@misc{ReissBehnErhartetal., author = {Reiß, Franziska and Behn, Steven and Erhart, Michael and Strelow, Lisa and Kaman, Anne and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Moor, Irene and Ravens-Sieberer, Ulrike}, title = {Subjective health and psychosomatic complaints of children and adolescents in Germany: Results of the HBSC study 2009/10 - 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11868}, pages = {7 -- 22}, abstract = {Background: Subjective health and well-being are important health indicators in childhood and adolescence. This article shows current results and trends over time between 2009/10 and 2022. Methods: The Health Behaviour in School-aged Children (HBSC) study examined subjective health, life satisfaction and psychosomatic complaints of N = 21,788 students aged 11 to 15 years in the school years 2009/10, 2013/14, 2017/18 and in the calendar year 2022. Multivariate regression analyses show the associations between sociodemographic characteristics and well-being in 2022, as well as trends since 2009/10. Results: The majority of children and adolescents indicate a good subjective health and high life satisfaction. About half of the girls and one third of the boys report multiple psychosomatic health complaints, with a clear increase over time. Older adolescents, girls and gender diverse adolescents are at an increased risk of poor well-being. Subjective health and life satisfaction varied between 2009/10 and 2022, with a significant deterioration between 2017/18 and 2022. Conclusions: The high proportion of children and adolescents with psychosomatic complaints, as well as the observed gender and age differences, underline the need for target group-specific prevention, health promotion and continuous health monitoring.}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Traditional bullying and cyberbullying at schools in Germany: Results of the HBSC study 2022 and trends from 2009/10 to 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11872}, pages = {42 -- 61}, abstract = {Background: Bullying is a form of violence that is carried out repeatedly, with the intention of causing harm and with an imbalance of power between those involved. Bullying has serious negative effects on the mental health of adolescents and thus represents a significant health risk in childhood and adolescence. Methods: Based on data from the Health Behaviour in School-aged Children (HBSC) study from the survey year 2022 in Germany (N = 6,475), the prevalence of school bullying and cyberbullying among 11-, 13- and 15-year-olds in Germany was analysed. In addition, the prevalence of school bullying and cyberbullying was analysed as a trend from 2009/10 to 2022 (bullying) and from 2017/18 to 2022 (cyberbullying). Results: Around 14 \% of the learners surveyed reported direct experience of bullying at school, and around 7 \% reported cyberbullying experiences as bullied and/or bullying victims. Adolescents who identified as gender diverse were particularly likely to report bullying experiences. School bullying decreased over time, but remained stable between 2017/18 and 2022. Cyberbullying, on the other hand, increased in 2022 compared to 2017/18. Conclusions: Experiencing bullying at school and online is an everyday experience for many children and young people, so there is still a need for the broad implementation of effective anti-bullying measures in schools.