@misc{RathmannVockertBilzetal., author = {Rathmann, Katharina and Vockert, Theres and Bilz, Ludwig and Gebhardt, Markus and Hurrelmann, Klaus}, title = {Self-rated health and wellbeing among school-aged children with and without special educational needs: Differences between mainstream and special schools}, series = {Research in Developmental Disabilities}, volume = {81}, journal = {Research in Developmental Disabilities}, issn = {0891-4222}, doi = {10.1016/j.ridd.2018.04.021}, pages = {134 -- 142}, abstract = {Background. Studies among students with special educational needs (SEN) in separate special schools (SSS) and mainstream schools (MS) are particularly applicable to educational attainment and social participation. However, indicators of health and wellbeing have rarely been considered. Aims. This study investigates two related topics: first, health and wellbeing differences between students with SEN in special schools (SSS) and students without SEN in regular schools, and second, the rarely considered question whether health and wellbeing among students with SEN differ between school settings (i.e. MS vs. SSS). Methods and procedures. Bivariate and multilevel analyses are applied with data from the German National Educational Panel Study (NEPS) with 5267 students (grade 7). Outcomes and results. After having controlled for background characteristics, students in SSS report higher likelihoods of poor self-rated health compared to students in higher track schools. Self-rated health of students with SEN does not significantly differ between MS vs. SSS. For life satisfaction, students with SEN show higher likelihoods of low life satisfaction when attending MS. Conclusions and implications. Teachers in inclusive settings are encouraged to establish class work and teaching that support a real change from class placement to inclusive culture in order to suitably support students with SEN.}, language = {en} } @techreport{BilzDuemmlerHaehneetal., author = {Bilz, Ludwig and D{\"u}mmler, Kerstin and H{\"a}hne, Cornelia and Melzer, Wolfgang and Weber, Annekathrin}, title = {Gesundheitsf{\"o}rdernde Schule in Sachsen}, publisher = {S{\"a}chsisches Staatsministerium f{\"u}r Soziales, Gesundheit und Familie}, address = {Dresden}, pages = {102}, language = {de} } @misc{RathmannHerkeBilzetal., author = {Rathmann, Katharina and Herke, Max and Bilz, Ludwig and Rimpel{\"a}, Arja and Hurrelmann, Klaus and Richter, Matthias}, title = {Class-level school performance and life satisfaction: Differential sensitivity for low- and high-performing school-aged children}, series = {International Journal of Environmental Research and Public Health}, volume = {15}, journal = {International Journal of Environmental Research and Public Health}, number = {12}, issn = {1660-4601}, doi = {10.3390/ijerph15122750}, pages = {17}, abstract = {This study investigates whether class-level school performance affects students' life satisfaction and if there are differential effects for high- and low-performing students. Data were derived from the National Educational Panel Study, including n = 5196 students (49.6\% girls), nested in 478 classes and 250 secondary schools. School performance in class was measured by aggregating individual grade point average in Mathematics and German. The study could not reveal the "big-fish-little-pond"-effect regarding students' life satisfaction but found differential effects for high- vs. low performing students. There was no significant association for low-performing students attending classes with higher class-level performance However, low-performing students revealed the lowest life satisfaction. High-performing students placed in classes with higher average performance reported lower life satisfaction compared to high-performing students in classes with lower average performance. This study provides evidence for the impact of the learning environment in class on school-aged children's life satisfaction, by highlighting the differential sensitivity of high-performing students when placed in classes with higher or lower average performance.}, language = {en} } @misc{WachsBilzFischeretal., author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried and Wright, Michelle F.}, title = {Students' Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy}, series = {International Journal of Environmental Research and Public Health}, volume = {15}, journal = {International Journal of Environmental Research and Public Health}, number = {11}, issn = {1660-4601}, doi = {10.3390/ijerph15112577}, pages = {11}, 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} } @techreport{SchubarthBilzWachs, author = {Schubarth, Wilfried and Bilz, Ludwig and Wachs, Sebastian}, title = {Gewalt und Mobbing - auch eine Folge unterlassener Hilfeleistung? Ergebnisse einer Studie zum Lehrerhandeln bei Gewalt und Mobbing}, pages = {6}, abstract = {Immer wieder wird in der {\"O}ffentlichkeit {\"u}ber Mobbingf{\"a}lle an Schulen diskutiert und die Frage aufgeworfen, warum Lehrkr{\"a}fte so wenig dagegen unternehmen. Nun ist eine von der Deutschen Forschungsgemeinschaft (DFG) gef{\"o}rderte Studie dieser Frage nachgegangen. Die repr{\"a}sentative Untersuchung unter der Sch{\"u}ler- und Lehrerschaft hat herausgefunden, inwieweit Lehrkr{\"a}fte Mobbingph{\"a}nomene {\"u}berhaupt wahrnehmen und ob bzw. wie sie dagegen vorgehen. Insgesamt entsteht ein sehr differenziertes Bild hinsichtlich des Lehrerhandelns bei Gewalt und Mobbing. Die große Mehrheit der Lehrkr{\"a}fte schaut bei Mobbing nicht weg, sondern versucht mit p{\"a}dagogischen Mitteln einzugreifen und Mobbing zu beenden. Zugleich zeigt sich aber auch, dass Lehrkr{\"a}fte nicht alles mitbekommen, dass sie Mobbing ganz unterschiedlich wahrnehmen und mitunter p{\"a}dagogisch unangemessen reagieren, womit die These erh{\"a}rtet wird, dass Mobbing auch eine Folge von unterlassener Hilfeleistung seitens der Lehrkr{\"a}fte sein kann.}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Is self-regulation a relevant aspect of intervention competence for teachers in bullying situations?