@misc{SeemannHerzKansokDuscheBartholomaeusetal., author = {Seemann-Herz, Lisanne and Kansok-Dusche, Julia and Bartholom{\"a}us, Peter and Bilz, Ludwig}, title = {Hate speech intervention and prevention in schools: Study design of a systematic review}, series = {4TH CULTURAL DIVERSITY, MIGRATION, AND EDUCATION CONFERENCE. Awareness, Reflection, Action - Challenging Structural Inequities}, journal = {4TH CULTURAL DIVERSITY, MIGRATION, AND EDUCATION CONFERENCE. Awareness, Reflection, Action - Challenging Structural Inequities}, publisher = {Martin-Luther-Universit{\"a}t Halle-Wittenberg}, address = {Halle/Saale}, pages = {103}, abstract = {Hate speech is a growing social problem with a wide range of negative consequences. The term "hate speech" describes derogatory expressions about people that refer to group characteristics (e.g., skin color, gender, religion). It is directed at people (directly or vicariously) with the intention of harming them and is potentially harmful at multiple different levels (e.g., individually, socially) (Kansok-Dusche et al., 2022). Inhumane statements against certain groups of people are not new phenomena. However, this form of expression of group- related misanthropy has become much more widespread in recent years (Hawdon et al., 2017). For example, evidence shows that young adolescents in particular increasingly observe hate material on the Internet (Smahel et al., 2020). After the Internet, school is a place where hate speech occurs and where children and adolescents witness but also become victims of hate speech (Castellanos et al., 2022; Kansok-Dusche et al., 2022). Schools represent a suitable location to address hate speech incidents and to prevent future hate speech. To date, there is little evidence on the availability of school-based anti-hate speech programs and their quality. An initial review in the German-speaking countries found 14 of these programs. However, very few of them have been evaluated, and their interventions have not been derived from a theoretical model (Seemann-Herz et al., 2022). This project is funded by the German Federal Ministry for Family Affairs, Senior Citizens, Women and Youth. The aim of the project is to compile a catalogue of internationally available anti-hate speech programs, that are targeted particularly 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. In addition to assessing whether the programs are preventive and/or interventive in nature, the analysis focuses on the programs' understanding of the term "hate speech," the theoretical basis of the programs, the intended target group, and the availability of evaluation results. Further quality criteria will be generated in a preliminary study through a qualitative survey of 12 teachers and 12 students in Brandenburg. Here, the focus is primarily on the user-oriented characteristics of the programs and the needs of teachers and students. Finally, the results of the systematic review will be used to derive recommendations for school practitioners. Recommendations for program developers will also be derived, with advice for further development, transfer, and adaptation of the programs. The poster will present and discuss the study design and preliminary results.}, 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{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{BilzKansokDuscheWachsetal., author = {Bilz, Ludwig and Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander}, title = {Students' Reactions to Hate Speech in Schools: An Experimental Vignette Study on Situational Influences on the Use of Counterspeech}, series = {Aggression and bullying in different cultural contexts, Workshop on Aggression, 2023}, journal = {Aggression and bullying in different cultural contexts, Workshop on Aggression, 2023}, doi = {10.13140/RG.2.2.15124.48001}, pages = {18}, language = {en} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Die Reaktionen von Sch{\"u}ler:innen auf Hatespeech in Schulen: Eine experimentelle Vignetten-Studie zu situativen Einfl{\"u}ssen auf das Aus{\"u}ben von Counterspeech}, series = {Symposium "Determinanten von Hate Speech und Reaktionen auf Hate Speech bei Kindern, Jugendlichen und jungen Erwachsenen" Fachgruppentagung Entwicklungs­psychologie 25. Tagung (03. — 05. September 2023, Berlin)}, journal = {Symposium "Determinanten von Hate Speech und Reaktionen auf Hate Speech bei Kindern, Jugendlichen und jungen Erwachsenen" Fachgruppentagung Entwicklungs­psychologie 25. Tagung (03. — 05. September 2023, Berlin)}, pages = {23}, abstract = {Trotz weltweiter Bem{\"u}hungen zur Bek{\"a}mpfung von Diskriminierungen bleibt Hatespeech (dt. Hassrede) in vielen L{\"a}ndern ein wachsendes Problem. Hatespeech wird hier als intentional verletzende {\"A}ußerung {\"u}ber Personen verstanden, die herabw{\"u}rdigend auf zugeschriebene Merkmale sozialer Gruppen Bezug nimmt (Kansok-Dusche et al., 2022). Hatespeech ist unter Jugendlichen weit verbreitet und auch im Schulkontext bedeutsam (Castellanos et al., 2023). Da Hatespeech mit negativen Konsequenzen f{\"u}r Betroffene und die Gesellschaft einhergeht, ist die Schule ein wichtiger Ort zur Hatespeech-Pr{\"a}vention. Forschungsarbeiten zu verwandten Ph{\"a}nomenen wie Mobbing betonen die wichtige Rolle von Zeug:innen. Bei Hatespeech in Schulen besteht diesbez{\"u}glich noch Forschungsbedarf zu Counterspeech (dt. Gegenrede), also Reaktionen von Sch{\"u}ler:innen mit dem Ziel Hatespeech-Vorf{\"a}lle zu stoppen. Die vorliegende Studie m{\"o}chte situative Einfl{\"u}sse auf das Aus{\"u}ben von Counterspeech untersuchen. Mit Bezug auf handlungstheoretische Ans{\"a}tze und Befunde zum Hilfeverhalten wird im On- und Offline-Setting der Einfluss des modellhaften Verhaltens der Lehrkr{\"a}fte und Mitsch{\"u}ler:innen ergr{\"u}ndet. Wir erwarten eine h{\"o}here Bereitschaft zu Counterspeech („Ich w{\"u}rde etwas gegen diese {\"A}ußerung tun oder sagen") bei Sch{\"u}ler:innen, wenn Lehrkr{\"a}fte und andere Mitsch{\"u}ler:innen den Vorfall nicht ignorieren. Die Stichprobe basiert auf Selbsteinsch{\"a}tzungen von 3225 Sch{\"u}ler:innen der Jahrgangsstufen 7 bis 9 aus 36 Schulen in Deutschland und der Schweiz. Zur Untersuchung unserer Forschungsfragen diente eine experimentelle Vignetten-Studie mit fiktionalen Hatespeech-Vorf{\"a}llen. Die Vignetten variierten die Lehrkraft-Reaktion (ja/nein), die Reaktion eines anwesenden Mitsch{\"u}lers (ja/nein) und das Setting (online/offline). Die Ergebnisse der aktuell laufenden Datenanalysen m{\"o}chten wir im Rahmen des Symposiums vorstellen. Wir erhoffen uns neue Erkenntnisse zu den Bedingungen unter denen Sch{\"u}ler:innen bei Hatespeech eingreifen.}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Die unsichtbare Kette. Ergebnisse der Lehrer-Gesundheitsstudie Brandenburg}, series = {Die Grundschule}, volume = {56}, journal = {Die Grundschule}, number = {6}, issn = {0533-3431}, pages = {14 -- 18}, language = {de} } @misc{KrauseWachsBilzetal., author = {Krause, Norman and Wachs, Sebastian and Bilz, Ludwig and Schubarth, Wilfried}, title = {„Eine Einsch{\"a}tzung, die in Sekunden passieren muss". Eine qualitative Studie zu Gr{\"u}nden f{\"u}r ausbleibende Interventionen durch das p{\"a}dagogische Schulpersonal bei Hatespeech unter Sch{\"u}ler:innen}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft}, volume = {26}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft}, number = {6}, issn = {1434-663X}, doi = {10.1007/s11618-023-01179-3}, pages = {1527 -- 1545}, abstract = {Die vorliegende Studie ermittelt erstmals Gr{\"u}nde f{\"u}r ausbleibende Interventionen durch p{\"a}dagogische Fachkr{\"a}fte bei Hatespeech-Vorf{\"a}llen in der Schule anhand des Entscheidungsmodells f{\"u}r Hilfeverhalten, das einen f{\"u}nfstufigen, kognitiven Abw{\"a}gungsprozess beschreibt, der einer m{\"o}glichen Intervention vorausgeht. Ausgewertet wurden 46 episodische Interviews mit Sch{\"u}ler:innen (n = 21), Lehrkr{\"a}ften (n = 16) und anderem p{\"a}dagogischem Schulpersonal (n = 9) aus Berlin und Brandenburg. Die Analyse des qualitativen Datenmaterials zeigt, dass sich auf allen f{\"u}nf Stufen des Abw{\"a}gungsprozesses Gr{\"u}nde finden lassen, warum Interventionen bei Hatespeech ausbleiben: Das Schulpersonal kann Hatespeech nicht immer wahrnehmen (1), deutet es vor dem Hintergrund jugendtypischer bzw. gewaltvoller Sprachnormen teils nicht als interventionsw{\"u}rdig (2), {\"u}bernimmt die Verantwortung teils nicht - insbesondere bei Online-Hatespeech (3), sch{\"a}tzt die eigenen Interventionskompetenzen als unzureichend ein (4) oder w{\"a}gt Kosten und Nutzen eines m{\"o}glichen Eingreifens zulasten einer tats{\"a}chlichen Interventionshandlung gegeneinander ab (5). Die Ergebnisse weisen darauf hin, dass eine Sensibilisierung f{\"u}r Hatespeech und ihre Folgen f{\"u}r die Beteiligten, z. B. durch Aufkl{\"a}rung, die Verantwortungs{\"u}bernahme st{\"a}rken k{\"o}nnte. Im qualitativen Datenmaterial lassen sich zudem W{\"u}nsche des Schulpersonals nach Aus- und Weiterbildungsm{\"o}glichkeiten sowie Forderungen nach den notwendigen Kapazit{\"a}ten im Schulalltag finden, um bei Hatespeech angemessen intervenieren zu k{\"o}nnen.}, language = {de} } @misc{KrauseWachsBilzetal., author = {Krause, Norman and Wachs, Sebastian and Bilz, Ludwig and Schubarth, Wilfried}, title = {Dem Hass entgeg(n)en - Eine qualitative Studie zu den Interventionsstrategien, -zielen und -effekten durch p{\"a}dagogisches Schulpersonal bei Hatespeech in der Schule.}, series = {Zeitschrift f{\"u}r P{\"a}dagogik}, volume = {69}, journal = {Zeitschrift f{\"u}r P{\"a}dagogik}, number = {3}, issn = {0044-3247}, doi = {10.3262/ZP2303310}, pages = {310 -- 332}, abstract = {Bisher ist wenig dar{\"u}ber bekannt, wie Schulen mit Hatespeech unter Sch{\"u}ler*innen umgehen. Die vorliegende Untersuchung soll einen ersten {\"U}berblick {\"u}ber die Interventionsstrategien, -ziele und -effekte des Schulpersonals bei Hatespeech in der Schule geben. Dazu wurden 46 episodische Interviews mit Sch{\"u}ler*innen (n = 21), Lehrkr{\"a}ften (n = 16) und anderem p{\"a}dagogischen Schulpersonal (n = 9) aus Berlin und Brandenburg ausgewertet. Im Ergebnis konnten acht Strategien klassifiziert werden (Bestrafungen, polizeiliche und juristische Maßnahmen, Instruktionen, Einbezug der Eltern, Einbezug anderer Schulakteur*innen, Mediationen, partizipativ-integrative Verhandlungen, schulexterne Projekt- und Trainingsangebote), denen jeweils Interventionsziele und berichtete Effekte zugeordnet werden konnten. Gemeinsamkeiten und Unterschiede mit Erkenntnissen aus der Mobbingforschung und Implikationen f{\"u}r die Schulpraxis sowie f{\"u}r weitere Forschung werden diskutiert.}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Psychische Gesundheit in der Schule}, series = {P{\"a}diatrie \& P{\"a}dologie}, volume = {58}, journal = {P{\"a}diatrie \& P{\"a}dologie}, number = {S1}, issn = {0030-9338}, doi = {10.1007/s00608-022-01031-7}, pages = {8 -- 12}, abstract = {Der psychischen Gesundheit von Kindern und Jugendlichen ist in den letzten Jahrzehnten verst{\"a}rkte Aufmerksamkeit zuteil geworden. Immer deutlicher zeichnet sich ab, dass psychische Probleme im Kindes- und Jugendalter eine hohe Vorhersagekraft f{\"u}r psychische Erkrankungen im Erwachsenenalter haben. Gleichzeitig verf{\"u}gen wir {\"u}ber einen immer breiter werdenden Erkenntnisstand zur Bedeutung des psychischen Wohlbefindens von Kindern und Jugendlichen f{\"u}r ihren schulischen Erfolg und f{\"u}r ihre soziale Teilhabe. Der vorliegende Beitrag nimmt die Lebenswelt Schule in das Blickfeld. Es werden Befunde zu schulbezogenen Ressourcen und Risikofaktoren f{\"u}r die psychische Gesundheit von Sch{\"u}ler*innen und zur Rolle von Lehrkr{\"a}ften bei der Fr{\"u}herkennung vorgestellt sowie Schlussfolgerungen f{\"u}r die F{\"o}rderung der psychischen Gesundheit in der Schule gezogen.}, language = {de} } @misc{KansokDuscheWettsteinBilzetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Bilz, Ludwig and Wachs, Sebastian and Castellanos, Melisa}, title = {Associations between Social Competence, Perceived Parents' Prosocial Educational Goals and Adolescents' Hate Speech Perpetration in School}, series = {The Nature and Prevention of Political Violence : 26th Workshop on Aggression, 10th-12th November 2022, Friedrich-Schiller-University, Jena, Germany}, journal = {The Nature and Prevention of Political Violence : 26th Workshop on Aggression, 10th-12th November 2022, Friedrich-Schiller-University, Jena, Germany}, pages = {14}, language = {de} } @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{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} } @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} } @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} } @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{KansokDuscheBilzFischeretal., author = {Kansok-Dusche, Julia and Bilz, Ludwig and Fischer, Saskia M. and Wachs, Sebastian}, title = {Lehrpersoneninterventionen bei Hatespeech: Dimensionalit{\"a}t, Messinvarianz und Kriteriumsvalidit{\"a}t einer neuen Skala}, series = {Bildung im digitalen Wandel. 9. GEBF Tagung Bamberg}, journal = {Bildung im digitalen Wandel. 9. GEBF Tagung Bamberg}, publisher = {Otto-Friedrich-Universit{\"a}t Bamberg}, address = {Bamberg}, pages = {78}, language = {de} } @misc{WettsteinCastellanosBilzetal., author = {Wettstein, Alexander and Castellanos, Melisa and Bilz, Ludwig and Wachs, Sebastian}, title = {Die Verbreitung von Hatespeech an Schulen in Deutschland und der Schweiz aus Sch{\"u}ler:innen- und Lehrer:innenperspektive}, series = {Bildung im digitalen Wandel. 9. GEBF-Tagung Bamberg}, journal = {Bildung im digitalen Wandel. 9. GEBF-Tagung Bamberg}, publisher = {Otto-Friedrich-Universit{\"a}t Bamberg}, address = {Bamberg}, pages = {78}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Professionswissen und Lehrerhandeln in realen Mobbingsituationen}, series = {Tagung der AEPF in Rostock (18.-21.09.2016)}, journal = {Tagung der AEPF in Rostock (18.