}, language = {en} } @misc{MoorHerkeMarkertetal., author = {Moor, Irene and Herke, Max and Markert, Jenny and B{\"o}hm, Marie and Reiß, Franziska and Bilz, Ludwig and Sudeck, Gorden and Winter, Kristina}, title = {Trends in health inequalities in childhood and adolescence in Germany: Results of the HBSC study 2009/10 - 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11876}, pages = {79 -- 98}, abstract = {Background: Many studies have identified health inequalities in childhood and adolescence. However, it is unclear how these have developed in recent years, particularly since the COVID-19 pandemic. Methods: Analyses are based on the German data from the international Health Behaviour in School-aged Children (HBSC) study from 2009/10 (n = 5,005), 2013/14 (n = 5,961), 2017/18 (n = 4,347), and 2022 (n = 6,475). A total of 21,788 students aged approximately between 11 and 15 years were included. Socioeconomic status (SES) was assessed using the Family Affluence Scale (FAS). Several health indicators were analysed stratified by gender using bivariate and multivariate analysis methods. Results: In 2022, there are clear socioeconomic inequalities in life satisfaction, self-rated health, fruit and vegetable consumption, and physical activity. These inequalities remained largely constant or increased between 2009/10 and 2022. Between 2017/18 and 2022, no significant changes in inequalities were found. Conclusions: Health inequalities are persistent and reduce the chances of growing up healthy. There is no evidence that inequalities in the analysed outcomes have changed during the pandemic period (between 2017/18 and 2022). Rather, the changes in the health indicators seem to affect all adolescents in a similar way.}, language = {en} } @misc{WinterMoorMarkertetal., author = {Winter, Kristina and Moor, Irene and Markert, Jenny and Bilz, Ludwig and Bucksch, Jens and Dadaczynski, Kevin and Fischer, Saskia M. and Helmchen, Ronja M. and Kaman, Anne and M{\"o}ckel, Juliane and Rathmann, Katharina and Ravens-Sieberer, Ulrike and Reiß, Franziska and Schierl, Theresa and Sch{\"u}tz, Raphael and Sendatzki, Saskia and St{\"u}rmer, Elisabeth and Sudeck, Gorden and Richter, Matthias}, title = {Concept and methodology of the Health Behaviour in School-aged Children (HBSC) study - Insights into the current 2022 survey and trends in Germany}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11878}, pages = {99 -- 117}, abstract = {Background: Health Behaviour in School-aged Children (HBSC) is one of the largest international studies on child and adolescent health and cooperates with the World Health Organization (WHO). In Germany, adolescents aged 11, 13 and 15 are surveyed every four years about their health, health behaviour and social conditions. This article describes the HBSC study and in particular the methodology of the current 2022 survey and prior surveys conducted between 2009/10 and 2017/18. Method: 174 schools with a total of 6,475 students participated in the 2022 survey. The survey was conducted using questionnaires and covered a wide range of topics (including mental health, physical activity, bullying experiences, social determinants of health and experiences related to COVID-19). The 2022 survey was complemented by a school principal survey (N = 160). In addition to the current sample, the samples of the three previous surveys with representative data for Germany are presented: 2009/10 (N = 5,005), 2013/14 (N = 5,961) and 2017/18 (N = 4,347). Discussion: The health of children and adolescents is of great public health importance. The HBSC study makes a substantial contribution by providing internationally comparable results, analysing trends, and providing stakeholders with comprehensive and representative health monitoring data.