}, series = {Nordic Studies in Education}, volume = {39}, journal = {Nordic Studies in Education}, number = {2}, issn = {1891-5949}, doi = {10.18261/issn.1891-5949-2019-02-04}, pages = {121 -- 141}, abstract = {Teachers play a crucial role in stopping bullying, but react in different ways. Could their competence profile explain these differences? In the literature, self-regulation is understood as being part of teacher competence and is known to be important for other aspects of teaching. However, it has not yet been studied in relation to bullying interventions. In the present study, we examined this interaction for the first time using a sample of 556 teachers. Contrary to our expectations, self-regulation appears not to be relevant in teachers' intervention behaviour. Possible reasons and implications are discussed.}, language = {en} } @techreport{BilzFischer, author = {Bilz, Ludwig and Fischer, Saskia M.}, title = {Kooperativer Interventionsansatz bei Mobbing im Schulkontext}, address = {Cottbus}, doi = {10.26127/BTUOpen-4889}, pages = {11}, abstract = {Vorgestellt wird ein Interventionsansatz f{\"u}r Mobbing in der Schule. Er beruht auf der Grundannahme, dass Mobbing an Schulen ein multifaktoriell bedingtes Ph{\"a}nomen mit Determinanten auf individueller, sozialer und kontextueller Ebene ist. Der Interventionsansatz ist durch eine ganzheitliche, kooperative Herangehensweise gekennzeichnet. Er beruht auf Forschungsbefunden zu Lehrerkompetenzen im Umgang mit Mobbing sowie zur Wirksamkeit spezifischer Interventionsstrategien. Wichtige Anregungen lieferten der No Blame Approach sowie weitere Interventionsprogramme und -empfehlungen. Beschrieben wird ein grundlegendes Vorgehen in f{\"u}nf Teilschritten, das je nach Art des Mobbingfalls adaptiert werden kann. Variationen betreffen insbesondere das Ausmaß der notwendigen Kooperationen, den Einbezug externer psychosozialer Beratungsangebote sowie das Ausmaß der Konfrontation, mit der den mobbenden Lernenden begegnet wird.}, language = {de} } @misc{FischerJohnBilz, author = {Fischer, Saskia M. and John, Nancy and Bilz, Ludwig}, title = {Selbstwirksamkeitserwartung von Lehrkr{\"a}ften und ihr Handeln bei Mobbing zwischen Sch{\"u}lern - Ein systematisches Review}, series = {Empirische P{\"a}dagogik}, volume = {33}, journal = {Empirische P{\"a}dagogik}, number = {2}, issn = {0931-5020}, pages = {180 -- 194}, abstract = {Lehrkr{\"a}fte spielen bei der Pr{\"a}vention von und Intervention bei Mobbing eine wichtige Rolle. Verschiedene Studien legen nahe, dass die Selbstwirksamkeitserwartung der Lehrkr{\"a}fte daf{\"u}r eine bedeutsame Ressource ist. Mittels eines systematischen Forschungs{\"u}berblicks wird im vorliegenden Beitrag analysiert, welche Fragestellungen Studien in diesem Themenbereich untersuchen und zu welchen zentralen Ergebnissen sie kommen. Die Befunde lassen sich einem breiten thematischen Feld zuordnen, wobei die meisten Einzelergebnisse den Zusammenhang mit der Interventionsbereitschaft der Lehrer betreffen. {\"U}berwiegend wird berichtet, dass h{\"o}here Selbstwirksamkeitserwartungen mit einer gr{\"o}ßeren Tendenz zu intervenieren einhergehen. Dennoch finden sich auch widerspr{\"u}chliche Ergebnisse. Ersten Analysen zufolge k{\"o}nnten solche Widerspr{\"u}che auf unterschiedliche Spezifit{\"a}tsgrade der betrachteten Selbstwirksamkeitserwartungen zur{\"u}ckgef{\"u}hrt werden.}, language = {de} } @techreport{JohnPahlkeFischeretal., author = {John, Nancy and Pahlke, Kyra and Fischer, Saskia M. and Bilz, Ludwig}, title = {Schulisches Mobbing 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{PabelBilzSchellong, author = {Pabel, Luise and Bilz, Ludwig and Schellong, Julia}, title = {Die therapeutische Krisensprechstunde f{\"u}r Gefl{\"u}chtete in Dresdner Erstaufnahme­einrichtungen}, series = {Trauma \& Gewalt}, volume = {14}, journal = {Trauma \& Gewalt}, number = {3}, issn = {0022-6912}, doi = {10.21706/tg-14-3-237}, pages = {237 -- 243}, abstract = {Gefl{\"u}chtete haben im Vergleich mit der Allgemein­bev{\"o}lkerung ein erh{\"o}htes Risiko, unter psychischen St{\"o}rungen zu leiden. Die psychosoziale und psychotherapeutische Versorgungslage f{\"u}r Gefl{\"u}chtete in Deutschland wird derzeit als unzureichend eingesch{\"a}tzt. Deutschlandweit haben sich daher Initiativen gegr{\"u}ndet, um mittels niedrigschwelliger therapeutischer Kontakt- und Beratungsangebote diese Versorgungsl{\"u}cken zu schließen. Diese Initiativen haben h{\"a}ufig Projektcharakter und werden teilweise ehrenamtlich durchgef{\"u}hrt. Eines dieser Projekte, die therapeutische Krisensprechstunde in Dresdner Erstaufnahmeeinrichtungen, soll in diesem Artikel n{\"a}her vorgestellt werden. Die Campkrisensprechstunde ist ein niedrigschwelliges, dolmetschergest{\"u}tztes Angebot zur Stressreduktion, welches sich an psychisch belastete BewohnerInnen der Erstaufnahmeeinrichtungen f{\"u}r Asylsuchende in Dresden richtet. Sie bietet emotionale Entlastung, Stabilisierung, Psychoedukation, Ressourcenaktivierung und im Bedarfsfall auch Interventionen zur Deeskalation. Das Angebot wird seit Projektbeginn stetig nachgefragt und ist zu einem festen Bestandteil der psychosozialen Unterst{\"u}tzungsangebote in den beiden teilnehmenden Erstaufnahmeeinrichtungen geworden. Die Notwendigkeit der Schaffung und Finanzierung langfristiger, tragf{\"a}higer Strukturen in der Regelversorgung bleibt dennoch bestehen.}, language = {de} } @misc{GoldfriedrichBilzFischer, author = {Goldfriedrich, Martin and Bilz, Ludwig and Fischer, Saskia M.