-21.09.2016)}, address = {Rostock}, doi = {10.13140/RG.2.2.33063.14240}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Handeln oder Abw{\"a}gen? Die Bedeutung der Selbstregulation f{\"u}r das Interventionshandeln von Lehrkr{\"a}ften bei Gewalt und Mobbing}, series = {25. DGfE-Kongress}, journal = {25. DGfE-Kongress}, publisher = {TransferZentrum f{\"u}r Neurowissenschaften und Lernen}, address = {Kassel}, pages = {41}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Selbstregulative Kompetenzen von Lehrkr{\"a}ften beim Umgang mit Mobbing}, series = {80. AEPF-Tagung}, journal = {80. AEPF-Tagung}, address = {G{\"o}ttingen}, pages = {104}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Mobbing und Cybermobbing bei Kindern und Jugendlichen in Deutschland - Querschnittergebnisse der HBSC-Studie 2017/2018 und Trends}, series = {DGMP/DGMS Kongress 2021 - Psychosoziale Medizin in Zeiten des Umbruchs}, journal = {DGMP/DGMS Kongress 2021 - Psychosoziale Medizin in Zeiten des Umbruchs}, publisher = {Universit{\"a}tsklinikum Hamburg-Eppendorf}, address = {Hamburg}, abstract = {Mobbing ist eine spezifische Form der Gewalt, die mit vielf{\"a}ltigen und langfristigen negativen gesundheitlichen Auswirkungen einhergehen kann. Obwohl eine starke mediale Fokussierung insbesondere auf Cybermobbing zu beobachten ist, liegen nur wenige repr{\"a}sentative Befunde zur H{\"a}ufigkeit von (Cyber-)Mobbing in Deutschland vor. In diesem Beitrag wird untersucht, wie verbreitet Mobbing und Cybermobbing an Schulen in Deutschland ist, welche Unterschiede zwischen M{\"a}dchen und Jungen, verschiedenen Altersgruppen und Schulformen vorliegen und wie sich die Verbreitung von Mobbing von 2002 bis 2018 entwickelt hat. Dazu werden Daten der deutschen Health Behaviour in School-aged Children (HBSC)-Studie 2017/2018 (N = 4.347 Lernende, 53,0 \% weiblich) sowie der vorangegangenen Erhebungswellen analysiert. Jungen {\"u}bten 2018 insgesamt mehr Mobbing aus als M{\"a}dchen, wurden aber genauso h{\"a}ufig wie M{\"a}dchen gemobbt. 15-J{\"a}hrige mobbten andere h{\"a}ufiger als 11- und 13-J{\"a}hrige, wurden aber seltener selbst gemobbt. Sch{\"u}lerinnen und Sch{\"u}ler an Gymnasien waren am seltensten in Mobbing involviert. Nur wenige Kinder und Jugendliche berichteten von Cybermobbing. Im Vergleich zu allen vorherigen Erhebungsjahren berichteten 2018 die wenigsten Heranwachsenden davon, andere zu mobben. Die H{\"a}ufigkeit der Erfahrung, gemobbt zu werden, hat sich dagegen kaum ver{\"a}ndert. Die Befunde verdeutlichen die Notwendigkeit pr{\"a}ventiver Anti-Mobbing-Bem{\"u}hungen und von Interventionsmaßnahmen an allen allgemeinbildenden Schulformen.}, language = {de} } @misc{ZeissigMoellerBilz, author = {Zeißig, Anke and M{\"o}ller, Julia and Bilz, Ludwig}, title = {Scoping Review: Langeweile und Kreativit{\"a}t - Gegensatz oder Zusammenhang?}, series = {Tagung der Fachgruppe P{\"a}dagogische Psychologie}, journal = {Tagung der Fachgruppe P{\"a}dagogische Psychologie}, publisher = {P{\"a}dagogische Hochschule Heidelberg}, address = {Heidelberg}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Interventionskompetenzen von Lehrkr{\"a}ften bei Mobbing: Der Stellenwert der motivationalen Orientierung}, series = {Tagung der Fachgruppe P{\"a}dagogische Psychologie}, journal = {Tagung der Fachgruppe P{\"a}dagogische Psychologie}, publisher = {P{\"a}dagogische Hochschule Heidelberg}, address = {Heidelberg}, language = {de} } @misc{BallaschkWachsKrauseetal., author = {Ballaschk, Cindy and Wachs, Sebastian and Krause, Norman and Schulze-Reichelt, Friederike and Kansok-Dusche, Julia and Bilz, Ludwig and Schubarth, Wilfried}, title = {„Dann machen halt alle mit." Eine qualitative Studie zu Beweggr{\"u}nden und Motiven f{\"u}r Hatespeech unter Sch{\"u}ler*innen}, series = {Diskurs Kindheits- und Jugendforschung}, volume = {16}, journal = {Diskurs Kindheits- und Jugendforschung}, number = {4}, issn = {1862-5002}, doi = {10.3224/diskurs.v16i4.01}, pages = {18}, abstract = {Das Thema Hatespeech r{\"u}ckt immer mehr in den Fokus der {\"O}ffentlichkeit und der Forschung. Im Gegensatz zu Hatespeech im Internet wird jedoch Hatespeech unter Jugendlichen, die von Angesicht zu Angesicht im Schulkontext ausge{\"u}bt wird, kaum beachtet. Hier setzt die vorliegende Studie an, in der Sch{\"u}ler*innen (n = 55), Lehrkr{\"a}fte (n = 18) und Sozialp{\"a}dagog*innen (n =16) auf der Basis leitfadengest{\"u}tzter Interviews dazu befragt wurden, was m{\"o}gliche Beweggr{\"u}nde und Motive daf{\"u}r sind, dass Sch{\"u}ler*innen Hatespeech in der Lebenswelt Schule und online aus{\"u}ben. Die Ergebnisse zeigen, dass m{\"o}gliche Beweggr{\"u}nde f{\"u}r Hatespeech Angst vor Statusverlust, Gruppendruck, Provokation, Spaß, politisch-ideologische {\"U}berzeugung und Kompensation von Frust- und Minderwertigkeitsgef{\"u}hlen sind. Dar{\"u}ber hinaus wird verdeutlicht, dass sich hinter diesen Gr{\"u}nden f{\"u}r Hatespeech oftmals Grundmotive nach Macht und Zugeh{\"o}rigkeit abzeichnen. Die Ergebnisse werden in Bezug auf anschließende Forschung und praktische Implikationen diskutiert.}, language = {de} } @misc{KrauseBallaschkSchulzeReicheltetal., author = {Krause, Norman and Ballaschk, Cindy and Schulze-Reichelt, Friederike and Kansok-Dusche, Julia and Wachs, Sebastian and Schubarth, Wilfried and Bilz, Ludwig}, title = {„Ich lass mich da nicht klein machen!" Eine qualitative Studie zur Bew{\"a}ltigung von Hatespeech durch Sch{\"u}ler/innen}, series = {Zeitschrift f{\"u}r Bildungsforschung}, volume = {11}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, issn = {2190-6904}, doi = {10.1007/s35834-021-00291-w}, pages = {169 -- 185}, abstract = {Von Hass und Hetze gepr{\"a}gte Kommunikationsformen im Internet stehen seit einigen Jahren im Fokus der {\"o}ffentlichen Aufmerksamkeit. Kaum beachtet wurden bisher jedoch die Fragen, ob sich solche als Hatespeech bezeichneten Ausdrucksweisen auch in der Schule zeigen und wie Sch{\"u}ler/innen derartige Vorf{\"a}lle bewerten und bew{\"a}ltigen. Um Antworten auf diese Fragen zu finden, wurden 21 leitfadengest{\"u}tzte, episodische Interviews (nach Flick) mit Jugendlichen aus Berlin und Brandenburg zu ihren Erfahrungen und Bew{\"a}ltigungsstrategien in Bezug auf Hatespeech im schulischen Kontext ausgewertet. Die Ergebnisse machen deutlich, dass Hatespeech-Erfahrungen von Sch{\"u}ler/innen als belastend wahrgenommen und die eigenen Potenziale zur Bew{\"a}ltigung individuell und situativ unterschiedlich bewertet werden. Insbesondere die subjektive Beeinflussbarkeit bzw. Kontrollierbarkeit des stressausl{\"o}senden Hatespeech-Vorfalls sowie die soziale Unterst{\"u}tzung im Setting der Schulklasse scheinen sich auf die Bew{\"a}ltigung auszuwirken. Die berichteten Bew{\"a}ltigungsstrategien lassen sich, dem Transaktionalen Stressmodell entsprechend, in emotionsfokussiert (Einbezug sozialer Unterst{\"u}tzung, Verdr{\"a}ngung und Vermeidung) und problemfokussiert (aktives Ignorieren und Counterspeech) kategorisieren. Die Ergebnisse st{\"u}tzen Forderungen nach Pr{\"a}ventionsarbeit in Schulen. Sch{\"u}ler/innen sollten dabei als Expert/innen der Lebenswelt Schule einbezogen werden. Außerdem scheinen Maßnahmen zur St{\"a}rkung sozialer und personaler Ressourcen sinnvoll zu sein, um konstruktive Bew{\"a}ltigungsstrategien zu erm{\"o}glichen. Zur Konkretisierung und Quantifizierung der Forschungsergebnisse ist weitere Forschung notwendig.}, language = {de} } @incollection{WachsSchubarthKrauseetal., author = {Wachs, Sebastian and Schubarth, Wilfried and Krause, Norman and Ballaschk, Cindy and Schulze-Reichelt, Friederike and Bilz, Ludwig}, title = {Hate Speech als Herausforderung f{\"u}r Schule und Lehrkr{\"a}ftebildung}, series = {Hate Speech - Multidisziplin{\"a}re Analysen und Handlungsoptionen. Theoretische und empirische Ann{\"a}herungen an ein interdisziplin{\"a}res Ph{\"a}nomen}, booktitle = {Hate Speech - Multidisziplin{\"a}re Analysen und Handlungsoptionen. Theoretische und empirische Ann{\"a}herungen an ein interdisziplin{\"a}res Ph{\"a}nomen}, editor = {Wachs, Sebastian and Koch-Priewe, Barbara and Zick, Andreas}, edition = {1. Auflage}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-31792-8}, doi = {10.1007/978-3-658-31793-5_12}, pages = {279 -- 297}, abstract = {Hate Speech betrifft die Lebenswelt von Kindern und Jugendlichen in einem erheblichen Maße. Deshalb sind auch Schulen und Lehrkr{\"a}fte mit dem Ph{\"a}nomen zunehmend konfrontiert. Der Bildungs- und Erziehungsauftrag der Schule erfordert eine kritische Auseinandersetzung mit rassistischen und menschenverachtenden Positionen. Um diesem Auftrag gerecht zu werden, bedarf es beim Umgang mit Hate Speech vermehrter Anstrengungen in Schule und Lehrkr{\"a}ftebildung. Erste Leitlinien und Perspektiven zeichnen sich schon heute ab.}, language = {de} } @misc{BurkhardtHoppeHerfurthJohnetal., author = {Burkhardt, Birgit and Hoppe-Herfurth, Anne-Cathrin and John, Nancy and Bilz, Ludwig}, title = {Gesundheitsf{\"o}rderung f{\"u}r Lehrkr{\"a}fte - Inanspruchnahme von gesundheitsf{\"o}rderlichen Maßnahmen im Setting Schule}, series = {Das Gesundheitswesen}, volume = {83}, journal = {Das Gesundheitswesen}, issn = {0941-3790}, doi = {10.1055/a-1386-4252}, abstract = {Ziel der Studie. Die Studie untersucht die Inanspruchnahme von gesundheitsf{\"o}rderlichen Maßnahmen durch Lehrkr{\"a}fte und die empfundene Passung zwischen Angebot und subjektivem Bedarf. Methodik. Im Schuljahr 2017/18 wurden mittels Fragebogen Daten von 830 Lehrkr{\"a}fte an allen allgemeinbildenden Schulformen des Landes Brandenburg zu ihrer Inanspruchnahme, dem Angebot und dem Bedarf erhoben. Ergebnisse. 81,3 \% der Lehrkr{\"a}fte haben in den letzten 24 Monaten eine oder mehrere gesundheitsf{\"o}rderliche Maßnahme(n) in Anspruch genommen. Es fanden sich keine signifikanten Unterschiede bez{\"u}glich des Alters, des Geschlechts, der Schulform und der Tr{\"a}gerschaft. F{\"u}r die meisten Bereiche der Gesundheitsf{\"o}rderung gaben die Lehrkr{\"a}fte einen deutlich h{\"o}heren subjektiven Bedarf im Vergleich zum wahrgenommenen Angebot an, wobei ein besonders hoher Bedarf f{\"u}r Maßnahmen der individuellen Verhaltenspr{\"a}vention und der Schulraumgestaltung besteht. Schlussfolgerungen. Bei der Implementierung von Pr{\"a}ventionsmaßnahmen sollte die Passung zwischen Angebot und subjektivem Bedarf aus Sicht der Lehrkr{\"a}fte st{\"a}rker als bisher ber{\"u}cksichtigt werden.}, language = {de} } @techreport{Bilz, author = {Bilz, Ludwig}, title = {Schulschließungen und digitaler Heimunterricht. Eine Sonderauswertung der HBSC-Studie Brandenburg 2018 („Health Behaviour in School-aged Children") zu famili{\"a}ren Rahmenbedingungen im Auftrag des Ministeriums f{\"u}r Bildung, Jugend und Sport des Landes Brandenburg}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:co1-opus4-51695}, pages = {5}, abstract = {Vor dem Hintergrund der aktuellen, durch die SARS-CoV-2-Pandemie bedingten, Schulschließungen informiert diese Sonderauswertung der HBSC-Studie im Auftrag des Ministeriums f{\"u}r Bildung, Jugend und Sport des Landes Brandenburg {\"u}ber Rahmenbedingungen f{\"u}r digital unterst{\"u}tzten Heimunterricht. Es werden Befragungsdaten zur famili{\"a}ren Unterst{\"u}tzung sowie zur Verf{\"u}gbarkeit von Computern und Heimarbeitspl{\"a}tzen bei Sch{\"u}lerInnen der Jahrgangsstufen 5, 7 und 9 in Brandenburg pr{\"a}sentiert.}, language = {de} } @misc{BilzFischer, author = {Bilz, Ludwig and Fischer, Saskia M.}, title = {Interventionsstrategien und Interventionserfolg von Lehrkr{\"a}ften bei Cybermobbing und traditionellem Mobbing aus Sch{\"u}lersicht}, series = {Kindheit und Entwicklung}, volume = {29}, journal = {Kindheit und Entwicklung}, number = {2}, issn = {0942-5403}, pages = {84 -- 91}, abstract = {In dieser Studie wird der Frage nachgegangen, ob Lehrkr{\"a}fte auf unterschiedliche Mobbingarten unterschiedlich reagieren. Dazu werden Angaben von 1.996 Sch{\"u}lerinnen und Sch{\"u}lern aus Sachsen zu tats{\"a}chlich stattgefundenen Mobbingsituationen ausgewertet. Sie sch{\"a}tzten neben der dominierenden Mobbingform in der Situation die Reaktion ihrer Lehrkr{\"a}fte auf die Situation, die gew{\"a}hlte Interventionsstrategie und den Interventionserfolg ein. Am h{\"a}ufigsten werden F{\"a}lle verbalen Mobbings berichtet, Cybermobbingf{\"a}lle hingegen vergleichsweise selten. Die Jugendlichen berichten, dass die meisten Lehrkr{\"a}fte in den Mobbingsituationen intervenieren, vor allem wenn es sich um Cybermobbing handelt. Aus ihrer Sicht sind Lehrkr{\"a}fte besonders erfolgreich darin, Cybermobbing zu beenden. Unterst{\"u}tzend-kooperierenden Interventionsstrategien wird von den Sch{\"u}lerinnen und Sch{\"u}lern ein h{\"o}herer Interventionserfolg bescheinigt als autorit{\"a}r-strafenden und unterst{\"u}tzend-individuellen Strategien.}, language = {de} } @incollection{WachsSchubarthBilz, author = {Wachs, Sebastian and Schubarth, Wilfried and Bilz, Ludwig}, title = {Hate Speech als Schulproblem? Erziehungswissenschaftliche Perspektiven auf ein aktuelles Ph{\"a}nomen}, series = {Bewegungen : Beitr{\"a}ge zum 26. Kongress der Deutschen Gesellschaft f{\"u}r Erziehungswissenschaft}, booktitle = {Bewegungen : Beitr{\"a}ge zum 26. Kongress der Deutschen Gesellschaft f{\"u}r Erziehungswissenschaft}, editor = {Ackeren, Isabell van}, edition = {1. Auflage}, publisher = {Barbara Budrich}, address = {Opladen}, isbn = {978-3-8474-2385-0}, pages = {223 -- 236}, language = {de} } @techreport{FischerUlbrichtBilz, author = {Fischer, Saskia M. and Ulbricht, Juliane and Bilz, Ludwig}, title = {Skala zur Erfassung der mobbingbezogenen Selbstwirksamkeitserwartung von Lehrkr{\"a}ften : Zusammenstellung sozialwissenschaftlicher Items und Skalen}, publisher = {GESIS - Leibniz-Institut f{\"u}r Sozialwissenschaften}, address = {Mannhein}, doi = {10.6102/zis251}, pages = {14}, abstract = {Vorgestellt wird eine Skala zur Erfassung der mobbingbezogenen Selbstwirksamkeitserwartung von Lehrkr{\"a}ften. Gemessen wird die {\"U}berzeugung von Lehrkr{\"a}ften, erfolgreich mit Mobbingsituationen zwischen Sch{\"u}lerinnen und Sch{\"u}lern umgehen zu k{\"o}nnen. Die 5-Item-Skala wurde im Rahmen des von der DFG gef{\"o}rderten Forschungsprojektes „Lehrerhandeln bei Gewalt und Mobbing: Eine Studie zu Formen, Determinanten und Auswirkungen des Interventionshandelns aus Lehrer- und Sch{\"u}lersicht" entwickelt. Sie wurde in einer Stichprobe mit 495 Lehrkr{\"a}ften und einer weiteren Stichprobe mit 477 Lehramtsstudierenden getestet. Die Ergebnisse zeigen, dass die mobbingbezogene Selbstwirksamkeitserwartung mit dieser Skala objektiv, reliabel und valide erfasst werden kann.}, language = {de} } @misc{NiproschkeSchubarthBilz, author = {Niproschke, Saskia and Schubarth, Wilfried and Bilz, Ludwig}, title = {Kompetent intervenieren. Ergebnisse einer Studie zum Lehrerhandeln bei Gewalt und Mobbing}, series = {Forum Kriminalpr{\"a}vention}, volume = {17}, journal = {Forum Kriminalpr{\"a}vention}, number = {2}, issn = {1618-4912}, pages = {14 -- 21}, language = {de} } @misc{FischerSchubarthBilz, author = {Fischer, Saskia M. and Schubarth, Wilfried and Bilz, Ludwig}, title = {Wie k{\"o}nnen Lehrkr{\"a}fte zur Reduzierung von Mobbing beitragen? Interventionsmaßnahmen und Interventionskompetenzen von Lehrkr{\"a}ften}, series = {Schulverwaltung aktuell. Zeitschrift f{\"u}r Schulentwicklung und Schulmanagement}, volume = {9}, journal = {Schulverwaltung aktuell. Zeitschrift f{\"u}r Schulentwicklung und Schulmanagement}, number = {2}, issn = {2195-335X}, pages = {39 -- 41}, abstract = {Obwohl seit vielen Jahr bekannt ist, dass Lehrkr{\"a}fte f{\"u}r die Reduzierung von Mobbing wichtig sind, bestehen insbesondere in der deutschsprachigen Mobbingforschung viele L{\"u}cken zu der Frage, wie Lehrkr{\"a}fte bei Mobbing eingreifen und was sie brauchen, um erfolgreich intervenieren zu k{\"o}nnen. Der folgende Beitrag gibt einen {\"U}berblick {\"u}ber den aktuellen Stand der Forschung.