}, language = {en} } @misc{BilzWachsWettstein, author = {Bilz, Ludwig and Wachs, Sebastian and Wettstein, Alexander}, title = {Symposium: Der Umgang mit Hatespeech in der Schule: Reaktionsweisen von Sch{\"u}ler:innen und Lehrkr{\"a}ften}, series = {Alles auf Anfang? Bildung im digitalen Wandel. 9. GEBF-Tagung, 9. bis 11. M{\"a}rz 2022, Bamberg}, journal = {Alles auf Anfang? Bildung im digitalen Wandel. 9. GEBF-Tagung, 9. bis 11. M{\"a}rz 2022, Bamberg}, edition = {Aktualisierte Version, Stand: 9.3.22}, publisher = {Leibniz-Institut f{\"u}r Bildungsverl{\"a}ufe}, address = {Bamberg}, doi = {10.13140/RG.2.2.19248.78089}, abstract = {Das Ph{\"a}nomen Hatespeech (dt. Hassrede) wird momentan weltweit als Problem wahrgenommen, das sich parallel mit der zunehmenden Nutzung sozialer Medien ausbreitet und den sozialen Zusammenhalt von Gesellschaften gef{\"a}hrdet. Hiervon zeugen l{\"a}nder{\"u}bergreifende Initiativen zur Eind{\"a}mmung von Hatespeech, z.B. der Vereinten Nationen oder der Europ{\"a}ischen Kommission. Zumeist werden unter Hatespeech {\"A}ußerungen verstanden, durch die Menschen auf der Grundlage bestimmter Gruppenmerkmale (z.B. ethnische Zugeh{\"o}rigkeit, Geschlecht, sexuelle Orientierung) abgewertet werden. Spezifischere Definitionen betonen zudem, dass eine Sch{\"a}digungsabsicht sowie ein Sch{\"a}digungspotenzial auf verschiedenen Ebenen (z. B. individuell, gesellschaftlich) vorliegen m{\"u}ssen. Kinder und Jugendliche gelten als besonders anf{\"a}llig f{\"u}r die sch{\"a}dlichen Auswirkungen von Hatespeech. J{\"u}ngste Forschungen zeigen, dass Personen, die Cyberhate ausgesetzt sind, h{\"a}ufig Gef{\"u}hle von Wut, Scham und Schuld sowie ein vermindertes Vertrauen erleben (UK Safer Internet Centre, 2016; Reichelmann et al., 2020; Krause et al., 2021; N{\"a}si et. al, 2015). Die Konfrontation mit Hatespeech kann auch Prozesse der politischen Radikalisierung beg{\"u}nstigen (Bilewicz \& Soral, 2020). Somit stellt Hatespeech auch f{\"u}r die Schule eine besondere Herausforderung dar. Zum einen machen Kinder und Jugendliche auch in dieser Lebenswelt Erfahrungen mit Hatespeech, zum anderen ist die Schule der Ort, an dem diesen Entwicklungen durch Demokratie- und Medienerziehung sowie Soziales Lernen entgegengewirkt werden kann (Wachs et al., 2021). Die empirische Basis hierf{\"u}r ist jedoch {\"a}ußerst schmal. Es liegen weder zur Verbreitung von Erfahrungen mit Hatespeech im Kindes- und Jugendalter noch zu den Ursachen oder wirksamen Interventions- und Pr{\"a}ventionsstrategien Studienbefunde vor. Auch bez{\"u}glich der Schnittmenge mit verwandten Ph{\"a}nomenen, wie z.B. Mobbing, gibt es bisher kaum Erkenntnisse. An diesen Forschungsl{\"u}cken setzt das geplante Symposium an. Aus der Mobbingforschung ist bekannt, dass die Reaktionen des Umfeldes eine wichtige Rolle bei der Eind{\"a}mmung von Gewalt spielen. Vor diesem Hintergrund werden in den drei Einzel-Beitr{\"a}gen Forschungsergebnisse zur Verbreitung von Hatespeech und zu den Reaktionen von Sch{\"u}ler:innen und Lehrkr{\"a}ften vorgestellt, die sowohl auf qualitativen als auch auf quantitativen Zug{\"a}ngen beruhen. Entstanden sind sie im Rahmen eines aktuellen DFG-Forschungsprojektes mit erziehungswissenschaftlichen und psychologischen Forschungsteams in Deutschland und der Schweiz. Befragt wurden {\"u}ber 3.600 Sch{\"u}ler:innen und fast 500 Lehrkr{\"a}fte in beiden L{\"a}ndern. Im Rahmen des Symposiums sollen die Ergebnisse diskutiert und Implikationen f{\"u}r weitere Forschungen im Rahmen dieses Projekts sowie dar{\"u}ber hinaus abgeleitet werden.