}, title = {Inklusionsp{\"a}dagogische Kompetenzen in der universit{\"a}ren Ausbildung von Grundschullehrkr{\"a}ften: Eine qualitative Inhaltsanalyse von Modulhandb{\"u}chern ausgew{\"a}hlter deutscher Studieng{\"a}nge mit inklusionsp{\"a}dagogischem Profil}, series = {QfI - Qualifizierung f{\"u}r Inklusion}, volume = {2}, journal = {QfI - Qualifizierung f{\"u}r Inklusion}, number = {3}, issn = {2699-2477}, doi = {10.21248/QfI.35}, pages = {18}, abstract = {Die deutschen Hochschulen stehen bei der inklusionsp{\"a}dagogischen Qualifizierung von Lehrkr{\"a}ften vor großen Herausforderungen. Bisher liegen f{\"u}r diesen Bereich im deutschsprachigen Raum nur vereinzelte Kompetenzmodelle und Standards vor, an denen sich Hochschulen bei der Entwicklung von Studieng{\"a}ngen orientieren k{\"o}nnen. Vor diesem Hintergrund wird im vorliegenden Beitrag untersucht, welches Kompetenzprofil einer Lehrkraft im inklusiven Setting sich abzeichnet, wenn man Modulhandb{\"u}cher (MHB) von inklusionsp{\"a}dagogisch ausgerichteten Lehramtsstudieng{\"a}ngen analysiert. Untersucht werden die MHB von acht Studieng{\"a}ngen mit einer weitgehenden Verschr{\"a}nkung regel- und sonderschulp{\"a}dagogischer Anteile an vier deutschen Universit{\"a}tsstandorten. Als Vergleichsmaßstab wird hierbei das Kompetenzprofil der European Agency for Development in Special Needs Education (2012) zugrunde gelegt, weil es einen vergleichsweise hohen Differenzierungsgrad aufweist. Die Ergebnisse zeigen, dass sich die in den MHB beschriebenen Kompetenzen vorrangig auf zwei der vier vorhandenen Werte im Kompetenzprofil der European Agency beziehen. Kompetenzbereiche innerhalb des Wertes Zusammenarbeit mit anderen und innerhalb des Wertes der pers{\"o}nlichen beruflichen Weiterentwicklung finden sich im Vergleich zu den Werten Wertsch{\"a}tzung der Vielfalt der Lernenden und Unterst{\"u}tzung aller Lernenden vergleichsweise selten. Mit Blick auf die Kompetenzdimensionen der European Agency (Wissen, Einstellungen, F{\"a}higkeiten \& Fertigkeiten) werden in den MHB insbesondere wissensbezogene Kompetenzdimensionen adressiert und seltener Fertigkeiten sowie Einstellungen. Diese und weitere Befunde werden vor dem Hintergrund der spezifischen Bedingungen der Lehrerbildung in Deutschland und dem Forschungsstand zu inklusionsp{\"a}dagogischen Lehrerkompetenzen innerhalb der GrundschullehrerInnenbildung diskutiert. Dar{\"u}ber hinaus werden Empfehlungen f{\"u}r eine inklusionsp{\"a}dagogisch ausgerichtete Curriculumentwicklung formuliert.}, language = {de} } @incollection{BilzLenzMelzer, author = {Bilz, Ludwig and Lenz, Karl and Melzer, Wolfgang}, title = {Gewalt in Familie und Schule}, series = {Handbuch Kindheits- und Jugendforschung}, booktitle = {Handbuch Kindheits- und Jugendforschung}, editor = {Kr{\"u}ger, Heinz-Hermann and Grunert, Cathleen and Ludwig, Katja}, edition = {3. Auflage}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-24801-7}, doi = {10.1007/978-3-658-24801-7_53-1}, pages = {1 -- 43}, abstract = {Dieser Beitrag besch{\"a}ftigt sich mit Gewaltph{\"a}nomenen in den zwei zentralen Sozialisationsinstanzen des Kindes- und Jugendalters: der Familie und der Schule. Es werden zentrale Entwicklungslinien und Ergebnisse der Forschung zur familialen und schulischen Gewalt vorgestellt, wobei ein Schwerpunkt auf die deutschsprachige Forschung gelegt wird. Eingegangen wird auf die zentralen Gewaltformen, ihre Verbreitung, Ursachen und Folgen sowie auf Strategien der Pr{\"a}vention und Intervention.}, language = {de} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {Psychische Gesundheit als Ziel schulischer Bildung}, series = {Gesundheitsdidaktik}, booktitle = {Gesundheitsdidaktik}, editor = {Goldfriedrich, Martin and Hurrelmann, Klaus}, edition = {1. Auflage}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-6371-4}, pages = {203 -- 215}, abstract = {Der psychischen Gesundheit von Kindern und Jugendlichen ist in den letzten Jahrzehnten eine verst{\"a}rkte Aufmerksamkeit zuteil geworden. Immer deutlicher zeichnet sich ab, dass auch diese Altersgruppe von Einschr{\"a}nkungen der psychischen Gesundheit nicht ausgenommen ist und 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 ihre gesunde Entwicklung, ihren schulischen Erfolg und f{\"u}r ihre soziale Teilhabe. Fr{\"u}hzeitig geriet in diesem Zusammenhang auch die Lebenswelt Schule in das Blickfeld. Es wurden schulbezogene Ressourcen und Risikofaktoren f{\"u}r die psychische Gesundheit untersucht und auf dieser Grundlage Maßnahmen und Programme zur schulbasierten F{\"o}rderung der psychischen Gesundheit entwickelt, evaluiert und punktuell auch an Schulen implementiert. Vergleichsweise neu - vor allem im deutschsprachigen Raum - ist die Idee, das Thema psychische Gesundheit nicht nur im Rahmen zeitlich befristeter Projekte oder Pr{\"a}ventionsprogramme an Schulen heranzutragen, sondern diesbez{\"u}gliche Kompetenzen regul{\"a}r zum Gegenstand von schulischen Bildungsprozessen zu machen, entweder f{\"a}cher{\"u}bergreifend oder gar im Rahmen eines eigenen Schulfaches Gesundheit. Ziel dieses Beitrags ist es, die Notwendigkeit einer st{\"a}rkeren Verankerung psychischer Gesundheitsbildung in der Schule zu untersuchen, bereits vorliegende Erkenntnisse zusammenzutragen, m{\"o}gliche Ziele, Konzepte und Inhalte einer Gesundheitsbildung im Bereich der psychischen Gesundheit zu analysieren und auf Herausforderungen hinzuweisen.}, language = {de} } @misc{FischerWoodsBilz, author = {Fischer, Saskia M. and Woods, Heather A. and Bilz, Ludwig}, title = {Class teachers' bullying-related self-efficacy and their students' bullying victimization, bullying perpetration, and combined victimization and perpetration}, series = {Journal of Aggression, Maltreatment \& Trauma}, journal = {Journal of Aggression, Maltreatment \& Trauma}, issn = {1092-6771}, doi = {10.1080/10926771.2021.1933290}, pages = {20}, abstract = {Teachers' responses to incidents of bullying among students can be important for bullying dynamics. Theoretical models of teachers' intervention competence and the theory of planned behavior suggest that teachers' bullying intervention self-efficacy may be associated with teachers' responses to bullying and students' bullying behavior and bullying victimization experiences. Several studies report an association between teachers' self-efficacy and their intervention behavior in incidents of bullying. However, the possible association with student bullying perpetration has rarely been examined so far. The current study explores the association between class teachers' self-efficacy and students' bullying victimization, perpetration, and combined bully-victim behavior in a sample of 2,071 students and their 93 class teachers in Germany. The results suggest an association between class teachers' self-efficacy and students' perpetration behavior. The higher teachers' bullying intervention self-efficacy, the fewer students seem to bully other students. In contrast, teachers' self-efficacy was not associated with students' victimization experiences and students' bully-victim behavior. Possible underlying mechanisms, as well as limitations of the present results, are discussed. Further research is needed to substantiate the findings.