}, language = {de} } @misc{FischerJohnMelzeretal., author = {Fischer, Saskia M. and John, Nancy and Melzer, Wolfgang and Kaman, Anne and Winter, Kristina and Bilz, Ludwig}, title = {Mobbing und Cybermobbing bei Kindern und Jugendlichen in Deutschland - Querschnittergebnisse der HBSC-Studie 2017/18 und Trends}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6894}, pages = {56 -- 72}, abstract = {Mobbing ist eine spezifsche Form der Gewalt, die mit vielf{\"a}ltigen und langfristigen negativen gesundheitlichen Auswirkungen einhergehen kann. Obwohl eine starke mediale Fokussierung insbesondere auf Cybermobbing zu beobachten ist, liegen nur wenige repr{\"a}sentative Befunde zur H{\"a}ufgkeit von (Cyber-)Mobbing in Deutschland vor. Im vorliegenden Beitrag wird untersucht, wie verbreitet Mobbing und Cybermobbing an Schulen in Deutschland im Jahr 2018 waren, welche Unterschiede zwischen M{\"a}dchen und Jungen, verschiedenen Altersgruppen und Schulformen vorliegen und wie sich die Verbreitung von Mobbing von 2002 bis 2018 entwickelt hat. Dazu werden Daten der deutschen „Health Behaviour in School-Aged Children (HBSC)"-Studie 2017/18 (N = 4.347 Lernende, 53,0 \% weiblich) sowie der vorangegangenen Erhebungswellen analysiert. Jungen gaben 2018 h{\"a}ufger als M{\"a}dchen an, Mobbing ausge{\"u}bt zu haben, berichteten aber genauso h{\"a}ufg davon, selbst gemobbt worden zu sein. 15-J{\"a}hrige berichteten h{\"a}ufger als 11- und 13-J{\"a}hrige, andere gemobbt zu haben und seltener, selbst gemobbt worden zu sein. Sch{\"u}lerinnen und Sch{\"u}ler an Gymnasien gaben am seltensten an, in Mobbing involviert gewesen zu sein. Nur wenige Kinder und Jugendliche berichteten von Cybermobbing. Im Vergleich zu allen vorherigen Erhebungsjahren berichteten 2018 die wenigsten Heranwachsenden davon, andere zu mobben. Die H{\"a}ufgkeit der berichteten Erfahrung, gemobbt zu werden, hat sich dagegen kaum ver{\"a}ndert. Die Befunde verdeutlichen die Notwendigkeit, evidenzbasierte pr{\"a}ventive Anti-Mobbing-Programme und Interventionsmaßnahmen an allen allgemeinbildenden Schulformen und in allen Altersgruppen einzusetzen.}, language = {de} } @book{JohnBilz, author = {John, Nancy and Bilz, Ludwig}, title = {Kinder- und Jugendgesundheit in Brandenburg - Ergebnisse der HBSC-Gesundheitsstudie 2018 im Auftrag der WHO}, edition = {1. Auflage}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-556-5}, pages = {198}, abstract = {In diesem Band werden die Ergebnisse der HBSC-Gesundheitsstudie 2018 in Brandenburg vorgestellt. Bei der HBSC-Studie (»Health Behaviour in School-aged Children«) handelt es sich um ein internationales kooperatives Forschungsvorhaben, das von der Weltgesundheitsorganisation (WHO) seit 36 Jahren unterst{\"u}tzt wird. Grundlage des Ergebnisberichts sind repr{\"a}sentative Daten von {\"u}ber 3.000 Sch{\"u}lerinnen und Sch{\"u}lern der Jahrgangsstufen 5, 7 und 9 an allen Schulformen des Landes Brandenburg. Die Jugendlichen haben bei dieser Befragung Auskunft {\"u}ber ihre Gesundheit, ihr Gesundheitsverhalten und ihre Lebensumst{\"a}nde gegeben. Zus{\"a}tzlich zu den Auspr{\"a}gungen der Gesundheitsindikatoren werden Unterschiede in Abh{\"a}ngigkeit von Geschlecht, Altersgruppe sowie Schulform berichtet, Vergleiche mit den bundesweiten HBSC-Daten hergestellt und Verbindungen zu sozialen Determinanten der Gesundheit aus den Bereichen Familie, Schule und Gleichaltrigengruppe analysiert. Die aktuellen Ergebnisse der HBSC-Studie Brandenburg k{\"o}nnen von Entscheidungstr{\"a}gern aus den Bereichen Gesundheit, Bildung und Soziales auf verschiedenen Ebenen genutzt werden, um die Gesundheit junger Menschen in Brandenburg zu sch{\"u}tzen und zu f{\"o}rdern.}, language = {de} } @techreport{JohnPahlkeFischeretal., author = {John, Nancy and Pahlke, Kyra and Fischer, Saskia M. and Bilz, Ludwig}, title = {Schulische Belastung von Kindern und Jugendlichen. Faktenblatt zur Studie Health Behaviour in School-aged Children 2017/18}, publisher = {Martin-Luther-Universit{\"a}t Halle-Wittenberg}, address = {Halle (Saale)}, pages = {4}, language = {de} } @techreport{JohnPahlkeFischeretal., author = {John, Nancy and Pahlke, Kyra and Fischer, Saskia M. and Bilz, Ludwig}, title = {Cybermobbing unter Kindern und Jugendlichen. Faktenblatt zur Studie Health Behaviour in School-aged Children 2017/18}, publisher = {Martin-Luther-Universit{\"a}t Halle-Wittenberg}, address = {Halle (Saale)}, pages = {4}, language = {de} } @misc{SchubarthBilzUlbricht, author = {Schubarth, Wilfried and Bilz, Ludwig and Ulbricht, Juliane}, title = {Lehrerhandeln bei Gewalt und Mobbing}, series = {P{\"a}dagogik}, volume = {69}, journal = {P{\"a}dagogik}, number = {5}, issn = {0933-422X}, pages = {40 -- 43}, language = {de} } @misc{CastellanosWettsteinBilzetal., author = {Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig and Wachs, Sebastian}, title = {Racist Hate Speech at School and its Association with Bystanders' Active Defending - The Protective Role of Immigrant Background}, series = {International Journal of Developmental Science}, volume = {17}, journal = {International Journal of Developmental Science}, number = {1-3}, issn = {2192-001X}, doi = {10.3233/DEV-230341}, pages = {31 -- 41}, abstract = {There are scarce studies on bystanders' responses to racist hate speech. The present study was rooted in the general aggression model to examine the direct and indirect associations between witnessing racist hate speech and bystanders' active defending behaviors. Moreover, we examined if these associations varied as a function of the immigration background of bystanders. The sample included 3,225 7th, 8th, and 9th graders (51.7\% girls, 37.2\% with an immigrant background) from 40 schools in Switzerland and Germany. A multilevel mediation path model revealed that witnessing racist hate speech negatively predicted bystanders' active defending. It also had indirect associations with bystanders' active defending via low levels of empathy. Finally, associations were not observed in students with an immigrant background. The findings regarding the potential contribution of these results to preventing hate speech in school are discussed.}, language = {en} } @misc{WachsBilzWettsteinetal., author = {Wachs, Sebastian and Bilz, Ludwig and Wettstein, Alexander and Espelage, Dorothy L.}, title = {Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents}, series = {Aggressive Behavior}, volume = {50}, journal = {Aggressive Behavior}, number = {1}, issn = {1098-2337}, pages = {1 -- 12}, abstract = {Our understanding of how bystanders respond to hate speech is limited. This may be due, in part, to the lack of available measurement tools. However, understanding adolescents' responses to hate speech is critical because this kind of research can support schools in empowering students to exhibit courageous moral behavior. Thus, the purpose of the present study was to investigate the psychometric properties of the newly developed Multidimensional Bystander Responses to Hate Speech Scale (MBRHS) and to explore demographic differences and correlates of bystander behavior in school hate speech. The sample consisted of 3225 seventh to ninth graders from Germany and Switzerland. Exploratory and confirmatory factor analyses supported a model with seven factors. We found that adolescents with immigrant background and boys showed particularly unfavorable response patterns. In addition, our study suggests that empathy is positively correlated with the factors comforting the victim, seeking help at school, and countering hate speech but negatively correlated with helplessness, revenge, reinforcing, and ignoring. Moral disengagement showed the opposite correlational pattern. The findings indicate that the MBRHS is a psychometrically valid and reliable measure that could aid in measuring varied responses to hate speech. In addition, this work highlights the relevance of empathy and moral engagement training in anti-hate speech prevention programs.}, language = {en} } @misc{MoorHerkeMarkertetal., author = {Moor, Irene and Herke, Max and Markert, Jenny and B{\"o}hm, Marie and Reiß, Franziska and Bilz, Ludwig and Sudeck, Gorden and Winter, Kristina}, title = {Trends in health inequalities in childhood and adolescence in Germany: Results of the HBSC study 2009/10 - 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11876}, pages = {79 -- 98}, abstract = {Background: Many studies have identified health inequalities in childhood and adolescence. However, it is unclear how these have developed in recent years, particularly since the COVID-19 pandemic. Methods: Analyses are based on the German data from the international Health Behaviour in School-aged Children (HBSC) study from 2009/10 (n = 5,005), 2013/14 (n = 5,961), 2017/18 (n = 4,347), and 2022 (n = 6,475). A total of 21,788 students aged approximately between 11 and 15 years were included. Socioeconomic status (SES) was assessed using the Family Affluence Scale (FAS). Several health indicators were analysed stratified by gender using bivariate and multivariate analysis methods. Results: In 2022, there are clear socioeconomic inequalities in life satisfaction, self-rated health, fruit and vegetable consumption, and physical activity. These inequalities remained largely constant or increased between 2009/10 and 2022. Between 2017/18 and 2022, no significant changes in inequalities were found. Conclusions: Health inequalities are persistent and reduce the chances of growing up healthy. There is no evidence that inequalities in the analysed outcomes have changed during the pandemic period (between 2017/18 and 2022). Rather, the changes in the health indicators seem to affect all adolescents in a similar way.}, language = {en} } @misc{ReissBehnErhartetal., author = {Reiß, Franziska and Behn, Steven and Erhart, Michael and Strelow, Lisa and Kaman, Anne and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Moor, Irene and Ravens-Sieberer, Ulrike}, title = {Subjective health and psychosomatic complaints of children and adolescents in Germany: Results of the HBSC study 2009/10 - 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11868}, pages = {7 -- 22}, abstract = {Background: Subjective health and well-being are important health indicators in childhood and adolescence. This article shows current results and trends over time between 2009/10 and 2022. Methods: The Health Behaviour in School-aged Children (HBSC) study examined subjective health, life satisfaction and psychosomatic complaints of N = 21,788 students aged 11 to 15 years in the school years 2009/10, 2013/14, 2017/18 and in the calendar year 2022. Multivariate regression analyses show the associations between sociodemographic characteristics and well-being in 2022, as well as trends since 2009/10. Results: The majority of children and adolescents indicate a good subjective health and high life satisfaction. About half of the girls and one third of the boys report multiple psychosomatic health complaints, with a clear increase over time. Older adolescents, girls and gender diverse adolescents are at an increased risk of poor well-being. Subjective health and life satisfaction varied between 2009/10 and 2022, with a significant deterioration between 2017/18 and 2022. Conclusions: The high proportion of children and adolescents with psychosomatic complaints, as well as the observed gender and age differences, underline the need for target group-specific prevention, health promotion and continuous health monitoring.}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Traditional bullying and cyberbullying at schools in Germany: Results of the HBSC study 2022 and trends from 2009/10 to 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11872}, pages = {42 -- 61}, abstract = {Background: Bullying is a form of violence that is carried out repeatedly, with the intention of causing harm and with an imbalance of power between those involved. Bullying has serious negative effects on the mental health of adolescents and thus represents a significant health risk in childhood and adolescence. Methods: Based on data from the Health Behaviour in School-aged Children (HBSC) study from the survey year 2022 in Germany (N = 6,475), the prevalence of school bullying and cyberbullying among 11-, 13- and 15-year-olds in Germany was analysed. In addition, the prevalence of school bullying and cyberbullying was analysed as a trend from 2009/10 to 2022 (bullying) and from 2017/18 to 2022 (cyberbullying). Results: Around 14 \% of the learners surveyed reported direct experience of bullying at school, and around 7 \% reported cyberbullying experiences as bullied and/or bullying victims. Adolescents who identified as gender diverse were particularly likely to report bullying experiences. School bullying decreased over time, but remained stable between 2017/18 and 2022. Cyberbullying, on the other hand, increased in 2022 compared to 2017/18. Conclusions: Experiencing bullying at school and online is an everyday experience for many children and young people, so there is still a need for the broad implementation of effective anti-bullying measures in schools.}, language = {en} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Hate Speech and Bullying Perpetration: Overlaps and Convergent and Divergent Determinants}, series = {World Anti-Bullying Forum (October 25-27, 2023), North Carolina, U.S.A.}, journal = {World Anti-Bullying Forum (October 25-27, 2023), North Carolina, U.S.A.