}, language = {de} } @misc{BilzWachs, author = {Bilz, Ludwig and Wachs, Sebastian}, title = {Symposium: Hass kennt keine Grenzen: Empirische Studien zu Hatespeech-Erfahrungen von Jugendlichen in der Schule und im Internet}, series = {Entgrenzungen, 28. DGfE-Kongress, 14. M{\"a}rz 2022}, journal = {Entgrenzungen, 28. DGfE-Kongress, 14. M{\"a}rz 2022}, publisher = {Universit{\"a}t Bremen}, address = {Bremen}, doi = {10.13140/RG.2.2.15893.33761}, abstract = {In den letzten Jahren ist digitales Hassmaterial zu einem gewissen Alltagserleben in der Onlinewelt geworden. Ein Fachbegriff, der diese verrohte Kommunikationskultur zum Ausdruck bringt, ist Hatespeech. Hatespeech beschreibt kommunikative {\"A}ußerungen, mit dem Ziel gewisse Personengruppen (z.B. aufgrund der nationalen Herkunft, Religionszugeh{\"o}rigkeit, sexuellen Orientierung) {\"o}ffentlich und mit Absicht auszugrenzen, abzuwerten oder zu dem{\"u}tigen (Wachs et al., 2020). Hatespeech ist jedoch nicht auf die Onlinewelt beschr{\"a}nkt, auch in der Schule werden Sch{\"u}ler*innen und p{\"a}dagogisches Schulpersonal damit konfrontiert (Ballaschk et al., in press; Krause et al., 2021). Dabei kommt der Schule eine besondere Rolle zu. Sie ist nicht nur ein Ort der demokratischen Wissensvermittlung, sondern auch demokratischer Erfahrungsraum f{\"u}r Heranwachsende, dessen Aufgabe darin besteht, diskriminierenden und demokratiefeindlichen Tendenzen, zu denen auch Hatespeech gez{\"a}hlt werden kann, entgegenzuwirken (KMK, 2018). Bis heute liegt jedoch nur sehr wenig empirisch abgesichertes Wissen {\"u}ber Hatespeech unter Heranwachsenden und dem Umgang damit in der Schule vor. Hier setzt das vorliegende Symposium an, in dem empirische Beitr{\"a}ge basierend auf qualitativen und quantitativen Studien pr{\"a}sentiert werden und Implikationen f{\"u}r die zuk{\"u}nftige Forschung und die p{\"a}dagogische Praxis abgeleitet werden.}, language = {de} } @misc{KamanOttovaJordanBilzetal., author = {Kaman, Anne and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Sudeck, Gorden and Moor, Irene and Ravens-Sieberer, Ulrike}, title = {Subjektive Gesundheit und Wohlbefinden von Kindern und Jugendlichen in Deutschland - Querschnittergebnisse der HBSC-Studie 2017/18}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6891}, pages = {7 -- 21}, abstract = {Subjektive Gesundheit wird als multidimensionales Konstrukt verstanden, welches k{\"o}rperliche, seelische und soziale Dimensionen des Wohlbefindens einer Person umfasst. Die F{\"o}rderung der subjektiven Gesundheit und des Wohlbefindens von Kindern und Jugendlichen ist von hoher Public-Health-Relevanz, da gesundheitliche Beeintr{\"a}chtigungen oftmals mit langfristigen Gesundheitsproblemen im sp{\"a}teren Erwachsenenalter einhergehen. Informationen {\"u}ber m{\"o}gliche Risikofaktoren und Ressourcen sind daher von zentraler Bedeutung. In diesem Beitrag werden aktuelle Pr{\"a}valenzen zum subjektiven Gesundheitszustand, zur