}, language = {en} } @misc{HoppeHerfurthBurkhardtJohnetal., author = {Hoppe-Herfurth, Anne-Cathrin and Burkhardt, Birgit and John, Nancy and Bilz, Ludwig}, title = {Two aspects of health literacy and their importance for the use of health-promotion measures by teachers in the school setting}, series = {Health Education}, journal = {Health Education}, number = {6}, publisher = {Vol. 121}, issn = {0965-4283}, doi = {10.1108/HE-06-2021-0091}, pages = {554 -- 568}, abstract = {Purpose. Teachers are exposed to many stressors. Compared to other occupational groups, they are more frequently affected by psychosomatic complaints. In recent decades, numerous prevention and intervention measures for promoting health have been developed and implemented for this target group. However, it remains unclear how the uptake of health-promotion measures (HPMs) by teachers can be increased in order to prevent stress-related disorders. This paper examines two facets of health literacy—health awareness and health value—in terms of their importance in both the take-up and intended take-up of HPMs. Design/methodology/approach. In the 2017/2018 school year, data were collected by paper and pencil from a representative sample of 830 teachers across all school types in the German State of Brandenburg. Findings. Teachers who place great value on their own health show significantly higher levels of take-up and intended take-up of HPMs. The findings regarding health awareness are more heterogeneous. Further associations were found with age and psychosocial stress. Originality/value. While there has been growing academic interest in developing HPMs for teachers, there has been relatively little focus on the factors that may influence the implementation and uptake of these measures. The paper contributes to addressing this gap by shedding light on the relevance of two facets of health literacy. Strengthening the perceived importance of health could be a starting point for increasing the use of HPMs by teachers and thus improving their health.}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Teachers' motivational orientations: Associations between teachers' self-efficacy, self-regulation, empathy, and interventions in bullying}, series = {World Anti-Bullying Forum 2021}, journal = {World Anti-Bullying Forum 2021}, address = {Stockholm}, abstract = {Introduction Teachers must have sufficient intervention competence to intervene successfully in bullying situations. In addition to knowledge and beliefs, motivational orientations are considered important components in teacher competence models (Kunter et al., 2013). Motivation can include all aspects that influence if, with which intensity, and how people act. In the context of bullying intervention, this includes self-efficacy, empathy, and self-regulation. However, while self-efficacy is one of the most investigated motivational aspects of teachers (Fischer et al., 2020; Kunter, 2013, Lauermann et al., 2020), the other aspects - self-regulation and empathy - have only been seldomly investigated in the context of student bullying (Berkovich, 2020; Fischer \& Bilz, 2019). Method Based on findings from published single studies as well as unpublished analyses, the associations between teachers' motivational orientations (self-efficacy, self-regulation, empathy) and their likelihood of intervention (reported by teachers and students) as well as their students' bullying experiences (as bullies, victims, and bully-victims) will be presented. All analyses are based on a study that was conducted in Germany with more than 2,000 students and 556 teachers at 24 schools. Teachers' likelihood of intervention was assessed in bullying situations that have been reported retrospectively by students and teachers. Logistic regression analyses (multilevel analyses when appropriate) have been conducted. Results Findings show that teachers' self-efficacy was associated with teachers' likelihood of intervention from the teachers' perspectives. Also, students whose teachers reported higher self-efficacy and a higher tendency to reflect their behaviours thoroughly and choose wisely (a component of self-regulation) reported fewer bullying experiences. The students' perspective on the teachers' likelihood of intervention was associated with experiences as bullies, bullied, and bully-victims, but could not be explained by teachers' motivational orientations. Conclusion Possible underlying pathways and areas requiring further research as well as practical and theoretical implications will be discussed.}, language = {en} } @misc{KansokDuscheBallaschkKrauseetal., author = {Kansok-Dusche, Julia and Ballaschk, Cindy and Krause, Norman and Seemann-Herz, Lisanne and Zeißig, Anke and Schulze-Reichelt, Friederike and Wachs, Sebastian and Bilz, Ludwig}, title = {A systematic review on hate speech among children and adolescents: Definitions, frequencies and overlap with bullying}, series = {World Anti-Bullying Forum 2021, Stockholm}, journal = {World Anti-Bullying Forum 2021, Stockholm}, address = {Stockholm}, doi = {10.13140/RG.2.2.10336.61448}, pages = {1}, abstract = {Hate speech is unequivocally seen as harmful to individuals and communities (United Nations, 2019), but little is yet known about the current state of research on the frequency of hate speech among children and adolescents. Evidence suggests that definitional ambiguities of hate speech exist in academic research (e.g., Brown, 2017). But without a precise theoretical definition of hate speech, standardized assessment methods and the ability to soundly differentiate it from related phenomena, empirical research may lack validity and comparability. For research on children and adolescents in particular, hate speech needs to be differentiated from bullying (e.g., Lehmann, 2019). In a systematic review, we thus identified and systematized empirical studies on hate speech.