@book{Bilz, author = {Bilz, Ludwig}, title = {Schule und psychische Gesundheit - Risikobedingungen f{\"u}r emotionale Auff{\"a}lligkeiten von Sch{\"u}lerinnen und Sch{\"u}lern}, edition = {1. Auflage}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-531-15986-7}, doi = {10.1007/978-3-531-91072-7}, pages = {260}, abstract = {Hintergrund: Obwohl die Schule den Rahmen f{\"u}r die Bew{\"a}ltigung zentraler Entwicklungsaufgaben des Jugendalters bildet, besch{\"a}ftigt sich die Forschung fast ausschließlich mit dem Stellenwert der Schule f{\"u}r die kognitive Entwicklung. Nur wenige Studien haben den Einfluss des schulischen Umfelds auf internalisierende psychische Auff{\"a}lligkeiten von Sch{\"u}lerinnen und Sch{\"u}lern im Jugendalter untersucht. Insbesondere zu den Wirkmechanismen dieses Zusammenhangs liegen kaum Erkenntnisse vor. Fragestellungen: Geht eine negative Ausrichtung des Klassenklimas (ung{\"u}nstige Lernbedingungen, wenig unterst{\"u}tzendes Sozialklima) mit einem Anstieg emotionaler Probleme und psychosomatischer Beschwerden bei Jugendlichen einher? Vermitteln das schulische und das soziale Selbstkonzept den Zusammenhang zwischen Klassenklima und internalisierenden Auff{\"a}lligkeiten? Sind ferner Einfl{\"u}sse der schulischen Umwelt auf die psychische Gesundheit {\"u}ber einen Zeitraum von vier Jahren hinweg nachweisbar? Methoden: Die haupts{\"a}chliche Datengrundlage bildet der s{\"a}chsische Teil-Datensatz der internationalen HBSC-Studie (Health Behaviour in School-aged Children) von 2006. Schriftlich befragt wurden 4 367 F{\"u}nft-, Siebent- und Neuntkl{\"a}ssler aus 221 Klassen an 27 Schulen. Ergebnisse: Mehrebenenanalytische Regressionen zeigen, dass insbesondere das Klassenklima auf Sch{\"u}lerebene mit emotionalen Problemen und psychosomatischen Beschwerden in Verbindung steht. Zum st{\"a}rksten Anstieg der Beschwerden f{\"u}hren hierbei Erfahrungen als Opfer von Mitsch{\"u}ler-Mobbing und {\"u}berfordernde Lernbedingungen. Mit Hilfe einer l{\"a}ngsschnittlichen Substichprobe (n = 636, zwei Messzeitpunkte) k{\"o}nnen die nachteiligen Effekte dieser beiden Risikobedingungen auch langfristig in hypothesenkonformer Richtung nachgewiesen werden. Die Selbstkognitionen vermitteln nur einen Teil dieses Zusammenhangs. Schlussfolgerungen: Der Schutz und die F{\"o}rderung der psychischen Gesundheit von Jugendlichen sollten als Ziele der Schule ernst genommen werden. Entsprechende Vorschl{\"a}ge f{\"u}r die Gestaltung von Schule und Unterricht werden unterbreitet. Die Effekte schulbasierter Pr{\"a}ventionsprogramme k{\"o}nnten durch eine st{\"a}rkere Ber{\"u}cksichtigung Setting-bezogener Maßnahmen gesteigert werden.}, language = {de} } @misc{KlingerFreemanBilzetal., author = {Klinger, Don A. and Freeman, John G. and Bilz, Ludwig and Liiv, Krystine and Ramelow, Daniela and Sebok, Stefanie S. and Samdal, Oddrun and D{\"u}r, Wolfgang and Rassmussen, Mette}, title = {Cross-national trends in perceived school pressure by gender and age from 1994 to 2010}, series = {European Journal of Public Health}, volume = {25}, journal = {European Journal of Public Health}, number = {Suppl 2}, issn = {1464-360X}, doi = {10.1093/eurpub/ckv027}, pages = {51 -- 56}, abstract = {Background: Pressure within school can be a critical component in understanding how the school experience influences young people's intellectual development, physical and mental health and future educational decisions. Methods: Data from five survey rounds (1993/1994, 1997/1998, 2001/2002, 2005/2006 and 2009/2010) were used to examine time-, age- and gender-related trends in the amounts of reported school pressure among 11-, 13- and 15-year-olds, in five different regions (North America, Great Britain, Eastern Europe, Nordic and Germanic countries). Results: Across the regions the reported perceptions of school pressure did not change between 1994 and 2010, despite a temporary increase in 2002 and 2006. With the exception of children at 11 years of age, girls reported higher levels of school pressure than boys (Cohen's d from 0.12 to 0.58) and school pressure was higher in older age groups. These findings were consistent across countries. Regionally, children in North America reported the highest levels of school pressure, and students in the Germanic countries the lowest. Conclusion: Factors associated with child development and differences in societal expectations and structures, along with the possible, albeit, differential impact of the Programme for International Student Assessment (PISA), may partially explain the differences and trends found in school pressure. School pressure increases alongside the onset of adolescence and the shift from elementary school to the higher demanding expectations of secondary education. Time-related increases in school pressure occurred in the years following the release of the PISA results, and were larger in those regions in which results were less positive.