Lebenszufriedenheit und zu psychosomatischen Beschwerden von 11-, 13- und 15-j{\"a}hrigen Kindern und Jugendlichen in Deutschland aus der „Health Behaviour in School-Aged Children (HBSC)"-Studie 2017/18 berichtet (N=4.347, 53,0 \% M{\"a}dchen). Zudem werden soziodemografische und psychosoziale Einflussfaktoren des subjektiven Wohlbefindens untersucht. Die meisten Kinder und Jugendlichen sch{\"a}tzten ihre Gesundheit und Lebenszufriedenheit positiv ein. Dennoch litt etwa ein Drittel der M{\"a}dchen und ein F{\"u}nftel der Jungen unter mehreren (multiplen) psychosomatischen Beschwerden. Beeintr{\"a}chtigungen im subjektiven Wohlbefinden zeigten sich vor allem bei M{\"a}dchen, {\"a}lteren Jugendlichen, Jugendlichen mit niedrigerem famili{\"a}ren Wohlstand sowie bei hoher schulischer Belastung. Eine hohe famili{\"a}re Unterst{\"u}tzung war hingegen mit einem besseren subjektiven Wohlbefinden assoziiert. Die Ergebnisse verdeutlichen die Notwendigkeit zielgruppenspezifischer Angebote der Pr{\"a}vention und Gesundheitsf{\"o}rderung, um die subjektive Gesundheit und das Wohlbefinden von Kindern und Jugendlichen zu f{\"o}rdern.}, language = {de} } @misc{MoorWinterBilzetal., author = {Moor, Irene and Winter, Kristina and Bilz, Ludwig and Bucksch, Jens and Finne, Emily and John, Nancy and Kolip, Petra and Paulsen, Lisa and Ravens-Sieberer, Ulrike and Schlattmann, Marina and Sudeck, Gorden and Brindley, Catherina and Kaman, Anne and Richter, Matthias}, title = {Die Health Behaviour in School-aged Children (HBSC)-Studie 2017/18 - Methodik der Kinder- und Jugendgesundheits­studie der Weltgesundheitsorganisation}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6896}, pages = {93 -- 108}, abstract = {Die „Health Behaviour in School-Aged Children (HBSC)"-Studie ist ein international kooperatives Forschungsprojekt, das von der Weltgesundheitsorganisation (WHO) seit {\"u}ber 35 Jahren unterst{\"u}tzt wird. HBSC ist die weltweit gr{\"o}ßte Studie zur Kinder- und Jugendgesundheit und f{\"u}r die WHO eine der wichtigsten Datengrundlagen zur international vergleichenden Gesundheitsberichterstattung. Im vierj{\"a}hrigen Turnus werden Daten zur Gesundheit und zum Gesundheitsverhalten von Sch{\"u}lerinnen und Sch{\"u}lern im Alter von 11, 13 und 15 Jahren sowie zu den Rahmenbedingungen f{\"u}r ein gesundes Aufwachsen erhoben. Insgesamt geh{\"o}ren 50 L{\"a}nder dem HBSC-Netzwerk an, an dem Survey 2017/18 beteiligten sich insgesamt 45 L{\"a}nder. Deutschland beteiligt sich seit 1993/94 an der HBSC-Studie. F{\"u}r die aktuelle Erhebung 2017/18 in Deutschland wurden Sch{\"u}lerinnen und Sch{\"u}ler an 146 Schulen befragt (Responserate Schulen: 15,6 \%). Insgesamt konnte f{\"u}r Deutschland eine Netto-Stichprobe von n=4.347 M{\"a}dchen und Jungen (Responserate: 52,7 \%) erzielt werden. Die freiwillige Teilnahme an der Befragung erfolgte in ganzen Schulklassen der Jahrgangsstufen f{\"u}nf, sieben und neun. Mit Hilfe einer Gewichtung sind repr{\"a}sentative Aussagen zur gesundheitlichen Lage von Kindern und Jugendlichen in Deutschland m{\"o}glich. Die HBSC-Studie leistet einen wichtigen Beitrag f{\"u}r die Gesundheitsberichterstattung und bietet wichtige Ansatzpunkte f{\"u}r die Identifikation von Bedarfen, Risikogruppen und Handlungsfeldern, um gezielte und bedarfsorientierte Maßnahmen zur Pr{\"a}vention und Gesundheitsf{\"o}rderung im Setting Schule zu initiieren.