}, doi = {10.17605/OSF.IO/GZFAW}, pages = {18}, abstract = {Introduction. Hate speech is a widespread global issue that is also prevalent among children and youth and requires an educational response (United Nations, 2021). Hate speech can be defined as an intentionally harmful and derogatory expression about people (directly or vicariously) based on assigned group characteristics (e.g., ethnicity, sexual orientation, religious affiliation; Kansok-Dusche et al., 2022). For many authors concerned with hate speech among children and adolescents, the extent of the overlap between hate speech and bullying is a debatable question that requires more research (e.g., Bedrosova et al., 2022; Fulantelli et al., 2022). Initial studies showed that online hate speech and cyberbullying perpetration correlate moderately (Kansok-Dusche et al., 2022). However, no studies have investigated the overlap between hate speech and bullying perpetration in on- and offline modes. Concerning the causes, a systematic review identified joint cyberbullying and online hate speech perpetration determinants (Fulantelli et al., 2022). However, the findings of this review are mainly based on studies examining these factors for either cyberbullying or online hate speech. Whether similar or different associations can also be found for offline hate speech/bullying perpetration is unknown. This study aims to investigate similarities and differences between hate speech and bullying from three analytic perspectives: First, using a variable-centered approach, this paper examines how strong the correlations are between bullying and hate speech perpetration by considering both phenomena in the online and offline context (Aim 1). Following a person-centered approach, it will be further investigated how much overlap exists between the respective student groups perpetrating hate speech and/or bullying, separately for online and offline activities (Aim 2). Finally, we are interested in the similarities and differences in the importance of various determinants of perpetration: we consider social perspective-taking, school belonging, social dominance orientation, and classroom climate (Aim 3). Methods. The analyses are based on data from a sample of 3.620 students attending grades 7 to 9 (51\% female, 41.4\% with migration background) from 42 Swiss and German secondary schools. Students voluntarily and anonymously completed self-report surveys (December 2020 to April 2021). The frequency of bullying and hate speech perpetration was assessed with two single items for each phenomenon, one for the online and one for the offline mode (Olweus, 2012; Wachs et al., 2022). Social perspective-taking (Jurkowski \& H{\"a}nze, 2014, 3 Items, α = .72), social dominance orientation (Klocke, 2012, 8 items, α = .80), school belonging (OECD, 2017; 6 items α = .83), and classroom climate (Currie et al., 2014, 3 items, α = .78) were measured with validated scales. To address Aim 1, we will investigate bivariate correlations between hate speech and bullying perpetration in on- and offline modes. Regarding Aim 2, contingency tables and Chi-Square tests will be used to examine overlaps by creating mutually distinctive typologies of perpetration (e.g., pure hate speech perpetration, pure bullying perpetration, combined perpetration). This analysis will be done separately for on- and offline modes. To address Aim 3, we will run four multilevel regression analyses in Mplus with hate speech and bullying perpetration as outcomes (online and offline). At Level 1, social perspective-taking, social dominance orientation, and school belonging will be entered while controlling for gender, grade, socio-economic status, and migration background. At Level 2, we include classroom climate. The model-testing follows a stepwise procedure (1: random intercept model, 2: adding covariates, 3: adding classroom climate on L2, and all other variables on L1). The improvement of model fit will be assessed by relative decreases in indices such as AIC, BIC, and ABIC. These procedures will be performed separately for hate speech and bullying perpetration (online and offline). Regression coefficients and explained variance of the models for hate speech and bullying perpetration will be compared. Preliminary Results. Regarding Aim 1, moderate correlations were found between online hate speech and online bullying perpetration (r = .48 p < .001) as well as between offline hate speech and offline bullying perpetration (r = .42; p <. 001). The final results for the three research aims will be presented at the conference. Conclusion. These findings support researchers and practitioners in deciding whether hate speech and bullying among young people should be researched and addressed as interlinked or separate forms of aggression. Practical Implications. Although there are some limitations (e.g., use of self-report and cross-sectional data), the findings of this study will be informative for prevention and intervention efforts aimed at protecting children and adolescents from becoming perpetrators and victims of hate speech, bullying, or both.}, language = {en} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Hatespeech und Mobbing in der Schule: {\"U}berschneidungen und Unterschiede hinsichtlich der Determinanten und der beteiligten Sch{\"u}lerinnen und Sch{\"u}ler}, series = {Symposium Cancel Culture, Hate Speech, Diskriminierung und Verschw{\"o}rungstheorien in der Schule: Jahrestagung AEPF 2023 vom 13.-15.9.2023 in Potsdam}, journal = {Symposium Cancel Culture, Hate Speech, Diskriminierung und Verschw{\"o}rungstheorien in der Schule: Jahrestagung AEPF 2023 vom 13.-15.9.2023 in Potsdam}, pages = {10}, abstract = {Hintergrund. Hatespeech (dt. Hassrede) ist weltweit ein Problem, das auch unter Jugendlichen verbreitet ist und p{\"a}dagogisch ausgerichtete Pr{\"a}ventions- und Interventionsans{\"a}tze erfordert (Castellanos et al., 2023; United Nations, 2021). Hatespeech wird hier als intentional herabw{\"u}rdigende {\"A}ußerung {\"u}ber Personen verstanden, die auf zugeschriebene Merkmale sozialer Gruppen Bezug nimmt (Kansok-Dusche et al., 2022). Da Hatespeech mit negativen Konsequenzen f{\"u}r Betroffene und die Gesellschaft einhergeht, ist die Schule ein wichtiger Ort zur Hatespeech-Pr{\"a}vention. Forscher:innen thematisieren mit Blick auf Hatespeech bei Kindern und Jugendlichen die {\"U}berlappung von Hatespeech und Mobbing und fordern mehr Studien dazu (z.B. Bedrosova et al., 2022; Fulantelli et al., 2022). Eine {\"U}bersichtsarbeit verweist auf moderate Korrelationen zwischen dem Aus{\"u}ben von Online-Hatespeech und Cyberbullying (Kansok-Dusche et al., 2022). Studien zur {\"U}berlappung der Ph{\"a}nomene im Offline-Modus gibt es bisher nicht. Eine weitere {\"U}bersichtsarbeit zeigt, dass das Aus{\"u}ben von Cyberbullying und Online-Hatespeech durch {\"a}hnliche Faktoren determiniert ist (Fulantelli et al., 2022). Allerdings basiert diese Erkenntnis haupts{\"a}chlich auf Studien, die diese Faktoren entweder f{\"u}r Cyberbullying oder f{\"u}r Online-Hatespeech untersuchten. Zur Divergenz bzw. Konvergenz von Determinanten beider Ph{\"a}nomene im Offline-Modus gibt es bisher keine Studien. Fragestellung und Ziele. Die Forschungsfrage der Studie richtet sich auf {\"A}hnlichkeiten und Unterschiede zwischen Hatespeech und Mobbing. Sie nutzt drei analytische Perspektiven: Zun{\"a}chst untersuchen wir variablenorientiert die Korrelationen zwischen dem Aus{\"u}ben von Mobbing und Hatespeech im Online- und Offline-Modus (Ziel 1). Dann folgen wir einer personenzentrierten Perspektive und ermitteln, inwieweit es {\"U}berschneidungen bei den involvierten Sch{\"u}lergruppen gibt (Ziel 2). Schließlich interessieren uns Gemeinsamkeiten und Unterschiede in der Relevanz verschiedener Determinanten: wir betrachten die soziale Perspektiven{\"u}bernahme, das schulische Zugeh{\"o}rigkeitsempfinden, die Soziale Dominanzorientierung und das Klassenklima (Ziel 3). Methoden. Die Analysen basieren auf Selbsteinsch{\"a}tzungen von 3.260 Sch{\"u}ler:innen der Jahrgangsstufen 7 bis 9 aus 42 Schulen in Deutschland und der Schweiz (51\% weiblich, 41.4\% mit Migrationsstatus). Die Sch{\"u}ler:innen beantworteten freiwillig und anonym einen Fragebogen (12/2020 - 04/2021). Mit Einzelitems wurden die H{\"a}ufigkeiten f{\"u}r das Aus{\"u}ben von Mobbing und Hatespeech, separat f{\"u}r den On- und Offline-Modus erfasst. Weitere Skalen dienten der Erfassung der sozialen Perspektiven{\"u}bernahme (Jurkowski \& H{\"a}nze, 2014, 3 Items, α = .72), der sozialen Dominanzorientierung (Klocke, 2012, 8 Items, α = .80), des schulischen Zugeh{\"o}rigkeitsempfindens (OECD, 2017; 6 Items α = .83), und des Klassenklimas (Currie et al., 2014, 3 Items, α = .78). Die Analysen erfolgen separat f{\"u}r den On- und Offline-Modus mittels Korrelationsanalysen (Ziel 1), Kontingenztabellen (Ziel 2) und regressionsanalytische Mehrebenenmodelle (Ziel 3). Ergebnisse und Diskussion. Die Analysen werden gerade durchgef{\"u}hrt und sollen auf der Konferenz vorgestellt werden. Die Ergebnisse k{\"o}nnen Forscher:innen und PraktikerIinnen bei der Entscheidung unterst{\"u}tzen, ob Hatespeech und Mobbing unter Jugendlichen als miteinander verkn{\"u}pfte oder getrennte Formen der Aggression erforscht und adressiert werden sollten. Trotz Limitationen (z.B. Selbsteinsch{\"a}tzungen, Querschnittsdaten) k{\"o}nnen die Ergebnisse Ausgangspunkt f{\"u}r Pr{\"a}ventions- und Interventionsmaßnahmen sein, die Kinder und Jugendliche davor sch{\"u}tzen, T{\"a}ter:in und/oder Opfer von Hatespeech, Mobbing oder beidem zu werden.}, language = {de} } @misc{MoorWinterBilzetal., author = {Moor, Irene and Winter, Kristina and Bilz, Ludwig and Bucksch, Jens and Finne, Emily and John, Nancy and Kolip, Petra and Paulsen, Lisa and Ravens-Sieberer, Ulrike and Schlattmann, Marina and Sudeck, Gorden and Brindley, Catherina and Kaman, Anne and Richter, Matthias}, title = {Die Health Behaviour in School-aged Children (HBSC)-Studie 2017/18 - Methodik der Kinder- und Jugendgesundheits­studie der Weltgesundheitsorganisation}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6896}, pages = {93 -- 108}, abstract = {Die „Health Behaviour in School-Aged Children (HBSC)"-Studie ist ein international kooperatives Forschungsprojekt, das von der Weltgesundheitsorganisation (WHO) seit {\"u}ber 35 Jahren unterst{\"u}tzt wird. HBSC ist die weltweit gr{\"o}ßte Studie zur Kinder- und Jugendgesundheit und f{\"u}r die WHO eine der wichtigsten Datengrundlagen zur international vergleichenden Gesundheitsberichterstattung. Im vierj{\"a}hrigen Turnus werden Daten zur Gesundheit und zum Gesundheitsverhalten von Sch{\"u}lerinnen und Sch{\"u}lern im Alter von 11, 13 und 15 Jahren sowie zu den Rahmenbedingungen f{\"u}r ein gesundes Aufwachsen erhoben. Insgesamt geh{\"o}ren 50 L{\"a}nder dem HBSC-Netzwerk an, an dem Survey 2017/18 beteiligten sich insgesamt 45 L{\"a}nder. Deutschland beteiligt sich seit 1993/94 an der HBSC-Studie. F{\"u}r die aktuelle Erhebung 2017/18 in Deutschland wurden Sch{\"u}lerinnen und Sch{\"u}ler an 146 Schulen befragt (Responserate Schulen: 15,6 \%). Insgesamt konnte f{\"u}r Deutschland eine Netto-Stichprobe von n=4.347 M{\"a}dchen und Jungen (Responserate: 52,7 \%) erzielt werden. Die freiwillige Teilnahme an der Befragung erfolgte in ganzen Schulklassen der Jahrgangsstufen f{\"u}nf, sieben und neun. Mit Hilfe einer Gewichtung sind repr{\"a}sentative Aussagen zur gesundheitlichen Lage von Kindern und Jugendlichen in Deutschland m{\"o}glich. Die HBSC-Studie leistet einen wichtigen Beitrag f{\"u}r die Gesundheitsberichterstattung und bietet wichtige Ansatzpunkte f{\"u}r die Identifikation von Bedarfen, Risikogruppen und Handlungsfeldern, um gezielte und bedarfsorientierte Maßnahmen zur Pr{\"a}vention und Gesundheitsf{\"o}rderung im Setting Schule zu initiieren.}, language = {de} } @misc{KamanOttovaJordanBilzetal., author = {Kaman, Anne and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Sudeck, Gorden and Moor, Irene and Ravens-Sieberer, Ulrike}, title = {Subjektive Gesundheit und Wohlbefinden von Kindern und Jugendlichen in Deutschland - Querschnittergebnisse der HBSC-Studie 2017/18}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6891}, pages = {7 -- 21}, abstract = {Subjektive Gesundheit wird als multidimensionales Konstrukt verstanden, welches k{\"o}rperliche, seelische und soziale Dimensionen des Wohlbefindens einer Person umfasst. Die F{\"o}rderung der subjektiven Gesundheit und des Wohlbefindens von Kindern und Jugendlichen ist von hoher Public-Health-Relevanz, da gesundheitliche Beeintr{\"a}chtigungen oftmals mit langfristigen Gesundheitsproblemen im sp{\"a}teren Erwachsenenalter einhergehen. Informationen {\"u}ber m{\"o}gliche Risikofaktoren und Ressourcen sind daher von zentraler Bedeutung. In diesem Beitrag werden aktuelle Pr{\"a}valenzen zum subjektiven Gesundheitszustand, zur Lebenszufriedenheit und zu psychosomatischen Beschwerden von 11-, 13- und 15-j{\"a}hrigen Kindern und Jugendlichen in Deutschland aus der „Health Behaviour in School-Aged Children (HBSC)"-Studie 2017/18 berichtet (N=4.347, 53,0 \% M{\"a}dchen). Zudem werden soziodemografische und psychosoziale Einflussfaktoren des subjektiven Wohlbefindens untersucht. Die meisten Kinder und Jugendlichen sch{\"a}tzten ihre Gesundheit und Lebenszufriedenheit positiv ein. Dennoch litt etwa ein Drittel der M{\"a}dchen und ein F{\"u}nftel der Jungen unter mehreren (multiplen) psychosomatischen Beschwerden. Beeintr{\"a}chtigungen im subjektiven Wohlbefinden zeigten sich vor allem bei M{\"a}dchen, {\"a}lteren Jugendlichen, Jugendlichen mit niedrigerem famili{\"a}ren Wohlstand sowie bei hoher schulischer Belastung. Eine hohe famili{\"a}re Unterst{\"u}tzung war hingegen mit einem besseren subjektiven Wohlbefinden assoziiert. Die Ergebnisse verdeutlichen die Notwendigkeit zielgruppenspezifischer Angebote der Pr{\"a}vention und Gesundheitsf{\"o}rderung, um die subjektive Gesundheit und das Wohlbefinden von Kindern und Jugendlichen zu f{\"o}rdern.}, language = {de} } @misc{KansokDuscheWettsteinWachsetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Wachs, Sebastian and Bilz, Ludwig}, title = {Politikdidaktische {\"U}berzeugungen von Lehrkr{\"a}ften und ihr Umgang mit Hatespeech in der Schule}, series = {11. Tagung der Gesellschaft f{\"u}r Empirische Bildungsforschung (GEBF) - Bildung verstehen • Partizipation erreichen • Transfer gestalten, Universit{\"a}t Potsdam, Potsdam, Deutschland.}, journal = {11. Tagung der Gesellschaft f{\"u}r Empirische Bildungsforschung (GEBF) - Bildung verstehen • Partizipation erreichen • Transfer gestalten, Universit{\"a}t Potsdam, Potsdam, Deutschland.}, doi = {10.17605/OSF.IO/2SJEX}, language = {de} } @misc{BallaschkSchulzeReicheltWachsetal., author = {Ballaschk, Cindy and Schulze-Reichelt, Friederike and Wachs, Sebastian and Krause, Norman and Wettstein, Alexander and Kansok-Dusche, Julia and Bilz, Ludwig and Schubarth, Wilfried}, title = {Erratum zu: Ist das (schon) Hatespeech? - Eine qualitative Untersuchung zum Verst{\"a}ndnis vonHatespeech unter p{\"a}dagogischem Schulpersonal}, series = {Zeitschrift f{\"u}r Bildungsforschung}, volume = {13}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, number = {1}, issn = {2190-6890}, doi = {10.1007/s35834-022-00377-z}, pages = {189 -- 190}, language = {de} } @misc{BilzWachsWettstein, author = {Bilz, Ludwig and Wachs, Sebastian and Wettstein, Alexander}, title = {Symposium: Der Umgang mit Hatespeech in der Schule: Reaktionsweisen von Sch{\"u}ler:innen und Lehrkr{\"a}ften}, series = {Alles auf Anfang? Bildung im digitalen Wandel. 9. GEBF-Tagung, 9. bis 11. M{\"a}rz 2022, Bamberg}, journal = {Alles auf Anfang? Bildung im digitalen Wandel. 