved, including whether the bullying stops, continues, or even worsens (Wachs et al, 2019). It is therefore important to understand the strategies they use to manage bullying. Whilst a body of empirical research has studied teacher intervention in bullying, the key aspects in the findings or the quality of this evidence has not been systematically examined. This systematic review therefore aims to answer the central question of 'how do teachers identify and respond to bullying incidents among students?' Subsidiary questions focus on how teachers determine if an incident of bullying has occurred; how teachers decide how to respond to bullying incident; what the strategies are that teachers use to respond to bullying incidents; the effectiveness of the responses for handling bullying situations, and how teachers' bullying responses are measured. Method Following pre-registration via the Open Science Framework (Fischer et al., 2022), the following databases were selected for the literature search given their widespread access, reputation, and coverage: Web of Science, Scopus, PsycINFO, PubPsych, PubMed, and Cochrane Library. Each database was interrogated using following search terms: (bully* OR bullie*) AND (teacher OR school staff OR monitor OR whole school OR educator OR tutor OR teach* assist*) AND (interven* OR prevent* OR handl* OR respon* OR tackl* OR measure OR methods OR action OR strateg* OR reaction OR react* OR approach OR practice OR anti-bullying). Both quantitative and qualitative studies were included. The search was restricted to publications in English or German, and no date range was imposed. Publications in peer-reviewed journals, book chapters, as well as grey literature were included. Title, abstracts, and keywords of the identified publications will be screened for inclusion and exclusion criteria. Inclusion criteria include the use of the term 'bullying' (or 'mobbing' for German-language publications), the school context and school age, and any responses to bullying incidents that are performed by teachers or other teaching staff. Exclusion criteria include solely theoretical publications, bullying at college, university, or workplace, bullying outside the school context, purely preventive strategies, and evaluations of complex anti-bullying programmes. For both the screening and the data extraction, the software Covidence will be used. The procedure and coding system was adapted from Fischer et al. (2021). Results The data extraction is based on a detailed coding manual that had been tested within the research team. Two members of the coding team will code each study included in the full-text analysis. The quality assessment will also be included in the data extraction process and will be done with two instruments: One instrument that was developed by the research team based on the GRADE system with a focus on clearly defined key concepts and research questions as well as methodological aspects (e.g., sample size, critical reflection on the methods used), and one instrument that is established and suitable for both qualitative and quantitative studies (Mixed Methods Appraisal Tool MMAT, Hong et al., 2018). This procedure simultaneously enables the evaluation of the newly developed quality assessment tool. The data extraction is currently underway. The search in the databases and screening of title, abstract, and keywords is planned for spring 2023, and the data extraction will follow. At the WABF, we are going to present results on the quality assessment and interrater reliability as well as on the body of literature. In particular, the presentation of the results will focus on the breadth of teacher responses to incidents of bullying presented in the literature. Conclusion This systematic review provides a contemporary oversight of our existing knowledge on teacher intervention in bullying and highlights important avenues for further research. We will present detailed conclusions based on the results obtained. The expected results will provide a significant overview of the growing research on teacher interventions for bullying and will help to identify research gaps in the existing literature. Further, the results will highlight tendencies towards certain research methods and approaches to study teacher intervention, which provides opportunities for researchers to seek alternative designs and techniques going forward, and will help to identify research gaps in the existing literature. The systematic analysis of previously studied teacher responses to incidents of bullying will provide a significant foundation for future research. The information on how teachers identify bullying cases and the decision-making pathways underlying their responses has not been systematically collected so far, so the expected findings will provide an important foundation for future research and practical teacher training on anti-bullying interventions. In particular, the findings gathered on the effectiveness of teacher responses will have significant implications for the training of teachers, and guidance that can be provided to support teacher practice in schools. Selected references Colpin, H., Bauman, S. \& Menesini, E. (2021). Teachers' responses to bullying: Unravelling their consequences and antecedents: Introduction to the special issue. European Journal of Developmental Psychology, 18(6), 781-797. Fischer, S. M., Bauman, S., Maunder, R., Scheithauer, H., \& Bilz, L. (2022). Teachers' interventions in bullying among students - A systematic review on how teachers react to and manage bullying situations. Preregistration Template from AsPredicted-org. https://doi.org/10.17605/OSF.IO/7VNBZ Fischer, S. M., John, N. \& Bilz, L. (2021). Teachers' self-efficacy in preventing and intervening in school bullying: A systematic review. International Journal of Bullying Prevention, 3, 196-212. Hong, Q. N., F{\`a}bregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O'Cathain, A., Rousseau, M.