}, language = {en} } @misc{BilzHaehneOerteletal., author = {Bilz, Ludwig and H{\"a}hne, Cornelia and Oertel, Lars and Melzer, Wolfgang}, title = {Gesundheitliche Ungleichheiten bei Sch{\"u}lerinnen und Sch{\"u}lern. Die Bedeutung der sozialen Herkunft f{\"u}r psychosomatische Beschwerden, Ern{\"a}hrungs- und Sozialverhalten}, series = {Wissenschaftliche Zeitschrift der Technischen Universit{\"a}t Dresden}, volume = {57}, journal = {Wissenschaftliche Zeitschrift der Technischen Universit{\"a}t Dresden}, number = {3-4}, issn = {0043-6925}, pages = {72 -- 76}, abstract = {Besch{\"a}ftigt sich die Erziehungswissenschaft mit dem Thema Ungleichheiten, stehen meist die ungleich verteilten Bildungschancen von Sch{\"u}lern im Mittelpunkt. Seit dem Erscheinen der ersten PISA-Studie [1] geht es hierbei wieder verst{\"a}rkt um den Zusammenhang zwischen sozialer Herkunft und den in der Schule erworbenen Kompetenzen und Abschl{\"u}ssen. Diesem Diskurs haftet jedoch ein Bild vom Sch{\"u}ler an, das ausschließlich auf die fachlichen Kompetenzen ausgerichtet ist. Ausgehend von einem breiteren Verst{\"a}ndnis der Sch{\"u}lerpers{\"o}nlichkeit richtet dieser Beitrag den Blick auch auf die sozialen und die Selbstkompetenzen der Sch{\"u}ler. Wie kommen Jugendliche in der Schule mit sich selbst, ihrem K{\"o}rper und mit ihren Mitsch{\"u}lern zurecht? Lassen sich jenseits der fachlichen Kompetenzen soziale Ungleichheiten auch in diesen Kompetenzbereichen verzeichnen?}, language = {de} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {Inklusion und Gewaltpr{\"a}vention an Schulen}, series = {Handbuch Aggression, Gewalt und Kriminalit{\"a}t bei Kindern und Jugendlichen}, booktitle = {Handbuch Aggression, Gewalt und Kriminalit{\"a}t bei Kindern und Jugendlichen}, editor = {Melzer, Wolfgang and Hermann, Dieter and Sandfuchs, Uwe and Sch{\"a}fer, Mechthild and Schubarth, Wilfried and Daschner, Peter}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-8252-8580-7}, pages = {597 -- 600}, language = {de} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {Sozialer Kompetenzerwerb in der Schule}, series = {Handbuch Aggression, Gewalt und Kriminalit{\"a}t bei Kindern und Jugendlichen}, booktitle = {Handbuch Aggression, Gewalt und Kriminalit{\"a}t bei Kindern und Jugendlichen}, editor = {Melzer, Wolfgang and Hermann, Dieter and Sandfuchs, Uwe and Sch{\"a}fer, Mechthild and Schubarth, Wilfried and Daschner, Peter}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-8252-8580-7}, pages = {96 -- 99}, language = {de} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {Schulische Risikofaktoren f{\"u}r die psychische Gesundheit von Sch{\"u}lerinnen und Sch{\"u}lern}, series = {Pr{\"a}vention und Gesundheits­f{\"o}rderung Bd. 4, Hilfen f{\"u}r Kinder und Jugendliche in schwierigen Situationen}, booktitle = {Pr{\"a}vention und Gesundheits­f{\"o}rderung Bd. 4, Hilfen f{\"u}r Kinder und Jugendliche in schwierigen Situationen}, editor = {R{\"o}hrle, Bernd and Hanewinkel, Reiner}, publisher = {DGVT-Verlag}, address = {T{\"u}bingen}, isbn = {978-3-87159-620-9}, pages = {159 -- 173}, language = {de} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {Psychische Auff{\"a}lligkeiten bei Sch{\"u}lerinnen und Sch{\"u}lern: Pr{\"a}vention und Fr{\"u}herkennung}, series = {Gesundheit und Gesundheitsverhalten im Geschlechtervergleich: Ergebnisse des Jugendgesundheitssurveys "Health Behaviour in School-aged Children"}, booktitle = {Gesundheit und Gesundheitsverhalten im Geschlechtervergleich: Ergebnisse des Jugendgesundheitssurveys "Health Behaviour in School-aged Children"}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-1984-1}, pages = {168 -- 189}, language = {de} } @incollection{OttovaHillebrandtBilzetal., author = {Ottova, Veronika and Hillebrandt, Dirk and Bilz, Ludwig and Ravens-Sieberer, Ulrike}, title = {Psychische Gesundheit und Wohlbefinden bei Kindern und Jugendlichen aus geschlechtsspezifischer Sicht}, 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}, publisher = {Juventa}, address = {Weinheim}, isbn = {978-3-7799-1984-1}, pages = {38 -- 57}, language = {de} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {Depressive St{\"o}rungen}, series = {Handbuch Erziehung}, booktitle = {Handbuch Erziehung}, editor = {Sandfuchs, Uwe and Melzer, Wolfgang and D{\"u}hlmeier, Bernd and Rausch, Adly}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-8252-8488-6}, pages = {453 -- 459}, language = {de} } @incollection{BilzMelzer, author = {Bilz, Ludwig and Melzer, Wolfgang}, title = {Die Schule als Gesundheitsdeterminante}, series = {Lehrbuch Schulische Gesundheitsf{\"o}rderung}, booktitle = {Lehrbuch Schulische Gesundheitsf{\"o}rderung}, editor = {D{\"u}r, Wolfgang and Felder-Puig, Rosemarie}, publisher = {Huber}, address = {Bern}, isbn = {978-3-456-84955-3}, pages = {121 -- 128}, language = {de} } @incollection{MelzerLenzBilz, author = {Melzer, Wolfgang and Lenz, Karl and Bilz, Ludwig}, 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}, edition = {2., aktualisiserte und erweiterte Auflage}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-531-15838-9}, pages = {957 -- 986}, language = {de} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {Was gef{\"a}hrdet die psychische Gesundheit von Sch{\"u}lerinnen und Sch{\"u}lern? Empfehlungen f{\"u}r eine gesundheitsf{\"o}rderliche Gestaltung von Ganztags­schulen}, series = {Ihr seid gefragt! Qualit{\"a}t von Ganztagsschule aus Sicht der Kinder und Jugendlichen}, booktitle = {Ihr seid gefragt! Qualit{\"a}t von Ganztagsschule aus Sicht der Kinder und Jugendlichen}, editor = {Enderlein, Oggi}, publisher = {Deutsche Kinder- und Jugendstiftung}, address = {Berlin}, isbn = {978-3-940898-15-9}, pages = {121 -- 140}, language = {de} } @incollection{SchoenpflugBilz, author = {Sch{\"o}npflug, Ute and Bilz, Ludwig}, title = {Transmission of the belief in a just world in the family}, series = {The justice motive in adolescence and young adulthood: Origins and consequences}, booktitle = {The justice motive in adolescence and young adulthood: Origins and consequences}, editor = {Dalbert, Claudia and Sallay, Hedvig}, publisher = {Routledge}, address = {London}, isbn = {0-415-31677-4}, pages = {43 -- 63}, language = {en} } @incollection{BilzHaehneMelzer, author = {Bilz, Ludwig and H{\"a}hne, Cornelia and Melzer, Wolfgang}, title = {Die Lebenswelt Schule und ihre Auswirkungen auf die Gesundheit von Jugendlichen}, series = {Jugendgesundheitssurvey : internationale Vergleichsstudie im Auftrag der Weltgesundheitsorganisation WHO}, booktitle = {Jugendgesundheitssurvey : internationale Vergleichsstudie im Auftrag der Weltgesundheitsorganisation WHO}, editor = {Hurrelmann, Klaus}, publisher = {Juventa}, address = {Weinheim [u.a.]}, isbn = {3-7799-1199-X}, pages = {243 -- 299}, language = {de} } @incollection{SchoenpflugBilz, author = {Sch{\"o}npflug, Ute and Bilz, Ludwig}, title = {The transmission process: Mechanisms and contexts}, series = {Cultural Transmission. Developmental, psychological, social, and methodological perspectives}, booktitle = {Cultural Transmission. Developmental, psychological, social, and methodological perspectives}, editor = {Sch{\"o}npflug, Ute}, publisher = {Cambridge University Press}, address = {Cambridge}, isbn = {978-0-521-88043-5}, pages = {212 -- 239}, language = {en} } @incollection{BilzMelzer, author = {Bilz, Ludwig and Melzer, Wolfgang}, title = {Schule, psychische Gesundheit und soziale 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 = {160 -- 189}, language = {de} } @incollection{BuckschFinneGohresetal., author = {Bucksch, Jens and Finne, Emily and Gohres, Hannah and Bilz, Ludwig and Moor, Irene and Richter, Matthias and Kolip, Petra}, title = {Die Methodik des HBSC-Surveys 2013/14}, 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 = {35 -- 46}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {On the accuracy of German teachers' identification of pupils involved in bullying}, series = {31st International Congress of Psychology, 24-29 July 2016, Yokohama, Japan}, journal = {31st International Congress of Psychology, 24-29 July 2016, Yokohama, Japan}, publisher = {Wiley}, address = {Chichester [u.a.]