9. GEBF-Tagung, 9. bis 11. M{\"a}rz 2022, Bamberg}, edition = {Aktualisierte Version, Stand: 9.3.22}, publisher = {Leibniz-Institut f{\"u}r Bildungsverl{\"a}ufe}, address = {Bamberg}, doi = {10.13140/RG.2.2.19248.78089}, abstract = {Das Ph{\"a}nomen Hatespeech (dt. Hassrede) wird momentan weltweit als Problem wahrgenommen, das sich parallel mit der zunehmenden Nutzung sozialer Medien ausbreitet und den sozialen Zusammenhalt von Gesellschaften gef{\"a}hrdet. Hiervon zeugen l{\"a}nder{\"u}bergreifende Initiativen zur Eind{\"a}mmung von Hatespeech, z.B. der Vereinten Nationen oder der Europ{\"a}ischen Kommission. Zumeist werden unter Hatespeech {\"A}ußerungen verstanden, durch die Menschen auf der Grundlage bestimmter Gruppenmerkmale (z.B. ethnische Zugeh{\"o}rigkeit, Geschlecht, sexuelle Orientierung) abgewertet werden. Spezifischere Definitionen betonen zudem, dass eine Sch{\"a}digungsabsicht sowie ein Sch{\"a}digungspotenzial auf verschiedenen Ebenen (z. B. individuell, gesellschaftlich) vorliegen m{\"u}ssen. Kinder und Jugendliche gelten als besonders anf{\"a}llig f{\"u}r die sch{\"a}dlichen Auswirkungen von Hatespeech. J{\"u}ngste Forschungen zeigen, dass Personen, die Cyberhate ausgesetzt sind, h{\"a}ufig Gef{\"u}hle von Wut, Scham und Schuld sowie ein vermindertes Vertrauen erleben (UK Safer Internet Centre, 2016; Reichelmann et al., 2020; Krause et al., 2021; N{\"a}si et. al, 2015). Die Konfrontation mit Hatespeech kann auch Prozesse der politischen Radikalisierung beg{\"u}nstigen (Bilewicz \& Soral, 2020). Somit stellt Hatespeech auch f{\"u}r die Schule eine besondere Herausforderung dar. Zum einen machen Kinder und Jugendliche auch in dieser Lebenswelt Erfahrungen mit Hatespeech, zum anderen ist die Schule der Ort, an dem diesen Entwicklungen durch Demokratie- und Medienerziehung sowie Soziales Lernen entgegengewirkt werden kann (Wachs et al., 2021). Die empirische Basis hierf{\"u}r ist jedoch {\"a}ußerst schmal. Es liegen weder zur Verbreitung von Erfahrungen mit Hatespeech im Kindes- und Jugendalter noch zu den Ursachen oder wirksamen Interventions- und Pr{\"a}ventionsstrategien Studienbefunde vor. Auch bez{\"u}glich der Schnittmenge mit verwandten Ph{\"a}nomenen, wie z.B. Mobbing, gibt es bisher kaum Erkenntnisse. An diesen Forschungsl{\"u}cken setzt das geplante Symposium an. Aus der Mobbingforschung ist bekannt, dass die Reaktionen des Umfeldes eine wichtige Rolle bei der Eind{\"a}mmung von Gewalt spielen. Vor diesem Hintergrund werden in den drei Einzel-Beitr{\"a}gen Forschungsergebnisse zur Verbreitung von Hatespeech und zu den Reaktionen von Sch{\"u}ler:innen und Lehrkr{\"a}ften vorgestellt, die sowohl auf qualitativen als auch auf quantitativen Zug{\"a}ngen beruhen. Entstanden sind sie im Rahmen eines aktuellen DFG-Forschungsprojektes mit erziehungswissenschaftlichen und psychologischen Forschungsteams in Deutschland und der Schweiz. Befragt wurden {\"u}ber 3.600 Sch{\"u}ler:innen und fast 500 Lehrkr{\"a}fte in beiden L{\"a}ndern. Im Rahmen des Symposiums sollen die Ergebnisse diskutiert und Implikationen f{\"u}r weitere Forschungen im Rahmen dieses Projekts sowie dar{\"u}ber hinaus abgeleitet werden.}, language = {de} } @misc{BilzWachs, author = {Bilz, Ludwig and Wachs, Sebastian}, title = {Symposium: Hass kennt keine Grenzen: Empirische Studien zu Hatespeech-Erfahrungen von Jugendlichen in der Schule und im Internet}, series = {Entgrenzungen, 28. DGfE-Kongress, 14. M{\"a}rz 2022}, journal = {Entgrenzungen, 28. DGfE-Kongress, 14. M{\"a}rz 2022}, publisher = {Universit{\"a}t Bremen}, address = {Bremen}, doi = {10.13140/RG.2.2.15893.33761}, abstract = {In den letzten Jahren ist digitales Hassmaterial zu einem gewissen Alltagserleben in der Onlinewelt geworden. Ein Fachbegriff, der diese verrohte Kommunikationskultur zum Ausdruck bringt, ist Hatespeech. Hatespeech beschreibt kommunikative {\"A}ußerungen, mit dem Ziel gewisse Personengruppen (z.B. aufgrund der nationalen Herkunft, Religionszugeh{\"o}rigkeit, sexuellen Orientierung) {\"o}ffentlich und mit Absicht auszugrenzen, abzuwerten oder zu dem{\"u}tigen (Wachs et al., 2020). Hatespeech ist jedoch nicht auf die Onlinewelt beschr{\"a}nkt, auch in der Schule werden Sch{\"u}ler*innen und p{\"a}dagogisches Schulpersonal damit konfrontiert (Ballaschk et al., in press; Krause et al., 2021). Dabei kommt der Schule eine besondere Rolle zu. Sie ist nicht nur ein Ort der demokratischen Wissensvermittlung, sondern auch demokratischer Erfahrungsraum f{\"u}r Heranwachsende, dessen Aufgabe darin besteht, diskriminierenden und demokratiefeindlichen Tendenzen, zu denen auch Hatespeech gez{\"a}hlt werden kann, entgegenzuwirken (KMK, 2018). Bis heute liegt jedoch nur sehr wenig empirisch abgesichertes Wissen {\"u}ber Hatespeech unter Heranwachsenden und dem Umgang damit in der Schule vor. Hier setzt das vorliegende Symposium an, in dem empirische Beitr{\"a}ge basierend auf qualitativen und quantitativen Studien pr{\"a}sentiert werden und Implikationen f{\"u}r die zuk{\"u}nftige Forschung und die p{\"a}dagogische Praxis abgeleitet werden.}, language = {de} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Teachers' Political Didactical Beliefs and Their Handling of Hate Speech in School}, series = {Annual Conference of the International Association for Intercultural Education, DEIB+ in Education to Transform Society, Chemnitz University of Technology, Chemnitz, Germany.}, journal = {Annual Conference of the International Association for Intercultural Education, DEIB+ in Education to Transform Society, Chemnitz University of Technology, Chemnitz, Germany.}, doi = {10.17605/OSF.IO/8Q4UT}, pages = {24}, language = {en} } @misc{ZeissigKansokDuscheFischeretal., author = {Zeißig, Anke and Kansok-Dusche, Julia and Fischer, Saskia M. and Moeller, Julia and Bilz, Ludwig}, title = {The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings}, series = {Review of Education}, volume = {12}, journal = {Review of Education}, number = {1}, issn = {2049-6613}, doi = {10.1002/rev3.3470}, abstract = {Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string-guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi-experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.}, language = {en} } @misc{CastellanosWettsteinWachsetal., author = {Castellanos, Melisa and Wettstein, Alexander and Wachs, Sebastian and Kansok-Dusche, Julia and Ballaschk, Cindy and Krause, Norman and Bilz, Ludwig}, title = {Hate speech in adolescents. A binational study on prevalence and demographic differences}, series = {Frontiers in Education}, volume = {8}, journal = {Frontiers in Education}, issn = {2504-284X}, doi = {10.3389/feduc.2023.1076249}, abstract = {Hate speech, or intentional derogatory expressions about people based on assigned group characteristics, has been studied primarily in online contexts. Less is known about the occurrence of this phenomenon in schools. As it has negative consequences for victims, perpetrators, and those who witness it, it is crucial to characterize the occurrence of offline (i.e., in the school) and online hate speech to describe similarities and differences between these two socialization contexts. The present study aimed to investigate the prevalence of hate speech witnessing, victimization, and perpetration, in a sample of 3,620 7th to 9th graders (51\% self-identified as female) from 42 schools in Germany and Switzerland. We found that 67\% of the students witnessed hate speech in their school, and 65\% witnessed online hate speech at least once in the past twelve months. Approximately 21\% of the students self-identified as offline perpetrators and 33\% as offline victims, whereas these percentages were lower for online hate speech (13\% and 20\%, respectively). In both settings, skin color and origin were the most common group references for hate speech (50\% offline and 63\% online). Offline hate speech mainly came from classmates (88\%), unknown sources (e.g., graffiti; 19\%), or teachers (12\%), whereas online hate speech mostly came from unknown persons (77\%). The most frequent forms of offline hate speech were offensive jokes (94\%) and the spread of lies and rumors about the members of a specific social group (84\%). Significant differences by country, gender, and migration background were observed. Girls reported more offline victimization experiences, less perpetration, and a greater frequency of witnessing hate speech. This difference was larger in magnitude in the online setting. Students in Switzerland reported being exposed to hate speech more often than students in Germany. Students with a migration background reported higher hate speech victimization based on skin color and origin than students without a migration background. The high prevalence of hate speech highlights the need for school-based prevention programs. Our findings are discussed in terms of the practical implications.}, language = {en} } @misc{NoackBilz, author = {Noack, Ren{\´e} and Bilz, Ludwig}, title = {Das sequentielle Rollenspiel f{\"u}r Gruppen. Eine neue Methode zum Einsatz bei Gespr{\"a}chsf{\"u}hrungsschulungen}, series = {Verhaltenstherapie \& psychosoziale Praxis}, volume = {49}, journal = {Verhaltenstherapie \& psychosoziale Praxis}, number = {1}, issn = {0721-7234}, pages = {115 -- 119}, abstract = {Das Rollenspiel ist eine effektive und h{\"a}ufig angewandte Methode bei der Vermittlung von Gespr{\"a}chsf{\"u}hrungskompetenzen, zum Beispiel f{\"u}r Psychotherapeut*innen, {\"A}rzt*innen, Berater*innen und Angeh{\"o}rige anderer psychosozialer Berufe. Dabei werden nach dem Simulationsprinzip verhaltensorientiert Gespr{\"a}chstechniken und -strategien ge{\"u}bt und R{\"u}ckmeldungen, zum Beispiel zur wahrgenommenen Empathie oder zur Authentizit{\"a}t gegeben. Beim Einsatz in gr{\"o}ßeren Gruppen k{\"o}nnen jedoch h{\"a}ufig nicht alle Teilnehmer*innen unter Anleitung des Seminarleiters {\"u}ben. Zudem verringern gelegentlich Scham und Bewertungsangst bei Seminarteilnehmer*innen die Motivation zur Beteiligung an Rollenspielen. Mit dem sequentiellen Rollenspiel f{\"u}r Gruppen soll eine neue Methode f{\"u}r Gespr{\"a}chsf{\"u}hrungsschulungen vorgestellt werden, die auch in gr{\"o}ßeren Gruppen Teilnehmer*innen die M{\"o}glichkeit bietet, mit Hilfe des Rollenspiels Kompetenzen zu erweitern und einzu{\"u}ben. Der Beitrag erl{\"a}utert das genaue Vorgehen und beschreibt Anforderungen an die Seminarleiter*innen.}, 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{KimCraigKingetal., author = {Kim, Samuel S. and Craig, Wendy M. and King, Nathan and Bilz, Ludwig and Cosma, Alina and Molcho, Michal and Qirjako, Gentiana and Matos, Margarida G. de and Augustine, Lilly and Šmigelskas, Kastytis and Pickett, William}, title = {Bullying, Mental Health, and the Moderating Role of Supportive Adults: A Cross-National Analysis of Adolescents in 45 Countries}, series = {International Journal of Public Health}, volume = {67}, journal = {International Journal of Public Health}, issn = {1661-8564}, doi = {10.3389/ijph.2022.1604264}, pages = {10}, abstract = {Objectives: Relationships with supportive adults during adolescence may be a protective factor that lowers the risks associated with bullying. The current study aimed to examine the moderating role of supportive adults in the associations between bullying involvement (in-person and cyber) and mental health problems (psychological symptoms and low life satisfaction). Methods: Data from 45 countries and regions taking part in the 2017/18 Health Behaviour in School-Aged Children study (N = 230,757) were used. Multivariable Poisson regression models were used to estimate relative risks of bullying on mental health. Effect estimates were compared across the number of supportive adults to examine a possible cumulative protective effect of relationships with supportive adults. Results: Bullying involvement was consistently associated with poor mental health across the 45 countries. Risk of mental health problems associated with bullying involvement was greatest among students reporting relationships with multiple supportive adults. This was true for all indicators of bullying involvement. Conclusion: Bullying remains a prevalent and harmful experience for youth worldwide. Merely having supportive adults is not sufficient in protecting youth from experiencing the mental health risks associated with bullying.}, language = {en} } @misc{BilzStegerFischeretal., author = {Bilz, Ludwig and Steger, Jette and Fischer, Saskia M. and Schubarth, Wilfried and Kunze, Ulrike}, title = {Ist das schon Gewalt? Zur Bedeutung des Gewaltverst{\"a}ndnisses von Lehrkr{\"a}ften f{\"u}r ihren Umgang mit Mobbing und f{\"u}r das Handeln von Sch{\"u}lerinnen und Sch{\"u}lern}, series = {Zeitschrift f{\"u}r P{\"a}dagogik}, volume = {62}, journal = {Zeitschrift f{\"u}r P{\"a}dagogik}, number = {6}, issn = {0044-3247}, pages = {841 -- 860}, abstract = {Der Beitrag untersucht erstmals an einer deutschen Stichprobe Verbindungen zwischen dem Gewaltverst{\"a}ndnis von Lehrkr{\"a}ften und ihrer Wahrneh­mung von Sch{\"u}lermobbing, ihren Reaktionen sowie den Auswirkungen auf das Sch{\"u}ler­verhalten. Hierf{\"u}r werden Berichte {\"u}ber reale Mobbingf{\"a}lle von N = 556 Lehrkr{\"a}ften und N = 2071 Sch{\"u}lerinnen und Sch{\"u}lern miteinander verkn{\"u}pft und analysiert. Die Ergeb­nisse zeigen, dass die Breite des Gewaltverst{\"a}ndnisses Einfluss darauf nimmt, welche Art des Mobbings wahrgenommen wird und ob Lehrkr{\"a}fte in diesen Situationen interve­nieren. Dar{\"u}ber hinaus kann nachgewiesen werden, dass ein breiter Gewaltbegriff auf Lehrerseite mit einer h{\"o}heren Interventionsbereitschaft der Sch{\"u}lerinnen und Sch{\"u}ler in relationalen Mobbingsituationen einhergeht.}, language = {de} } @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{WachsWettsteinBilzetal., author = {Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig and G{\´a}mez-Guadix, Manuel}, title = {Adolescents' motivations to perpetrate hate speech and links with social norms}, series = {Comunicar - Media Education Research Journal}, volume = {71}, journal = {Comunicar - Media Education Research Journal}, number = {2}, issn = {1134-3478}, doi = {10.3916/C71-2022-01}, abstract = {Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional "Motivations for Hate Speech Perpetration Scale" (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents' motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6\% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents.}, language = {en} } @incollection{OttovaJordanBilzFinneetal., author = {Ottova-Jordan, Veronika and Bilz, Ludwig and Finne, Emily and Ravens-Sieberer, Ulrike}, title = {Psychische Gesundheit und Wohlbefinden von Sch{\"u}lerinnen und Sch{\"u}lern}, series = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, booktitle = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, editor = {Bilz, Ludwig and Sudeck, Gorden and Bucksch, Jens and Klocke, Andreas and Kolip, Petra and Melzer, Wolfgang and Ravens-Sieberer, Ulrike and Richter, Matthias}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-1991-9}, pages = {48 -- 64}, language = {de} } @incollection{BilzSudeck, author = {Bilz, Ludwig and Sudeck, Gorden}, title = {Analysen zum multiplen Gesundheits- und Risikoverhalten und Konsequenzen f{\"u}r die schulische Gesundheitsf{\"o}rderung}, series = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, booktitle = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, editor = {Bilz, Ludwig and Sudeck, Gorden and Bucksch, Jens and Klocke, Andreas and Kolip, Petra and Melzer, Wolfgang and Ravens-Sieberer, Ulrike and Richter, Matthias}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-1991-9}, pages = {135 -- 154}, language = {de} } @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} } @incollection{HaehneBilzDuemmleretal., author = {H{\"a}hne, Cornelia and Bilz, Ludwig and D{\"u}mmler, Kerstin and Melzer, Wolfgang}, title = {Die Bedeutung der Schule f{\"u}r die Sch{\"u}lergesundheit}, series = {Gesundheitsf{\"o}rderung in p{\"a}dagogischen Settings}, booktitle = {Gesundheitsf{\"o}rderung in p{\"a}dagogischen Settings}, editor = {Bals, Thomas and Hanses, Andreas and Melzer, Wolfgang}, publisher = {Juventa-Verlag}, address = {Weinheim [u.a.]