}, language = {en} } @misc{WachsWettsteinBilzetal., author = {Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig and Krause, Norman and Ballaschk, Cindy and Kansok-Dusche, Julia and Wright, Michelle F.}, title = {Playing by the Rules? An Investigation of the Relationship Between Social Norms and Adolescents' Hate Speech Perpetration in Schools}, series = {Journal of Interpersonal Violence}, volume = {37}, journal = {Journal of Interpersonal Violence}, number = {21-22}, issn = {0886-2605}, doi = {10.1177/08862605211056032}, pages = {21143 -- 21164}, abstract = {Hate speech is often discussed and investigated as an online phenomenon, while hate speech among adolescents in the real world (e.g., in schools) has rarely been researched. Consequently, not much is known about potential interpersonal correlates and theoretical frameworks that might help us better understand why adolescents engage in hate speech in offline environments. To add to the literature, this study investigates hate speech perpetration among young people by utilizing the Social Cognitive Theory; more specifically, the association between witnessing and perpetrating hate speech in schools, and whether this relation is weakened or strengthened by anti-hate speech injunctive norms and deviant peer pressure. The sample consists of 1719 young people (45.1\% boys, 53.6\% girls, 1.3\% gender diverse) between 11 and 18 years old (Mage = 13.96; SD = .98) from 22 schools in Switzerland. Self-report questionnaires were administered to measure hate speech involvement and adolescents' perception of social norms (i.e., anti-hate speech injunctive norms and deviant peer pressure). Multilevel regression analyses revealed that witnessing and perpetrating hate speech were positively associated. Moreover, injunctive anti-hate speech norms were negatively related and deviant peer pressure positively related to hate speech perpetration. Finally, increasing levels of injunctive anti-hate speech norms weakened the relation between witnessing and perpetrating hate speech, whereas higher levels of deviant peer pressure strengthened this association. The findings demonstrate that the Social Cognitive Theory is a useful framework for understanding hate speech perpetration in schools. The results also highlight the importance of taking into account social norms and interpersonal relationships (e.g., within the class) when designing anti-hate speech prevention programs and not focusing solely on intrapersonal factors.}, language = {en} } @misc{LovisSchmidtBilzPahlkeetal., author = {Lovis-Schmidt, Avelina and Bilz, Ludwig and Pahlke, Kyra and Rindermann, Heiner}, title = {Physical Health Complaints in Adolescents: Findings From the 2018 Brandenburg HBSC Study}, series = {European Journal of Health Psychology}, volume = {29}, journal = {European Journal of Health Psychology}, number = {3}, issn = {2512-8442}, doi = {10.1027/2512-8442/a000090}, pages = {121 -- 133}, abstract = {Some of the physical health complaints adolescents have, such as headaches and stomachaches, cannot be explained on a somatic level. It is unclear which psychological factors can explain these complaints: stress and social support are often discussed, but emotions rarely are. Aims: This cross-sectional study aims to use social support, stress, the tendency toward negative emotions, and health behaviors to predict physical health complaints in adolescents. Method: The 2018 HBSC (Health Behavior in School-aged Children) data from the German state of Brandenburg was analyzed via structural equation and path modeling (N = 3,068, age M = 13.05). Results: Results showed that the tendency toward negative emotions seems to be a better predictor for health complaints (β = .35) than stress (β = .17), and even better suited than social support (β = -.08) or health behavior (β = -.06 to β = .16). In the analysis of specific emotions (anger, sadness, and fear), correlations were low and between sadness and complaints they were highest (average β = .19). Limitations: The present cross-sectional study could not examine long-term outcomes. In addition, the results are limited to only a few physical complaints. Future long-term studies should examine multiple disease symptoms in adolescence. Conclusion: The investigated tendency toward negative emotions demonstrated promising results to better understand the relationship between psychological factors and physical health complaints. As negative emotions were particularly important in predicting physical health, prevention programs for adolescents should focus on dealing with negative emotions to improve their health.