}, doi = {10.1002/ijop.12313}, pages = {S. 462}, abstract = {The subject of this study is the accuracy of teacher judgements regarding identification of perpetration and victimisation behaviour in German schools. We examine whether the portion of involved pupils is overestimated or underestimated, the agreement among pupils' and teachers' perceptions at the individual level, and factors influencing the accuracy of teacher judgements. Participants were n = 85 class teachers and n = 1401 pupils. Results indicate that teachers are overestimating the number of pupils involved in bullying as victims or bullies slightly, while agreement between pupils' and teachers' judgements is low at the individual level. Teachers' judgements of perpetration behaviour are influenced by pupils' school performance. Results are discussed in terms of their implications for handling bullying in schools and for teacher education and training.}, language = {en} } @incollection{BilzSchubarthUlbricht, author = {Bilz, Ludwig and Schubarth, Wilfried and Ulbricht, Juliane}, title = {Der Umgang mit Sch{\"u}lergewalt und -mobbing: Ein Modell zu den Bedingungen und Konsequenzen des Lehrerhandels}, series = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbronn}, isbn = {978-3-7815-2095-0}, pages = {15 -- 28}, language = {de} } @incollection{NiproschkeOertelSchubarthetal., author = {Niproschke, Saskia and Oertel, Lars and Schubarth, Wilfried and Ulbricht, Juliane and Bilz, Ludwig}, title = {Entwicklungstrends von Sch{\"u}lergewalt von Mitte der 1990er Jahre bis heute}, series = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, pages = {39 -- 56}, language = {de} } @incollection{DudziakNiproschkeBilzetal., author = {Dudziak, Ines and Niproschke, Saskia and Bilz, Ludwig and Fischer, Saskia M. and Oertel, Lars and Schubarth, Wilfried and Seidel, Andreas and Ulbricht, Juliane and Wachs, Sebastian}, title = {H{\"a}ufigkeiten, Formen und Erfolg von Lehrerinterventionen aus Lehrer- und Sch{\"u}lersicht}, series = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, pages = {103 -- 127}, language = {de} } @incollection{NiproschkeBilzDudziak, author = {Niproschke, Saskia and Bilz, Ludwig and Dudziak, Ines}, title = {Welche Kontextfaktoren sind f{\"u}r das Lehrerhandeln bei Mobbing von Bedeutung?}, series = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, pages = {145 -- 165}, language = {de} } @incollection{BilzStegerFischer, author = {Bilz, Ludwig and Steger, Jette and Fischer, Saskia M.}, title = {Zur Genauigkeit des Lehrerurteils bei der Wahrnehmung von t{\"a}ter- und opferbezogenem Mobbingverhalten}, series = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, pages = {191 -- 203}, language = {de} } @incollection{BilzStegerFischeretal., author = {Bilz, Ludwig and Steger, Jette and Fischer, Saskia M. and Schubarth, Wilfried and Kunze, Ulrike}, title = {Zur Bedeutung des Gewaltverst{\"a}ndnisses von Lehrkr{\"a}ften f{\"u}r ihren Umgang mit Mobbing}, series = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, pages = {205 -- 217}, language = {de} } @incollection{BilzKunze, author = {Bilz, Ludwig and Kunze, Ulrike}, title = {Der Zusammenhang zwischen Selbstwirksamkeitserwartung und Lehrerinterventionen bei Mobbing}, series = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, pages = {219 -- 229}, language = {de} } @incollection{BilzKunze, author = {Bilz, Ludwig and Kunze, Ulrike}, title = {Der Zusammenhang zwischen Empathie und Lehrerinterventionen bei Mobbing}, series = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, pages = {247 -- 254}, language = {de} } @misc{WachsBilzFischeretal., author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Wright, Michelle F.}, title = {Do Emotional Components of Alexithymia Mediate the Interplay between Cyberbullying Victimization and Perpetration?}, series = {International Journal of Environmental Research and Public Health}, volume = {14}, journal = {International Journal of Environmental Research and Public Health}, number = {12}, issn = {1660-4601}, doi = {10.3390/ijerph14121530}, pages = {11}, abstract = {A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one's own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1\% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents' cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one's own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying.}, language = {en} } @incollection{BilzGoldfriedrichJohnetal., author = {Bilz, Ludwig and Goldfriedrich, Martin and John, Nancy and Fischer, Saskia M. and Wachs, Sebastian and Schubarth, Wilfried}, title = {Mobbingerfahrungen von Sch{\"u}lerinnen und Sch{\"u}lern mit und ohne sonderp{\"a}dagogischem F{\"o}rderbedarf an inklusiven Schulen}, series = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, booktitle = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, editor = {Rathmann, Katharina and Hurrelmann, Klaus}, edition = {1. Auflage}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-3859-0}, pages = {271 -- 285}, language = {de} } @incollection{WachsSchubarthBilz, author = {Wachs, Sebastian and Schubarth, Wilfried and Bilz, Ludwig}, title = {Mobbing in der Schule. Auswirkungen auf das Wohlbefinden und M{\"o}glichkeiten der schulischen Pr{\"a}vention}, series = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, booktitle = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, editor = {Rathmann, Katharina and Hurrelmann, Klaus}, edition = {1. Auflage}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-3859-0}, pages = {121 -- 138}, language = {de} } @misc{RathmannBilzHurrelmannetal., author = {Rathmann, Katharina and Bilz, Ludwig and Hurrelmann, Klaus and Kiess, Wieland and Richter, Matthias}, title = {Is being a "small fish in a big pond" bad for students´ psychosomatic health? A multilevel study on the role of class-level school performance}, series = {BMC Public Health}, volume = {18}, journal = {BMC Public Health}, issn = {1471-2458}, doi = {10.1186/s12889-018-5977-5}, pages = {13}, abstract = {Background. Features of schools and classes are closely related to students´ health and wellbeing. However, class composition (e.g. in terms of school performance) has rarely been examined in relation to students´ health and wellbeing. This study focuses on the so called Big-Fish-Little-Pond-Effect (BFLPE), by investigating whether the level of high-performing students in classroom is negatively associated with psychosomatic complaints of students who perceive themselves as poor performers. Methods. Data were derived from the German sample of the WHO-Collaborative "Health Behaviour in School-aged Children (HBSC)" study 2013/2014. The sample included 5226 11-, 13- and 15-year-old students. Individual perceived school performance (PSP) was included (very good/good vs. average/below average PSP) at the individual student-level. At the class-level, school performance in class was generated by aggregating the share (in percentage) of students who report a very good/good PSP to the class-level, indicating the percentage of students with good/very good PSP in classroom. Using multilevel regression models, the association between class-level school performance (in percentage of students with very good/good PSP) and individual psychosomatic complaints were analyzed, stratified by students´ individual PSP. Results. Students who report average/below average PSP showed higher likelihoods of psychosomatic complaints (Odds Ratio: 1.75; 95\% Confidence Interval: 1.52-2.03) compared to counterparts with very good/good PSP. The aggregated class-level PSP was not significantly associated with psychosomatic complaints. However, in line with the BFLPE, results further revealed that students with average/below average PSP, who attend classes with a higher percentage of students who report very good/good PSP, had higher likelihoods of psychosomatic complaints (Odds Ratio: 1.91; 95\% Confidence Interval: 1.01-4.01) compared to classmates with very good/good PSP. Conclusions. This study revealed that class composition in terms of PSP was differentially associated with students´ psychosomatic complaints, depending on their individual PSP. Findings highlight the vulnerability of students with poor PSP placed in classes with a higher percentage of students with good PSP. Results of this study therefore indicate a need for initiatives for low performing students from teachers and school staff in class.}, language = {en} } @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} }