}, isbn = {978-3-7799-1318-4}, pages = {137 -- 154}, language = {de} } @misc{DadaczynskiRathmannSchrickeretal., author = {Dadaczynski, Kevin and Rathmann, Katharina and Schricker, Julia and Bilz, Ludwig and Sudeck, Gorden and Fischer, Saskia M. and Janiczek, Oliver and Quilling, Eike}, title = {Digital health literacy and health behaviors of eighth and ninth graders from Germany}, series = {European Journal of Public Health}, volume = {32}, journal = {European Journal of Public Health}, number = {Supplement 3}, issn = {1101-1262}, doi = {10.1093/eurpub/ckac129.322}, pages = {1}, abstract = {Background: Due to the high availability and use of digital media, health- related information is increasingly shifting into the digital space. While there are increasing empirical findings on general health literacy (HL), there is a lack of evidence on digital HL in adolescence and its association with health behavior. Methods: A cross-sectional study of 490 secondary school students (grades eight and nine) from the federal state of Hesse was conducted from October 2019 to February 2020. Digital HL was assessed using five subscales of the Digital Health Literacy Instrument (DHLI), while consumption of fruits, vegetables, soft drinks, and weekly physical activity were used as indicators of health behavior. In addition to gender and grade level, subjective social status (SSS) was used as a social characteristic. Univariate, bivariate, and multivariate analyses were performed, with binary-logistic regression adjusted for gender and SSS. Results: Across all items, the percentage of adolescents reporting difficulties in acquiring and dealing with digital health information ranges from 15.3 \% to 37.5 \%. Stratified by social characteristics, gender and socioeconomic differences were found with girls and respondents reporting a lower SSS more often showing a limited digital HL. Adolescents with moderate and low digital HL report higher levels of low physical activity, non-daily fruit and daily soft drink consumption. Depending on the health behavior, different relationship patterns can be observed for the dimensions of digital HL. Conclusions: The findings suggest a need for interventions to promote digital HL among adolescents, particularly for those of low SSS. In this context, the differential relationship patterns with health behaviors provide an avenue for the development of specific interventions.}, language = {en} } @misc{FischerMacaulayBilz, author = {Fischer, Saskia M. and Macaulay, Peter J. R. and Bilz, Ludwig}, title = {Broadening the contextual perspective on bullying: Direct and cross-level interaction effects between staff communication climate, classroom climate, and students' bullying experiences}, series = {26th Workshop on Aggression. The Nature and Prevention of Political Violence.}, journal = {26th Workshop on Aggression. The Nature and Prevention of Political Violence.}, pages = {1}, abstract = {Research on the development of bullying is often based upon Bronfenbrenner's socioecological model (Swearer \& Hymel, 2015). Thus, various relevant contextual variables have been identified, including classroom climate and school climate (Thornberg et al., 2018; Zych et al., 2019). School climate has been defined in different ways, mostly including relationships between people in the school environment (Wang et al., 2016). Empirically, only the relationships between students (also summarised within the class as classroom climate) and between teachers and pupils are usually considered. However, teachers have been identified as particularly significant in the bullying process and as role models for students (Colpin et al., 2021). Because of this, it is assumed that relationships among teachers can also be significant risk factors for student bullying. In this study, we investigate communication climate among teachers as part of the school climate and its associations to student bullying. In addition, we follow Bronfenbrenner's idea of interactions among contextual levels by considering both school climate and classroom climate and investigating moderation effects. Data was collected from more than 550 teachers and 2,000 students in 114 classes at 24 schools in Germany. The analyses involved three-level hierarchical binary regression analyses and cross-level interaction models. Findings suggest that staff communication climate is not associated directly with students' experiences with bullying, but that the worse staff communication climate, the more students bully others in classrooms with high rates of rivalry (cross-level moderation). The associations will further be analysed under consideration of relevant control variables. Final results will be presented at the conference. The study broadens the contextual perspective on bullying by including more than one level at once and supports the importance of a whole-school perspective on bullying.}, language = {en} } @techreport{BilzMelzer, author = {Bilz, Ludwig and Melzer, Wolfgang}, title = {Sch{\"u}lergesundheit in Th{\"u}ringen 2010 : Ergebnisse der HBSC-Gesundheitsstudie und Perspektiven der schulischen Gesundheitsf{\"o}rderung im Freistaat Th{\"u}ringen}, publisher = {Technische Universit{\"a}t, Fakult{\"a}t Erziehungswissenschaften}, address = {Dresden}, doi = {10.13140/RG.2.1.1508.5602}, pages = {110}, language = {de} } @incollection{MelzerBilz, author = {Melzer, Wolfgang and Bilz, Ludwig}, title = {Famili{\"a}re Lebensverh{\"a}ltnisse und Sozialverhalten von Heran­wachsenden: Empirische Befunde und Vorschl{\"a}ge f{\"u}r die Pr{\"a}vention}, series = {Kriminalpolitik und ihre wissenschaftlichen Grundlagen : Festschrift f{\"u}r Professor Dr. Hans-Dieter Schwind zum 70. Geburtstag}, booktitle = {Kriminalpolitik und ihre wissenschaftlichen Grundlagen : Festschrift f{\"u}r Professor Dr. Hans-Dieter Schwind zum 70. Geburtstag}, editor = {Feltes, Thomas and Pfeiffer, Christian and Steinhilper, Gernot}, publisher = {C. F. M{\"u}ller}, address = {Heidelberg}, isbn = {978-3-8114-5241-1}, pages = {1071 -- 1093}, language = {de} } @incollection{BilzHaehne, author = {Bilz, Ludwig and H{\"a}hne, Cornelia}, title = {Der Einfluss von Schule auf das Gesundheitsverhalten von Kindern und Jugendlichen}, series = {Schule und psychische St{\"o}rungen}, booktitle = {Schule und psychische St{\"o}rungen}, publisher = {Kohlhammer}, address = {Stuttgart}, isbn = {978-3-17-018736-8}, pages = {68 -- 85}, 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 = {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{FischerWachsBilz, author = {Fischer, Saskia M. and Wachs, Sebastian and Bilz, Ludwig}, title = {Teachers' empathy and likelihood of intervention in hypothetical relational and retrospectively reported bullying situations}, series = {European Journal of Developmental Psychology}, journal = {European Journal of Developmental Psychology}, issn = {1740-5610}, doi = {10.1080/17405629.2020.1869538}, pages = {16}, abstract = {Prior research suggests that teachers with higher levels of empathy are more willing to intervene in bullying among students. However, these findings are based on hypothetical bullying situations and teachers' self-reports. In this study with 2,071 German students and their 556 teachers, we analysed reactions to hypothetical relational bullying situations as well as retrospectively reported bullying situations both from the teachers' as well as the students' perspectives. Results showed that teachers with higher levels of empathy reported stronger intentions to intervene in hypothetical relational bullying situations but were not more likely to intervene in retrospectively reported bullying situations. From the students' perspective, teachers' empathy was neither connected to the teachers' intention to intervene nor to the likelihood of intervention in the retrospectively reported situations. These different results could be taken as an opportunity to investigate whether existing findings could be influenced by methodological aspects such as teachers' self-reports. Implications for future research are discussed.}, language = {en} } @misc{CastellanosWettsteinWachsetal., author = {Castellanos, Melisa and Wettstein, Alexander and Wachs, Sebastian and Bilz, Ludwig}, title = {Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model}, series = {Aggressive Behavior}, volume = {50(2024)}, journal = {Aggressive Behavior}, number = {1}, issn = {1098-2337}, doi = {10.1002/ab.22100}, abstract = {Although it is known that social dominance orientation directly affects hate speech perpetration, few studies have explored the mechanisms by which this effect takes place during adolescence. Based on the socio-cognitive theory of moral agency, we aimed to fill this gap in the literature by exploring the direct and indirect effects of social dominance orientation on hate speech perpetration in offline and online settings. The sample included seventh, eigth, and ninth graders (N = 3225) (51.2\% girls, 37.2\% with an immigrant background) from 36 Swiss and German schools who completed a survey about hate speech, social dominance orientation, empathy, and moral disengagement. A multilevel mediation path model revealed that social dominance orientation had a direct effect on offline and online hate speech perpetration. Moreover, social dominance also had indirect effects via low levels of empathy and high levels of moral disengagement. No gender differences were observed. Our findings are discussed regarding the potential contribution to preventing hate speech during adolescence.}, language = {en} } @misc{WachsValidoEspelageetal., author = {Wachs, Sebastian and Valido, Alberto and Espelage, Dorothy L. and Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig}, title = {The relation of classroom climate to adolescents' countering hate speech via social skills: A positive youth development perspective}, series = {Journal of Adolescence}, volume = {95}, journal = {Journal of Adolescence}, number = {6}, issn = {1095-9254}, doi = {10.1002/jad.12180}, pages = {1127 -- 1139}, abstract = {Introduction. Hate speech is a current challenge for schools around the globe. At the same time, students worldwide stand up to hate speech by countering it. Guided by a positive youth development perspective, the present study investigated the direct and indirect associations between classroom climate (environmental assets), social skills (personal assets), and countering hate speech (as a proxy of thriving) among adolescents. Methods. The sample included 3225 students in grades 7-9 (51.7\% self-identified as female) from 40 schools in Germany (n = 1841) and Switzerland (n = 1384). Students completed self-report questionnaires that assessed classroom climate, three facets of social skills (i.e., perspective-taking, prosocial behavior, assertiveness), and counterspeech. Results. The results of the 2-(1-1-1)-1 multilevel mediation analysis revealed that classroom climate (L2) and the three facets of social skills (L1) had a direct positive effect on counterspeech (L1). Furthermore, classroom climate (L2) also had a direct positive effect on the three facets of social skills (L1). Finally, classroom climate (L2) had an indirect positive effect on counterspeech (L1) via all three aspects of social skills (L1). Conclusion. The findings highlight that successful anti-hate speech programs may entail a combination of environmental and personal factors for increasing adolescents' active contribution to an inclusive and discrimination-free classroom environment where hate speech is not tolerated.}, 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 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{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} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {{\"A}ngste bei Sch{\"u}lerinnen und Sch{\"u}lern. Pr{\"a}vention und Intervention im schulischen Kontext}, series = {Lehrer-Sch{\"u}ler-Interaktion. Inhaltsfelder, Forschungsperspektiven und methodische Zug{\"a}nge}, booktitle = {Lehrer-Sch{\"u}ler-Interaktion. Inhaltsfelder, Forschungsperspektiven und methodische Zug{\"a}nge}, editor = {Schweer, Martin K. W.}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-15082-2}, doi = {10.1007/978-3-658-15083-9}, pages = {365 -- 386}, abstract = {Dieser Beitrag behandelt {\"A}ngste, die im Kontext Schule auftreten und f{\"u}r die sich, neben der Frage nach der klinischen, auch die Frage nach der p{\"a}dagogischen Relevanz stellt. Im Einzelnen wird auf die Symptomatik, Verbreitung und Ursachen von Trennungs{\"a}ngsten, Leistungs- und Pr{\"u}fungs{\"a}ngsten sowie sozialen {\"A}ngsten eingegangen. Beeintr{\"a}chtigen diese {\"A}ngste Lernprozesse in der Schule und ab wann haben sie einen negativen Einfluss auf die schulischen Leistungen von Sch{\"u}lerinnen und Sch{\"u}lern? Wie kann man Angstprobleme in der Schule erkennen und welche Interventionsm{\"o}glichkeiten sind je nach Schweregrad angezeigt? Vorgestellt wird ein Stufenmodell mit universellen, selektiven und indizierten Interventionen, die von Maßnahmen auf Schulebene {\"u}ber die Gestaltung von Lern- und Pr{\"u}fungssituationen bis hin zu Beratungsangeboten reichen.