}, language = {en} } @misc{WachsBilzWettsteinetal., author = {Wachs, Sebastian and Bilz, Ludwig and Wettstein, Alexander and Wright, Michelle F. and Krause, Norman and Ballaschk, Cindy and Kansok-Dusche, Julia}, title = {The Online Hate Speech Cycle of Violence: Moderating Effects of Moral Disengagement and Empathy in the Victim-to-Perpetrator Relationship}, series = {Cyberpsychology, Behavior, and Social Networking}, volume = {25}, journal = {Cyberpsychology, Behavior, and Social Networking}, number = {4}, issn = {2152-2715}, doi = {10.1089/cyber.2021.0159}, pages = {223 -- 229}, abstract = {Adolescents around the globe are increasingly exposed to online hate speech (OHS). And yet little is known about the varying roles of involvement and the determinants of adolescents' hate speech perpetration. Building on previous research, this study aims to test the cycle of violence hypothesis for OHS and to analyze whether moral disengagement (MD) and empathy moderate the victim-to-perpetrator relationship. The sample consists of 3,560 seventh to ninth graders (52.1 percent girls), recruited from 40 schools across Germany and Switzerland. Self-report questionnaires were administered to assess OHS involvement, MD, and empathy. Multilevel analyses revealed that victims of OHS were more likely to report OHS perpetration. In addition, victims of OHS were more likely to report OHS perpetration when they reported higher levels of MD than those with lower levels of MD. Finally, victims of OHS were less likely to report OHS perpetration when they reported higher levels of empathy than those with lower levels of empathy. The findings extend the cycle of violence hypothesis to OHS and highlight the need to address MD and empathy in hate speech prevention. Implications for future research will be discussed.}, language = {en} } @misc{KrauseWachsBilzetal., author = {Krause, Norman and Wachs, Sebastian and Bilz, Ludwig and Schubarth, Wilfried}, title = {„Ich glaube, es gibt auch einige Kollegen, die es sich nicht zutrauen". Eine qualitative Studie zu Gr{\"u}nden aus- bleibender Intervention p{\"a}dagogischen Schulpersonals bei Hatespeech unter Sch{\"u}ler:innen}, 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{WachsBilzWettsteinetal., author = {Wachs, Sebastian and Bilz, Ludwig and Wettstein, Alexander and Wright, Michelle F. and Kansok-Dusche, Julia and Krause, Norman and Ballaschk, Cindy}, title = {Associations Between Witnessing and Perpetrating Online Hate Speech Among Adolescents: Testing Moderation Effects of Moral Disengagement and Empathy}, series = {Psychology of Violence}, volume = {12}, journal = {Psychology of Violence}, number = {6}, issn = {2152-0828}, doi = {10.1037/vio0000422}, pages = {371 -- 381}, abstract = {Objective: The open expression of hatred, hostility, and violence against minorities has become a common online phenomenon. Adolescents are at particular risk of being involved in different hate speech roles (e.g., witness, perpetrator). However, the correlates of their involvement as perpetrators and the mechanisms that might explain their involvement in hate speech across different roles have not yet been thoroughly investigated. To this end, this study investigates moral disengagement and empathy as correlates of online hate speech perpetration and the moderation effects of empathy and moral disengagement in the relationship between witnessing and perpetrating online hate speech. Method: The sample consists of 3,560 7th to 9th graders from 40 schools in Germany and Switzerland. Self-report questionnaires were utilized to assess online hate speech involvement, moral dis- engagement, and empathy. Results: Multilevel regression analyses revealed that moral disengagement and witnessing online hate speech were positively associated with online hate speech perpetration, while empathy was negatively associated with it. The findings also showed that the positive relationship between witnessing and perpetrating online hate speech was stronger at higher levels of moral disengagement and weaker when moral disengagement was low. The association between witnessing and perpetrating online hate speech was weaker when adolescents had higher rather than lower levels of empathy. Conclusions: The findings underscore the need for prevention efforts to accelerate moral engagement and empathy as critical future directions in hate speech prevention. This study also contributes to our understanding of underlying mechanisms that explain adolescents' involvement across different roles in hate speech.}, language = {en} } @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 = {Digitale Gesundheitskompetenz von Sch{\"u}lerinnen und Sch{\"u}lern. Auspr{\"a}gung und Assoziationen mit dem Bewegungs- und Ern{\"a}hrungsverhalten}, series = {Bundesgesundheitsblatt}, journal = {Bundesgesundheitsblatt}, issn = {1436-9990}, doi = {10.1007/s00103-022-03548-5}, pages = {11}, abstract = {Hintergrund. W{\"a}hrend vermehrt Studienbefunde zur allgemeinen Gesundheitskompetenz (GK) vorliegen, mangelt es an Erkenntnissen zur digitalen GK im Jugendalter und deren Assoziationen mit Indikatoren des Gesundheitsverhaltens. Methodik. Empirische Basis bildet eine von Oktober 2019 bis Februar 2020 im Bundesland Hessen durchgef{\"u}hrte Querschnittstudie mit 490 Sch{\"u}lerinnen und Sch{\"u}lern der Klassenstufe 8 und 9. Die digitale GK wurde mithilfe von 5 Subskalen des Digital Health Literacy Instrument (DHLI) erfasst, w{\"a}hrend der Verzehr von Obst, Gem{\"u}se und Softdrinks sowie die k{\"o}rperliche Aktivit{\"a}t als Indikatoren des Gesundheitsverhaltens herangezogen wurden. Als soziales Merkmal wurde neben dem Geschlecht und der Klassenstufe der subjektive Sozialstatus (SSS) ber{\"u}cksichtigt. Die Datenauswertung erfolgte uni-, bi- und multivariat, wobei bin{\"a}rlogistische Regressionen f{\"u}r das Geschlecht und den SSS adjustiert wurden. Ergebnisse. {\"U}ber alle Items hinweg berichten 15,3-37,5 \% der befragten Jugendlichen Schwierigkeiten bei der Beschaffung von und im Umgang mit digitalen Informationen. Differenziert nach sozialen Merkmalen finden sich f{\"u}r 2 Dimensionen der digitalen GK Unterschiede zuungunsten der M{\"a}dchen sowie durchgehend ein sozialer Gradient zuungunsten von Befragten mit niedrigem SSS. Jugendliche mit mittlerer und geringer digitaler GK weisen ein h{\"o}heres Maß an geringer k{\"o}rperlicher Aktivit{\"a}t, nichtt{\"a}glichem Obstverzehr und t{\"a}glichem Konsum von zuckerhaltigen Getr{\"a}nken auf. Diskussion. Die Befunde weisen auf einen Interventionsbedarf zur F{\"o}rderung der digitalen GK insbesondere bei Jugendlichen mit geringem SSS hin. Die differenziellen Zusammenhangsmuster mit dem Gesundheitsverhalten bieten Ansatzpunkte f{\"u}r die Entwicklung spezifischer Interventionen. Als Lehr- und Lernort stellt die Schule u. a. aufgrund der Passung mit verpflichtenden Strategien der schulischen Medienkompetenzbildung ein geeignetes Setting dar.