-C., \& Vedel, I. (2018). Mixed Methods Appraisal Tool (MMAT) Version 2018. User Guide. Available under http://mixedmethodsappraisaltoolpublic.pbworks.com Wachs, S., Bilz, L., Niproschke, S., \& Schubarth, W. (2019). Bullying intervention in schools: A multilevel analysis of teachers' success in handling bullying from the students' perspective. Journal of Early Adolescence, 39(5), 642-668.}, language = {en} } @misc{FischerPaljakkaDemol, author = {Fischer, Saskia M. and Paljakka, Antonia and Demol, Karlien}, title = {European Young Researchers Network on Teachers' Role in School Bullying: Where Do We Stand and Where Do We Go?}, series = {World Anti-Bullying Forum 2023, October 25-27, 2023, North Carolina, U.S.A.}, journal = {World Anti-Bullying Forum 2023, October 25-27, 2023, North Carolina, U.S.A.}, pages = {60}, abstract = {The European Young Researchers Network on Teachers' Role in School Bullying has been founded in 2020 by young researchers from Germany, the Netherlands, and Austria. The aim is to take into account the growing research interest in the role of teachers in the bullying process (e.g., Colpin et al., 2021; De Luca et al., 2019; Eldrige \& Jenkins, 2020; Yoon \& Bauman, 2014) and, in particular, to network young researchers working on this topic and to help them maintain an overview of the body of literature on this topic. To this end, newsletters are sent out at regular intervals informing members about new relevant publications, conferences, and calls for papers. In addition, researchers can contribute to the next newsletter by sending topics and concerns. This includes cooperation requests for symposia or research projects and topic-specific questions. The network has about 50 members from 16 different countries. It was presented in 2020 at the Bullying Research Symposium in Vienna (held online) and in 2021 at the WABF in Stockholm, where it met lively interest, received a lot of positive feedback from members, and attracted new members. However, like any network, it faces the challenge of evolving. Requests from members and sharing publications within the network have been decreasing. The aim is to facilitate the exchange between members and to continue to provide an information platform via the newsletter, which benefits from the shared knowledge of the members. However, the active participation of the members is necessary for this. In the presentation, the wishes and needs of the current and future members of the network will be discussed. Concrete questions concerning the future of the network include whether the European focus and the focus on young scientists should be maintained. Selected References Colpin, H., Bauman, S. \& Menesini, E. (2021). Teachers' responses to bullying: Unravelling their consequences and antecedents: Introduction to the Special Issue. European Journal of Developmental Psychology, 18(6), 781-797. https://doi.org/10.1080/17405629.2021.1954903 De Luca, L., Nocentini, A. \& Menesini, E. (2019). The teacher's role in preventing bullying. Frontiers in Psychology, 10, 1830. https://doi.org/10.3389/fpsyg.2019.01830 Eldridge, M. A. \& Jenkins, L. N. (2020). The Bystander Intervention Model: Teacher intervention in traditional and cyber bullying. International Journal of Bullying Prevention, 2, 253-263. https://doi.org/10.1007/s42380-019-00033-7 Yoon, J. \& Bauman, S. (2014). Teachers: A critical but overlooked component of bullying prevention and intervention. Theory Into Practice, 53(4), 308-314. https://doi.org/10.1080/00405841.2014.947226}, language = {en} } @incollection{SchuetzFischerZeissig, author = {Sch{\"u}tz, Raphael and Fischer, Saskia M. and Zeißig, Anke}, title = {Das Gesundheits- und Risikoverhalten von Kindern und Jugendlichen in Brandenburg}, series = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, booktitle = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, editor = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-878-8}, pages = {29 -- 82}, language = {de} } @incollection{FischerKansokDuscheSchuetzetal., author = {Fischer, Saskia M. and Kansok-Dusche, Julia and Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Personale und kontextuelle Einflussfaktoren f{\"u}r die Gesundheit und das Gesundheitsverhalten im Kindes- und Jugendalter}, series = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, booktitle = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, editor = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-878-8}, pages = {83 -- 132}, language = {de} } @misc{FischerMaunderBilzetal., author = {Fischer, Saskia M. and Maunder, Rachel and Bilz, Ludwig and Bauman, Sheri and Scheithauer, Herbert}, title = {Teachers' Responses to Incidents of Bullying among Students: Study Protocol and Preliminary Results of a Systematic Review on How Teachers React to and Manage Bullying Situations}, series = {27th Workshop on Aggression}, journal = {27th Workshop on Aggression}, doi = {10.17605/OSF.IO/QCGDX}, language = {en} } @misc{BilzFischerKansokDuscheetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander}, title = {Teachers' intervention strategies for handling hate-speech incidents in schools}, series = {https://gestioneventos.us.es/wcvs2023/programa-detallado}, journal = {https://gestioneventos.us.es/wcvs2023/programa-detallado}, publisher = {Universidad de Sevilla}, address = {Seville}, doi = {10.13140/RG.2.2.23545.85608}, language = {en} } @misc{BilzFischer, author = {Bilz, Ludwig and Fischer, Saskia M.