}, language = {de} } @incollection{BilzSudeckBuckschetal., author = {Bilz, Ludwig and Sudeck, Gorden and Bucksch, Jens and Klocke, Andreas and Kolip, Petra and Melzer, Wolfgang and Ravens-Sieberer, Ulrike and Richter, Matthias}, title = {Der vierte deutsche Jugendgesundheitssurvey „Health Behaviour in School-aged Children"}, series = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, booktitle = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, editor = {Bilz, Ludwig and Sudeck, Gorden and Bucksch, Jens and Klocke, Andreas and Kolip, Petra and Melzer, Wolfgang and Ravens-Sieberer, Ulrike and Richter, Matthias}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-1991-9}, pages = {7 -- 15}, language = {de} } @incollection{RitterBilzMelzer, author = {Ritter, Matthias and Bilz, Ludwig and Melzer, Wolfgang}, title = {Schulische und außerschulische Unterst{\"u}tzung als Ressource f{\"u}r die psychische Gesundheit von Sch{\"u}lerinnen und Sch{\"u}lern}, series = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, booktitle = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, editor = {Bilz, Ludwig and Sudeck, Gorden and Bucksch, Jens and Klocke, Andreas and Kolip, Petra and Melzer, Wolfgang and Ravens-Sieberer, Ulrike and Richter, Matthias}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-1991-9}, pages = {181 -- 199}, language = {de} } @misc{FischerBilzWachs, author = {Fischer, Saskia M. and Bilz, Ludwig and Wachs, Sebastian}, title = {Teachers' empathy and the likelihood that they will intervene in bullying: Differences between students' and teachers' perspectives}, series = {Bullying Research Symposium 2020}, journal = {Bullying Research Symposium 2020}, abstract = {Teachers play a crucial role in bullying interventions. Recent research has suggested that empathy is particularly important for this. But two important limitations arise. Firstly, all of these findings are based on artificial bullying scenarios presented in vignettes. Secondly, the likelihood that teachers will intervene is assessed solely from the teacher's perspective. Based on data from 2,071 German students and their 93 teachers, the connection between teachers' self-reported empathy and the likelihood that they will intervene in bullying was assessed using a bullying vignette as well as a retrospectively reported bullying situation that had been experienced by the teachers or the students in question. The associations were analysed in multilevel regression models from the teachers' and the students' perspective. Results showed that teachers who are more empathic are more likely to report that they would intervene in a hypothetical relational bullying situation. However, this finding could not be replicated when using real, remembered bullying situations. In addition, when based on students' perspectives, no significant associations between teachers' empathy and their actual or intended intervention behaviour were found. In this presentation we will discuss implications for the validity of existing research and for future research.}, language = {en} } @misc{BilzHaehneOerteletal., author = {Bilz, Ludwig and H{\"a}hne, Cornelia and Oertel, Lars and Melzer, Wolfgang}, title = {Wie gesund sind deutsche Schulen? Entwicklungstrends von 2002 bis 2010}, series = {Das Gesundheitswesen}, volume = {74}, journal = {Das Gesundheitswesen}, number = {Suppl. 1}, issn = {0949-7013}, doi = {10.1055/s-0032-1312645}, pages = {63 -- 69}, abstract = {Ziel der Studie: Analyse der Entwicklungstrends von Sch{\"u}lerbefindlichkeiten (Schulzufriedenheit, Schulische Belastungen) und gesundheitsrelevanten Schulumweltmerkmalen (Unterrichtsqualit{\"a}t, Mitsch{\"u}lerunterst{\"u}tzung) von 2002 bis 2010 in Deutschland. Methodik: Es werden die Daten der HBSC-Erhebungen in Deutschland analysiert. Schriftlich befragt wurde eine repr{\"a}sentative Auswahl deutscher 11-, 13- und 15-j{\"a}hriger Sch{\"u}lerinnen und Sch{\"u}ler in den Jahren 2002, 2006 und 2010. Die Auswertung der Daten erfolgt mittels logistischer und linearer Regressionsanalysen. Neben dem Erhebungszeitpunkt werden das Alter, das Geschlecht und die Schulform als Hintergrundvariablen ber{\"u}cksichtigt. Ergebnisse: Von 2002 zu 2010 ist ein Anstieg der wahrgenommenen Unterrichtsqualit{\"a}t und der Schulzufriedenheit zu verzeichnen. Die Unterst{\"u}tzung zwischen den Sch{\"u}lern ist leicht zur{\"u}ckgegangen, bei den Belastungen durch schulische Anforderungen ergeben sich keine Ver{\"a}nderungen. Schlussfolgerungen: Die beobachteten Trends werden vor dem Hintergrund der fast parallel durchgef{\"u}hrten PISA-Studien und den verst{\"a}rkten Anstrengungen um eine Setting-bezogene Gesundheitsf{\"o}rderung an deutschen Schulen diskutiert.}, language = {de} } @techreport{BilzMelzer, author = {Bilz, Ludwig and Melzer, Wolfgang}, title = {Gesundheit und Gesundheitsverhalten von Kindern und Jugend­lichen : Ergebnisse der HBSC-Gesundheitsstudie 2005 im Freistaat Th{\"u}ringen}, publisher = {Technische Universit{\"a}t, Fakult{\"a}t Erziehungswissenschaften}, address = {Dresden}, doi = {10.13140/RG.2.1.4916.4328}, pages = {98}, language = {de} } @misc{FischerJohnBilz, author = {Fischer, Saskia M. and John, Nancy and Bilz, Ludwig}, title = {Teachers' bullying-related self-efficacy: A systematic review on connections to bullying interventions}, series = {World Anti-Bullying Forum 2019}, journal = {World Anti-Bullying Forum 2019}, address = {Dublin}, pages = {1}, abstract = {Recent research indicates that teacher self-efficacy as a belief to have enough capabilities to accomplish a given task successfully (Bandura, 1994) is an important competence for successful bullying prevention and intervention (e.g., Boulton, 2014; Bradshaw, Sawyer \& O'Brennan, 2007; Yoon \& Bauman, 2014). But studies vary concerning the definition and specificity of self-efficacy and concerning the samples used. Therefore, the findings differ greatly. Empirical studies on teacher self-efficacy in the context of student bullying were searched in relevant databases. 36 relevant publications were identified in a multi-staged process. Quality criteria were adapted from the Cochrane Collaboration. Most publications report consistently that teachers feel not very confident in dealing with bullying in general and feel least confident when dealing with cyberbullying. Results on differences according to gender, work experience and school type are very heterogeneous. Consistent findings are reported concerning the likelihood of intervention: Teachers who are more confident are more likely to intervene in bullying. But no consistent findings arise for the choice of specific intervention strategies. The heterogeneity of the findings can be explained by different types of self-efficacy, by differences in the measures, and by different educational contexts. In the presentation, this information will be combined to understand differences better and to integrate the existing results. Results indicate that the more specific self-efficacy is assessed, the more connections between self-efficacy and bullying interventions can be found.}, language = {en} } @incollection{RitterBilzMelzer, author = {Ritter, Matthias and Bilz, Ludwig and Melzer, Wolfgang}, title = {Wohlbefinden von Sch{\"u}lerinnen und Sch{\"u}lern im Schulkontext - Die Bedeutung der Schulzufriedenheit f{\"u}r die Gesundheit von Heran­wachsenden}, series = {Gesund­heit und Gesundheitsverhalten im Geschlechtervergleich: Ergebnisse des WHO-Jugendgesund­heits­surveys "Health Behaviour in School-aged Children"}, booktitle = {Gesund­heit und Gesundheitsverhalten im Geschlechtervergleich: Ergebnisse des WHO-Jugendgesund­heits­surveys "Health Behaviour in School-aged Children"}, editor = {Kolip, Petra and Klocke, Andreas and Melzer, Wolfgang and Ravens-Sieberer, Ulrike}, publisher = {Juventa}, address = {Weinheim}, isbn = {978-3-7799-1984-1}, pages = {190 -- 208}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Werden {\"A}ngste und depressive Symptome bei Kindern und Jugendlichen in der Schule {\"u}bersehen?}, series = {Zeitschrift f{\"u}r P{\"a}dagogische Psychologie}, volume = {28}, journal = {Zeitschrift f{\"u}r P{\"a}dagogische Psychologie}, number = {1/2}, issn = {1010-0652}, doi = {10.1024/1010-0652/a000118}, pages = {57 -- 62}, abstract = {Lehrkr{\"a}fte k{\"o}nnen eine wichtige Rolle bei der Fr{\"u}herkennung psychischer Fehlentwicklungen bei Kindern und Jugendlichen spielen. Diese Studie untersucht, wie Lehrpersonen internalisierende vs. externalisierende Symptome bei Sch{\"u}lern wahrnehmen. Hierf{\"u}r wurde 345 Sechst- und Zehntkl{\"a}sslern der Strengths and Difficulties Questionnaire (SDQ) vorgelegt und parallel wurden die Lehrkr{\"a}fte befragt, bei welchen zwei Sch{\"u}lern ihrer Klasse sie am ehesten emotionale und bei welchen zwei Sch{\"u}lern sie am ehesten Verhaltensst{\"o}rungen vermuten. Die Ergebnisse zeigen, dass Lehrkr{\"a}fte m{\"a}ßig in der Lage sind, psychische Beschwerden bei ihren Sch{\"u}lern wahrzunehmen. Die {\"U}bereinstimmung zwischen Lehrerurteil und Selbstangabe f{\"a}llt bei externalisierenden Problemen h{\"o}her aus als bei internalisierenden. Weiterhin liegen die Einsch{\"a}tzungen der Lehrkr{\"a}fte bei M{\"a}dchen n{\"a}her an den selbst berichteten Beschwerden als bei den Jungen. Es werden Schlussfolgerungen f{\"u}r die Lehrerprofessionalisierung und f{\"u}r zuk{\"u}nftige Forschungsbem{\"u}hungen pr{\"a}sentiert.}, language = {de} } @misc{BilzSchubarthUlbricht, author = {Bilz, Ludwig and Schubarth, Wilfried and Ulbricht, Juliane}, title = {Der Umgang von Lehrkr{\"a}ften mit Sch{\"u}lergewalt und -mobbing: Ein {\"U}berblick {\"u}ber den Forschungsstand und Ausblick auf ein Forschungsprojekt}, series = {Diskurs Kindheits- und Jugendforschung}, volume = {10}, journal = {Diskurs Kindheits- und Jugendforschung}, number = {1}, issn = {1862-5002}, doi = {10.3224/diskurs.v10i1.17701}, pages = {99 -- 105}, abstract = {Wie Lehrkr{\"a}fte Gewalt und Mobbing zwischen Sch{\"u}lern wahrnehmen, wovon ihre Reaktionen abh{\"a}ngen und welche Auswirkungen ihr Handeln hat, sind bislang weitgehend offene Fragen. Ausgehend von einem kompetenzorientierten Verst{\"a}ndnis von Lehrerprofessionalit{\"a}t fasst dieser Beitrag die wenigen vorliegenden Forschungsbefunde zusammen und entwickelt auf dieser Grundlage ein heuristisches Modell zu den Determinanten und Auswirkungen des Interventionshandelns von Lehrkr{\"a}ften bei Gewalt und Mobbing. Mit Hilfe dieses Modells werden Forschungsl{\"u}cken sowie methodische Herausforderungen aufgezeigt und Schlussfolgerungen f{\"u}r zuk{\"u}nftige Forschungen gezogen.}, language = {de} } @incollection{MelzerBilzDuemmler, author = {Melzer, Wolfgang and Bilz, Ludwig and D{\"u}mmler, Kerstin}, title = {Mobbing und Gewalt in der Schule im Kontext sozialer Ungleichheit}, series = {Gesundheit, Ungleichheit und jugend­liche Lebenswelten. Ergebnisse der zweiten internationalen Vergleichsstudie im Auftrag der Weltgesundheitsorganisation WHO}, booktitle = {Gesundheit, Ungleichheit und jugend­liche Lebenswelten. Ergebnisse der zweiten internationalen Vergleichsstudie im Auftrag der Weltgesundheitsorganisation WHO}, editor = {Richter, Matthias and Hurrelmann, Klaus and Klocke, Andreas and Melzer, Wolfgang and Ravens-Sieberer, Ulrike}, publisher = {Juventa}, address = {Weinheim}, isbn = {978-3-7799-1971-1}, pages = {116 -- 140}, language = {de} } @misc{NiproschkeOertelSchubarthetal., author = {Niproschke, Saskia and Oertel, Lars and Schubarth, Wilfried and Ulbricht, Juliane and Bilz, Ludwig}, title = {Mehr oder weniger Gewalt an Schulen? Eine Replikationsstudie}, series = {Zeitschrift f{\"u}r Soziologie der Erziehung und Sozialisation}, volume = {36}, journal = {Zeitschrift f{\"u}r Soziologie der Erziehung und Sozialisation}, number = {1}, issn = {1436-1957}, pages = {78 -- 96}, abstract = {Der verbreiteten Annahme einer st{\"a}ndigen Gewaltzunahme an Schulen stehen bisher nur wenige Studien im Zeitvergleich gegen{\"u}ber. Der vorliegende Beitrag will diese L{\"u}cke schließen, indem er Ergebnisse einer aktuellen Replikationsstudie vorstellt und damit die Frage beantwortet, ob die Gewalt an Schulen im Vergleich zur Mitte der 1990er Jahre zu- oder abgenommen hat. Anhand einer repr{\"a}sentativen s{\"a}chsischen Stichprobe zeigt sich, dass im Jahr 2014 im Vergleich zu 1996 {\"u}ber weniger Gewalt an Schulen berichtet wird. Dies betrifft die Gewalt unter Sch{\"u}ler(inne)n und die Gewalt gegen Lehrkr{\"a}fte. Parallel hat die Interventionsbereitschaft unter der Lehrer- und Sch{\"u}lerschaft zugenommen. Zugleich macht die Studie auf differente Entwicklungstrends zwischen den Sch{\"u}lergruppen aufmerksam. Trotz eines insgesamt niedrigen Gewaltniveaus im Vergleich zur Mitte der 1990er Jahre legen die Befunde den Schluss nahe, bei den Pr{\"a}ventionsbem{\"u}hungen nicht nachzulassen.}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Die Bedeutung des Klassenklimas f{\"u}r internalisierende Auff{\"a}lligkeiten von 11- bis 15-J{\"a}hrigen: Selbstkognitionen als Vermittlungsvariablen}, series = {Psychologie in Erziehung und Unterricht}, journal = {Psychologie in Erziehung und Unterricht}, number = {4}, issn = {0342-183X}, doi = {10.2378/peu2013.art06d}, pages = {282 -- 294}, abstract = {The present cross-sectional study examines the relevance of the school setting for internalizing problems of pupils. Objectives: Does a negative class climate lead to increased levels of depression and anxiety in youth? Is this association between class climate and internalizing problems mediated by the pupils' self-concept? Methods: For this, 4367 girls and boys from 221 classes (grades 5, 7, and 9) in Saxony were surveyed by means of questionnaires. Results: Multilevel regression analyses show that symptoms of depression, anxiety and psychosomatic complaints are associated with class climate at the individual level. The strongest increases in problems can be found when pupils report being bullied or having overloading curricular demands. Self-cognition as a mediator can only partly account for this relation. Conclusions: Implications for the school-based prevention of internalizing problems are discussed.}, language = {de} } @misc{BilzStegerFischer, author = {Bilz, Ludwig and Steger, Jette and Fischer, Saskia M.}, title = {Die Genauigkeit des Lehrerurteils bei der Identifikation von an Mobbing beteiligten Sch{\"u}lerinnen und Sch{\"u}lern}, series = {Psychologie in Erziehung und Unterricht}, journal = {Psychologie in Erziehung und Unterricht}, number = {2}, issn = {0342-183X}, doi = {10.2378/peu2016.art08d}, pages = {1 -- 15}, abstract = {Gegenstand der Studie ist die G{\"u}te des Lehrerurteils bei der Wahrnehmung von t{\"a}ter-­ und opferbezogenem Mobbing­Verhalten. Gepr{\"u}ft werden das Ausmaß der {\"U}ber-­ sowie Untersch{\"a}tzung des Anteils der beteiligten Sch{\"u}lerinnen und Sch{\"u}ler, die individuelle {\"U}bereinstimmung des Fremdurteils mit den Selbstangaben und der Einfluss verschiedener Moderatoren auf die Genauigkeit des Urteils. Analysiert werden Befragungsdaten von n = 85 Klassenlehrkr{\"a}ften und n = 1401 Sch{\"u}lerinnen und Sch{\"u}lern. Die anteilige Verbreitung von T{\"a}ter­ und Opfererfahrungen pro Klasse wird durch die Lehrkr{\"a}fte leicht {\"u}bersch{\"a}tzt, die {\"U}bereinstimmung zwischen Lehrer­ und Sch{\"u}lerurteil auf individueller Ebene f{\"a}llt gering aus. Einfluss auf die Genauigkeit des Lehrerurteils zum T{\"a}terstatus haben die schulischen Leistungen der Sch{\"u}lerinnen und Sch{\"u}ler. Die Ergebnisse werden hinsichtlich ihrer Implikationen f{\"u}r den Umgang mit dem Ph{\"a}nomen Mobbing an Schulen und f{\"u}r die Lehreraus-­ und -­fortbildung diskutiert.}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Bullying among students in the context of staff conflicts and class climate: Are there spillover effects?