}, language = {de} } @misc{BallaschkSchulzeReicheltBilzetal., author = {Ballaschk, Cindy and Schulze-Reichelt, Friederike and Bilz, Ludwig and Wachs, Sebastian}, title = {„Ist das (schon) Hatespeech?" Grenzziehungen von Sch{\"u}ler_innen und schulischem Personal zwischen legitimen {\"A}ußerungen und Hatespeech}, series = {28. DGfE-Kongress "Entgrenzungen"}, journal = {28. DGfE-Kongress "Entgrenzungen"}, address = {Bremen}, abstract = {Der Vortrag pr{\"a}sentiert erste Forschungsergebnisse zu Grenzziehungspraktiken in Bezug auf das Begriffsverst{\"a}ndnis von Hatespeech. Daf{\"u}r wurden Sch{\"u}ler*inen (n = 55), Lehrkr{\"a}fte (n = 18) und Sozialp{\"a}dagog_innen (n = 16) leitfadengest{\"u}tzt interviewt. Die Ergebnisse zeigen, dass die Befragten die Grenze zwischen sozial akzeptiertem Verhalten und Hatespeech entlang folgender Fragen verhandeln: Welche Gruppen sind das Ziel von Hatespeech, wie wird Hatespeech ausge{\"u}bt und wo findet sie statt? Die Interviewten ziehen die Grenze zwischen legitimen Meinungs{\"a}ußerungen und Hatespeech sehr verschieden. Bei der Frage, welche Gruppen von Hatespeech betroffen sind, wird deutlich, dass abwertende {\"A}ußerungen gegen behinderte Sch{\"u}ler_innen eher als Hatespeech eingeordnet werden als Abwertungen gegen transgeschlechtliche Sch{\"u}ler_innen. In Bezug auf die Frage, wie Hatespeech ausge{\"u}bt wird, wird die Grenze zu Hatespeech h{\"a}ufig als {\"u}berschritten gesehen, wenn sie im Zusammenhang mit Gewalt und Mobbing auftritt. Hinsichtlich der Frage wo Hatespeech auftritt, gaben die Befragten an, Hatespeech vorrangig als Online-Ph{\"a}nomen wahrzunehmen, wobei auch diverse F{\"a}lle von Hatespeech in der Schule beschrieben werden. Schlussfolgernd l{\"a}sst sich ein Bedarf erkennen, Sch{\"u}ler_innen und p{\"a}dagogisches Schulpersonal f{\"u}r unterschiedliche Zielgruppen, Ausdrucksformen und F{\"a}lle von Hatespeech in der Schule zu sensibilisieren, um Schule als einen diskriminierungskritischen Raum zu gestalten.}, language = {de} } @misc{KrauseBilzWachs, author = {Krause, Norman and Bilz, Ludwig and Wachs, Sebastian}, title = {Dem Hass entgeg(n)en - Eine qualitative Studie zu Interventionsmaßnahmen von p{\"a}dagogischem Schulpersonal bei Hatespeech in der Schule}, series = {28. DGfE-Kongress "Entgrenzungen"}, journal = {28. DGfE-Kongress "Entgrenzungen"}, address = {Bremen}, abstract = {Hatespeech-Erfahrungen k{\"o}nnen sich negativ auf das Wohlbefinden auswirken (Krause et al., 2021). Als h{\"a}ufig erste Erwachsene, an die sich Sch{\"u}ler*innen hilfesuchend wenden k{\"o}nnen, liegt es in der Verantwortung des p{\"a}dagogischen Schulpersonals, eine Intervention zu initiieren. Bisher wurde jedoch nicht untersucht, welche Interventionsmaßnahmen in Bezug auf Hatespeech in der Schulpraxis durchgef{\"u}hrt werden. Aus diesem Grund werden in dem vorliegenden Beitrag Interviews von Sch{\"u}ler*innen (n=21) und P{\"a}dagog*innen (n=27) zum Interventionshandeln des p{\"a}dagogischen Schulpersonals bei Hatespeech ausgewertet. Die Ergebnisse weisen auf verschiedene Interventionsziele (Aufl{\"o}sen der beobachteten Hatespeech-Situation als kurzfristiges Prim{\"a}rziel sowie verhaltensbezogene und einstellungsbezogene Sekund{\"a}rziele) hin. Weiterhin konnten zwei Interventionsstrategien unterschieden werden: direktiv-disziplinierende Interventionen (z.B. Bestrafungen, Instruktionen) und partizipativ-verhandelnde Interventionen (z.B. kompromissorientierte Mediationen, integrativ-konsensorientierte Verhandlungen). Insgesamt zeigt sich, dass Lehrkr{\"a}fte auf {\"a}hnliche Strategien zur{\"u}ckgreifen wie bei anderen Gewaltph{\"a}nomenen. Bei einstellungsmotivierter Hatespeech st{\"o}ßt eine rein verhaltenskonditionierende Interventionslogik jedoch an ihre Grenzen, woraus sich Forderungen nach Fortbildungsmaßnahmen f{\"u}r das Schulpersonal und Maßnahmen zur St{\"a}rkung einer Werteerziehung f{\"u}r die Sch{\"u}ler*innen ableiten lassen.}, language = {de} } @misc{BilzFischerHoppeHerfurthetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Hoppe-Herfurth, Anne-Cathrin and John, Nancy}, title = {A Consequential Partnership. The Association Between Teachers' Well-Being and Students' Well-Being and the Role of Teacher Support as a Mediator}, series = {Zeitschrift f{\"u}r Psychologie}, volume = {230}, journal = {Zeitschrift f{\"u}r Psychologie}, number = {3}, issn = {2151-2604}, doi = {10.1027/2151-2604/a000497}, pages = {264 -- 275}, abstract = {Many studies have focused on the effects of teachers' well-being on the development of students, in particular their academic achievement. To date, little is known about the association between teachers' well-being and students' well-being. In the present study, we analyzed this relationship and examined the mediating role of teacher support using linked data from 2,686 students and 805 teachers from 48 schools in Germany. Multilevel regression analyses showed a relationship between teachers' emotional exhaustion and students' subjective health complaints and between teachers' psychological well-being and students' satisfaction with school. The latter association was mediated by teacher support as perceived by students. This study extends current knowledge about the relevance of teachers' well-being to their students' socio-emotional development and the mechanisms that underlie this association. Implications for promoting of mental health in schools and for future research are discussed.