}, title = {Results of the German HBSC Study: Bullying and cyberbullying at schools in Germany}, series = {Sustainable Health in Children and Students - Reduce the GAP!}, journal = {Sustainable Health in Children and Students - Reduce the GAP!}, address = {Potsdam}, doi = {10.13140/RG.2.2.35917.65767}, pages = {8}, language = {en} } @book{FischerKansokDuscheBartholomaeusetal., author = {Fischer, Saskia M. and Kansok-Dusche, Julia and Bartholom{\"a}us, Peter and Bilz, Ludwig}, title = {Schule ohne Hass : praxisbezogene Ergebnisse einer Untersuchung zur Qualit{\"a}t von Anti-Hatespeech-Programmen}, edition = {1}, publisher = {Brandenburgische Technische Universit{\"a}t Cottbus-Senftenberg, Institut f{\"u}r Gesundheit}, address = {Cottbus}, isbn = {978-3-940471-81-9}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:co1-opus4-69497}, pages = {54}, abstract = {Junge Menschen werden online, aber auch im Schulalltag zunehmend Zeug:innen, Ziel und mitunter auch Aus{\"u}bende von Hatespeech. Hatespeech ist eine Form menschenfeindlicher {\"A}ußerungen und stellt Schulen, zu deren Aufgaben auch Demokratiebildung geh{\"o}rt, vor besondere Herausforderungen. Um Sch{\"u}ler:innen f{\"u}r Hatespeech zu sensibilisieren, sie beim Umgang mit Hatespeech-Situationen zu unterst{\"u}tzen und ihnen erfolgreiche Strategien gegen Hatespeech zu vermitteln, steht eine Vielzahl an Anti-Hatespeech-Programmen zur Verf{\"u}gung, deren Zielsetzungen, Umfang und Qualit{\"a}t sich stark voneinander unterscheiden. In einer durch das Bundesministerium f{\"u}r Familie, Senioren, Frauen und Jugend im Rahmen des Bundesprogramms „Demokratie leben!" gef{\"o}rderten Studie wurden national und international verf{\"u}gbare Anti-Hatespeech-Programme ermittelt und einer systematischen Qualit{\"a}tsanalyse unterzogen. Dabei wurden 16 Qualit{\"a}tskriterien einbezogen, die sowohl aus wissenschaftlicher als auch aus praxisbezogener Perspektive ermittelt wurden. Insgesamt wurden 27 Anti-Hatespeech-Programme eingesch{\"a}tzt. In dieser Publikation werden die zentralen Ergebnisse zu den 27 Programmen praxisnah vorgestellt, sodass Praktiker:innen an Schulen eine fundierte Auswahl treffen k{\"o}nnen. Dazu werden die zentralen Inhalte, Zielgruppen und Kontextbedingungen wie z. B. Dauer, Format und Kosten, aber auch die Ergebnisse der Qualit{\"a}tseinsch{\"a}tzung f{\"u}r jedes der 27 Programme vorgestellt. F{\"u}r ausgew{\"a}hlte Situationen und Zielstellungen werden einzelne Programme exemplarisch n{\"a}her beschrieben. Generelle Empfehlungen f{\"u}r die Auswahl von Programmen inklusive einer Checkliste runden die Publikation f{\"u}r Praktiker:innen ab.}, language = {de} } @misc{FischerMacaulayBilz, author = {Fischer, Saskia M. and Macaulay, Peter J. R. and Bilz, Ludwig}, title = {Staff communication at school and student-student relationship quality in the classroom : direct and indirect effects on students' experiences as bullies, bullied, and bully-victims}, series = {International Journal of Bullying Prevention}, volume = {2025}, journal = {International Journal of Bullying Prevention}, publisher = {Springer Science and Business Media LLC}, issn = {2523-3653}, doi = {10.1007/s42380-024-00283-0}, pages = {19}, abstract = {Bullying research is often based upon Bronfenbrenner's socioecological model, focusing on contextual level aspects associated with individual bullying experiences. Thus, various relevant contextual determinants of bullying have been identified, including classroom climate and school climate. However, even if interpersonal relationships are defined broadly in the definitions of classroom and (especially) school climate, its empirical investigation is limited to student-student or student-teacher relationships. In the current study, we included aspects of teacher-teacher relationships in the analyses by investigating staff communication at school. We investigated the associations between staff communication, student-student relationship quality in the classroom, and students' bullying experiences. In addition, we investigated if staff communication may be indirectly linked to students' bullying experiences via student-student relationships in the classroom. The sample was drawn from 556 teachers (79\% female, Mage = 50.6, SDage = 8.44) and 2,071 students (49\% female, Mage = 13.63, SDage = 1.17) in 114 classes across 24 schools in Germany. Two-level- and three-level models were performed. Findings suggest that rivalry as an aspect of student-student relationships in the classroom (a part of the classroom climate) is associated with students' bullying experiences as bullies, victims, and bully-victims. While staff communication is not directly associated with students' bullying experiences, it is indirectly associated with it via rivalry in the classroom. The findings also show that staff communication at school is associated with student-student relationships in the classroom. The study has implications for school-wide anti-bullying measures that should also include teacher-teacher aspects, and that future research should endeavour to include both class-level and school-level contexts.}, language = {en} }