}, series = {World Anti-Bullying Forum 2017}, journal = {World Anti-Bullying Forum 2017}, address = {Stockholm}, abstract = {Bullying is a prevalent aggressive behavior with severe negative social and health consequences. It emerges from complex social interactions (Saarento, Garandeau, \& Salmivalli, 2015). To understand the causes of bullying, different levels of the school environment and their interactions need to be considered. Bronfenbrenner's ecological theory is an appropriate model for this (see figure 1). From analyses of children's behaviors in the family context, spillover effects are known (e.g., Lux \& Hudecek, 2015). Similar patterns may occur in schools: Conflicts at the staff level may serve as negative role models, may reduce teachers' alliance and cooperation, and limit long-term interventions. These long-term interventions are especially important in reducing bullying (Bilz, Schubarth, Dudziak, Fischer, Niproschke, \& Ulbricht, in press). Following the assumption of reciprocity, the occurrence of bullying may, at the same time, work as a stressor and increase staff conflicts. Connections between bullying occurrence and class climate are already known in the literature (Saarento et al., 2015), but have not yet been analyzed with staff conflicts simultaneously. Cross-sectional data of 556 teachers and 2,071 students will be analyzed as individual data and as aggregated data using multilevel structure equation modeling. Analyses are not finished yet, but will be presented and discussed at the conference presentation.}, language = {en} } @misc{KamanOttovaJordanBilzetal., author = {Kaman, Anne and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Sudeck, Gorden and Moor, Irene and Ravens-Sieberer, Ulrike}, title = {Subjective health and well-being of children and adolescents in Germany - Cross-sectional results of the 2017/18 HBSC study}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6899}, pages = {7 -- 20}, abstract = {Subjective health is understood as a multidimensional construct that encompasses the physical, mental and social dimensions of a person's well-being. Promoting the subjective health and well-being of children and adolescents has strong public health relevance because health impairments in childhood and adolescence are often associated with long- term health problems in adulthood. Therefore, it is very important to gain information about potential risk and resource factors involved. This article presents current prevalences for subjective health, life satisfaction and psychosomatic health complaints among children and adolescents in Germany aged 11, 13 and 15 years from the 2017/18 Health Behaviour in School-Aged Children (HBSC) study (N=4,347, 53.0\% girls). It also examines the sociodemographic and psychosocial factors that influence subjective well-being. Most children and adolescents provided positive ratings of their health and life satisfaction. Nevertheless, about one third of girls and one fifth of boys were affected by multiple psychosomatic health complaints. Impairments in subjective well-being were particularly evident in girls, older adolescents, young people with low levels of family affluence and those under a lot of pressure at school. In contrast, high family support was associated with better subjective well-being. These results illustrate the need for target group-specific prevention and health promotion measures aimed at improving the subjective health and well-being of children and adolescents.}, language = {en} } @misc{MoorWinterBilzetal., author = {Moor, Irene and Winter, Kristina and Bilz, Ludwig and Bucksch, Jens and Finne, Emily and John, Nancy and Kolip, Petra and Paulsen, Lisa and Ravens-Sieberer, Ulrike and Schlattmann, Marina and Sudeck, Gorden and Brindley, Catherina and Kaman, Anne and Richter, Matthias}, title = {The 2017/18 Health Behaviour in School-aged Children (HBSC) study - Methodology of the World Health Organization's child and adolescent health study}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6904}, pages = {88 -- 102}, abstract = {The Health Behaviour in School-aged Children (HBSC) study is an international research project in collaboration with the World Health Organization (WHO) for over 35 years. HBSC is the largest study on child and adolescent health and one of the most important sources of data for the WHO's international comparative health monitoring. Every four years, data on the health and health behaviour of students aged 11, 13 and 15, as well as the social contexts and conditions for growing up healthy, are collected. A total of 50 countries belong to the HBSC network, with 45 countries taking part in the 2017/18 survey. Germany has contributed to the HBSC surveys since 1993/94. For the most recent 2017/18 cycle, students at 146 schools in Germany were interviewed (response rate of schools: 15.6\%). A net sample of n = 4,347 girls and boys was achieved for Germany (response rate: 52.7\%). Participation was voluntary and the survey was conducted in German school years five, seven and nine (corresponding to ages 11, 13 and 15). A weighting procedure was applied to allow for representative findings on the health of children and adolescents in Germany. HBSC offers a valuable contribution to health monitoring and provides numerous starting points to identify needs, risk groups and fields of action to initiate targeted and actual needs-based measures of prevention and health promotion in the school setting.}, language = {en} } @misc{FischerJohnMelzeretal., author = {Fischer, Saskia M. and John, Nancy and Melzer, Wolfgang and Kaman, Anne and Winter, Kristina and Bilz, Ludwig}, title = {Traditional bullying and cyberbullying among children and adolescents in Germany - Cross-sectional results of the 2017/18 HBSC study and trends}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6902}, pages = {54 -- 68}, abstract = {Bullying is a specific form of violence that can potentially lead to numerous and long-term negative health implications. Despite consistent coverage in the media, particularly on cyberbullying, as of yet there are only few representative findings on the frequency of (cyber)bullying in Germany. This article analyses how widespread bullying and cyberbullying were at schools in Germany in 2018, what differences exist between girls and boys, age groups and various types of schools, and changes in bullying trends between 2002 and 2018. Our findings are based on an analysis of the data provided by the 2017/18 cycle (N=4,347 students, 53.0\% female) and previous cycles of the German Health Behaviour in School-aged Children (HBSC) study. In the 2018 cycle, boys reported having bullied other children more frequently than girls, but were bullied just as often. 15-year-olds reported having bullied other children more frequently than 11- to- 13-year-olds but reported being bullied less frequently. Students at grammar schools (Gymnasium) least frequently reported any involvement in bullying. Only few children and adolescents reported cases of cyberbullying. Compared to all previous survey years, 2018 saw the lowest number of children that reported having bullied others. However, reports of having been bullied have remained almost stable. The findings highlight the need for evidence-based prevention and intervention anti-bullying programmes and measures across all types of general education schools and age groups.}, language = {en} } @misc{FischerJohnBilz, author = {Fischer, Saskia M. and John, Nancy and Bilz, Ludwig}, title = {Teachers' self-efficacy in preventing and intervening in school bullying: A systematic review}, series = {International Journal of Bullying Prevention}, volume = {3(2021)}, journal = {International Journal of Bullying Prevention}, number = {3}, issn = {2523-3661}, doi = {10.1007/s42380-020-00079-y}, pages = {196 -- 212}, abstract = {Self-efficacy, commonly seen as an important competence for teachers when intervening in bullying, is a heterogeneous construct. Differences in the specific kinds of self-efficacy under review, its assessment, theoretical foundations, and the samples used when researching it generate diverse results that can be hard to integrate. This systematic review surveys existing literature on the extent of teachers' self-efficacy in managing bullying and its connection to the likelihood that teachers will intervene in bullying, to their intervention strategies, and the prevention measures they employ, as well as students' bullying behavior and their experiences of victimization. Thirty-six relevant publications based on 33 studies were included. The quality of their results was assessed, and their findings were systematized and are discussed here. Many studies are of low quality because of incomplete descriptions of underlying theoretical as well as methodological foundations. Almost all results are based on descriptive study designs. Consistent findings show that teachers generally feel confident in managing bullying and that teachers who are more confident intervene more often. Findings were mixed on the connections between teachers' self-efficacy and intervention strategies, and the prevention measures they used, as well as students' bullying behavior and experiences of victimization. It was also discovered that the connections between teachers' self-efficacy and their prevention measures, their students' bullying behavior, and collective efficacy in general have rarely been addressed in the literature.}, language = {en} } @misc{WachsGoerzigWrightetal., author = {Wachs, Sebastian and G{\"o}rzig, Anke and Wright, Michelle F. and Schubarth, Wilfried and Bilz, Ludwig}, title = {Associations among adolescents' relationships with parents, peers, and teachers, self-efficacy, and willingness to intervene in bullying: A social cognitive approach}, series = {International Journal of Environmental Research and Public Health}, volume = {17}, journal = {International Journal of Environmental Research and Public Health}, number = {2}, issn = {1660-4601}, doi = {10.3390/ijerph17020420}, pages = {16}, abstract = {We applied the Social Cognitive Theory to investigate whether parent-child relationships, bullying victimization, and teacher-student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents' willingness to intervene in a bullying incident. There were 2071 (51.3\% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent-child relationships, bullying victimization, and teacher-student relationships were directly related to adolescents' self-efficacy in social conflicts. Further, teacher-student relationships and bullying victimization were directly associated with adolescents' willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students' willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations.}, language = {en} } @misc{WachsBilzNiproschkeetal., author = {Wachs, Sebastian and Bilz, Ludwig and Niproschke, Saskia and Schubarth, Wilfried}, title = {Bullying Intervention in Schools: A Multilevel Analysis of Teachers' Success in Handling Bullying From the Students' Perspective}, series = {Journal of Early Adolescence}, volume = {29}, journal = {Journal of Early Adolescence}, number = {5}, issn = {0272-4316}, doi = {10.1177/0272431618780423}, pages = {642 -- 668}, abstract = {To date, little has been known about teachers' success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2\% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student's bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers' interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed.}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Teachers' self-efficacy in bullying interventions and their probability of intervention}, series = {Psychology in the Schools}, volume = {56}, journal = {Psychology in the Schools}, number = {5}, issn = {1520-6807}, doi = {10.1002/pits.22229}, pages = {751 -- 764}, language = {en} } @incollection{WachsBilzFischeretal., author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried}, title = {Students' Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy}, series = {Interventions to Reduce Bullying and Cyberbullying}, booktitle = {Interventions to Reduce Bullying and Cyberbullying}, editor = {Smith, Peter K. and Bauman, Sheri and Wong, Dennis}, edition = {1. Auflage}, publisher = {MDPI}, address = {Basel}, isbn = {978-3-03921-359-7}, doi = {https://doi.org/10.3390/books978-3-03921-360-3}, pages = {194 -- 204}, abstract = {Although school climate and self-efficacy have received some attention in the literature, as correlates of students' willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students' willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students' willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3\% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43\% and 48\% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students' willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students' willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students' willingness to intervene in bullying; (2) efforts to increase students' willingness to intervene in bullying should promote students' confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students' willingness to intervene in bullying. Recommendations are provided to help increase adolescents' willingness to intervene in bullying and for future research.}, language = {en} } @misc{MoorHerkeMarkertetal., author = {Moor, Irene and Herke, Max and Markert, Jenny and B{\"o}hm, Marie and Reiß, Franziska and Bilz, Ludwig and Sudeck, Gorden and Winter, Kristina}, title = {Die zeitliche Entwicklung gesundheitlicher Ungleichheit im Kindes- und Jugendalter in Deutschland: Ergebnisse der HBSC-Studie 2009/10 - 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11875}, pages = {86 -- 107}, abstract = {Hintergrund: Viele Studien berichten von gesundheitlichen Ungleichheiten im Kindes- und Jugendalter. Unklar ist, wie sich diese in den letzten Jahren, insbesondere vor dem Hintergrund der COVID-19-Pandemie, entwickelt haben. Methode: Die Analysen basieren auf den deutschen Daten der internationalen HBSC-Studie (Health Behaviour in Schoolaged Children) von 2009/10 (n = 5.005), 2013/14 (n = 5.961), 2017/18 (n = 4.347) und 2022 (n = 6.475). Insgesamt wurden 21.788 Sch{\"u}lerinnen und Sch{\"u}ler im Alter von ca. 11 bis 15 Jahren ber{\"u}cksichtigt. Der sozio{\"o}konomische Status (SES) wurde mithilfe der Family Affluence Scale (FAS) erhoben. Verschiedene Gesundheitsindikatoren wurden mittels bi- und multivariaten Analysemethoden stratifiziert nach Geschlecht ausgewertet. Ergebnisse: 2022 zeigen sich deutliche sozio{\"o}konomische Ungleichheiten in der Lebenszufriedenheit, der subjektiven Gesundheit, im Obst- und Gem{\"u}sekonsum sowie im Bewegungsverhalten. Diese Ungleichheiten sind im Zeitverlauf von 2009/10 bis 2022 {\"u}berwiegend konstant geblieben oder haben sich vergr{\"o}ßert. Zwischen 2017/18 und 2022 sind keine signifikanten {\"A}nderungen bez{\"u}glich der betrachteten Ungleichheiten zu erkennen. Schlussfolgerungen: Gesundheitliche Ungleichheiten zeigen sich kontinuierlich und reduzieren die Chancen auf ein gesundes Aufwachsen. Es gibt keine Hinweise darauf, dass sich die Ungleichheiten w{\"a}hrend des Pandemie-Zeitraums (zwischen 2017/18 und 2022) ver{\"a}ndert haben. Die Ver{\"a}nderungen in den betrachteten Gesundheitsindikatoren betreffen vielmehr alle Heranwachsende in {\"a}hnlicher Weise.}, language = {de} }