}, language = {en} } @misc{KansokDuscheBallaschkKrauseetal., author = {Kansok-Dusche, Julia and Ballaschk, Cindy and Krause, Norman and Zeißig, Anke and Seemann-Herz, Lisanne and Wachs, Sebastian and Bilz, Ludwig}, title = {A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena}, series = {Trauma, Violence, \& Abuse}, volume = {24(2023)}, journal = {Trauma, Violence, \& Abuse}, number = {4}, issn = {1524-8380}, doi = {10.1177/15248380221108070}, pages = {2598 -- 2615}, abstract = {Little is known about the current state of research on the involvement of young people in hate speech. Thus, this systematic review presents findings on a) the prevalence of hate speech among children and adolescents and on hate speech definitions that guide prevalence assessments for this population; and b) the theoretical and empirical overlap of hate speech with related concepts. This review was guided by the Cochrane approach. To be included, publications were required to deal with real-life experiences of hate speech, to provide empirical data on prevalence for samples aged 5 to 21 years and they had to be published in academic formats. Included publications were full-text coded using two raters (κ = .80) and their quality was assessed. The string-guided electronic search (ERIC, SocInfo, Psycinfo, Psyndex) yielded 1,850 publications. Eighteen publications based on 10 studies met the inclusion criteria and their findings were systematized. Twelve publications were of medium quality due to minor deficiencies in their theoretical or methodological foundations. All studies used samples of adolescents and none of younger children. Nine out of 10 studies applied quantitative methodologies. Eighteen publications based on 10 studies were included. Results showed that frequencies for hate speech exposure were higher than those related to victimization and perpetration. Definitions of hate speech and assessment instruments were heterogeneous. Empirical evidence for an often theorized overlap between hate speech and bullying was found. The paper concludes by presenting a definition of hate speech, including implications for practice, policy, and research.}, language = {en} } @misc{SeemannHerzKansokDuscheDixetal., author = {Seemann-Herz, Lisanne and Kansok-Dusche, Julia and Dix, Alexandra and Wachs, Sebastian and Krause, Norman and Ballaschk, Cindy and Schulze-Reichelt, Friederike and Bilz, Ludwig}, title = {Schulbezogene Programme zum Umgang mit Hatespeech - Eine kriteriengeleitete Bestandsaufnahme}, series = {Zeitschrift f{\"u}r Bildungsforschung}, volume = {12}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, number = {3}, issn = {2190-6890}, doi = {10.1007/s35834-022-00348-4}, pages = {597 -- 614}, abstract = {Der vorliegende Beitrag informiert {\"u}ber 14 deutschsprachige Programme zur Pr{\"a}vention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5-12). Inhalte und Durchf{\"u}hrungsmodalit{\"a}ten derProgramme sowie Ergebnisse einer kriteriengeleiteten Qualit{\"a}tseinsch{\"a}tzung anhand von f{\"u}nf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und er{\"o}rtert. Der {\"U}berblick {\"u}ber Schwerpunkte, St{\"a}rken und Entwicklungspotentiale schulbezogener Hatespeech-Programme erm{\"o}glicht Leser*innen eine informierte Entscheidung {\"u}ber den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit.}, language = {de} } @misc{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 = {Ist das (schon) Hatespeech? - Eine qualitative Untersuchung zum Verst{\"a}ndnis von Hatespeech unter p{\"a}dagogischem Schulpersonal}, series = {Zeitschrift f{\"u}r Bildungsforschung}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, issn = {2190-6890}, doi = {10.1007/s35834-022-00367-1}, pages = {17}, abstract = {Hatespeech ist ein gesellschaftliches Ph{\"a}nomen, das auch die Lebenswelt Schule betrifft. Was jedoch p{\"a}dagogisches Schulpersonal unter Hatespeech versteht, ist unklar und daher Thema der vorliegenden Interviewstudie mit Lehrkr{\"a}ften (n = 18) und Sozialp{\"a}dagog_innen (n = 16). Die Ergebnisse zeigen, dass Hatespeech als Herabsetzung verschiedener strukturell unterdr{\"u}ckter Gruppen verstanden wird (z. B. Transpersonen, Homosexuelle, j{\"u}dische Personen). Die Befragten erkennen subtilere Formen von Hatespeech oft nicht als Problem an und verstehen Hatespeech vorranging als Online-Ph{\"a}nomen, obwohl auch Vorf{\"a}lle in Schulen berichtet werden. Es l{\"a}sst sich schlussfolgern, dass p{\"a}dagogisches Schulpersonal f{\"u}r Offline-Hatespeech und subtilere Formen sensibilisiert werden muss, um ihre Interventionsbereitschaft zu steigern.}, language = {de} } @book{ElgarLahtiLopesFerreiraetal., author = {Elgar, Frank J. and Lahti, Henri and Lopes Ferreira, Joana and Melkumova, Marina and Bilz, Ludwig}, title = {Navigating uncharted territory. School closures and adolescent experiences during the COVID-19 pandemic in the WHO European Region. Impact of the COVID-19 pandemic on young people's health and well-being from the findings of the HBSC survey round 2021/2022}, edition = {1. Auflage}, publisher = {WHO Regional Office for Europe}, address = {Copenhagen}, pages = {9}, abstract = {The COVID-19 pandemic led to drastic changes in schooling. Students, especially older adolescents and girls, felt it had a negative impact on their school performance. Adolescents experiencing a higher number of school closure days during the pandemic were more likely to report school pressure, with lack of personal interaction with teachers and, peers possibly being among the factors behind the link between school closure and school pressure. Remote learning processes may have contributed to feelings of added school pressure through lower learning concentration and engagement, inability to learn from online sources, difficulties in organizing study time and worries about the future. Only one in five adolescents liked school a lot during the pandemic. Adolescents from less well-off families reported more negative impacts on their school performance due to the pandemic. Those from better-off families reported more school pressure and less liking of school. Targeted efforts are needed to address the avoidable differences between the groups of adolescents affected by the COVID-19 pandemic. Adolescent experiences of the impact of the pandemic on their school experience should be heard and taken into consideration in the post-pandemic recovery.}, language = {de} } @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} }