}, language = {de} } @misc{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Die HBSC-Studie in Brandenburg: Ein Beitrag zum Gesundheitsmonitoring und zur schulischen Gesundheitsf{\"o}rderung in Brandenburg}, series = {Satellitenveranstaltung zum Kongress Armut und Gesundheit 2024 Die Gesundheit von Sch{\"u}lerinnen und Sch{\"u}lern in Deutschland: Von Ergebnissen und Trends der HBSC-Studie zur Public Health-Praxis}, journal = {Satellitenveranstaltung zum Kongress Armut und Gesundheit 2024 Die Gesundheit von Sch{\"u}lerinnen und Sch{\"u}lern in Deutschland: Von Ergebnissen und Trends der HBSC-Studie zur Public Health-Praxis}, publisher = {Kooperationsverbund Gesundheitliche Chancengleichheit}, address = {Berlin}, pages = {30}, language = {de} } @misc{BallaschkSchulzeReicheltWachsetal., author = {Ballaschk, Cindy and Schulze-Reichelt, Friederike and Wachs, Sebastian and Krause, Norman and Wettstein, Alexander and Kansok-Dusche, Julia and Bilz, Ludwig and Schubarth, Wilfried}, title = {Erratum zu: Ist das (schon) Hatespeech? - Eine qualitative Untersuchung zum Verst{\"a}ndnis vonHatespeech unter p{\"a}dagogischem Schulpersonal}, series = {Zeitschrift f{\"u}r Bildungsforschung}, volume = {13}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, number = {1}, issn = {2190-6890}, doi = {10.1007/s35834-022-00377-z}, pages = {189 -- 190}, language = {de} } @misc{KansokDuscheWettsteinWachsetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Wachs, Sebastian and Bilz, Ludwig}, title = {Politikdidaktische {\"U}berzeugungen von Lehrkr{\"a}ften und ihr Umgang mit Hatespeech in der Schule}, series = {11. Tagung der Gesellschaft f{\"u}r Empirische Bildungsforschung (GEBF) - Bildung verstehen • Partizipation erreichen • Transfer gestalten, Universit{\"a}t Potsdam, Potsdam, Deutschland.}, journal = {11. Tagung der Gesellschaft f{\"u}r Empirische Bildungsforschung (GEBF) - Bildung verstehen • Partizipation erreichen • Transfer gestalten, Universit{\"a}t Potsdam, Potsdam, Deutschland.}, doi = {10.17605/OSF.IO/2SJEX}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Mobbing und Cybermobbing an Schulen in Deutschland: Ergebnisse der HBSC-Studie 2022 und Trends von 2009/10 bis 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11871}, pages = {46 -- 67}, abstract = {Hintergrund: Mobbing ist eine Form der Gewalt, die wiederholt, mit der Absicht zu sch{\"a}digen und mit einem Machtungleichgewicht zwischen den Beteiligten ausge{\"u}bt wird. Mobbing hat schwerwiegende negative Auswirkungen auf die psychische Gesundheit Heranwachsender und stellt damit ein bedeutsames Gesundheitsrisiko im Kindes- und Jugendalter dar. Methode: Basierend auf den Daten der „Health Behaviour in School-aged Children (HBSC)"-Studie aus dem Erhebungsjahr 2022 in Deutschland (N=6.475) wurde analysiert, wie verbreitet schulisches Mobbing und Cybermobbing in Deutschland unter 11-, 13- und 15-J{\"a}hrigen waren. Zudem wurde die Verbreitung von schulischem Mobbing und Cybermobbing im Trendverlauf von 2009/10- 2022 (Mobbing) bzw. von 2017/18-2022 (Cybermobbing) analysiert. Ergebnisse: Rund 14\% der befragten Lernenden gaben direkte Erfahrungen mit schulischem Mobbing an, rund 7\% berichteten Cybermobbingerfahrungen als Gemobbte und/oder Mobbende. Heranwachsende, die sich als gender-divers identifizierten, gaben besonders h{\"a}ufig Mobbingerfahrungen an. Schulisches Mobbing nahm im Zeitverlauf ab, blieb zwischen 2017/18 und 2022 aber stabil. Cybermobbing nahm 2022 im Vergleich zu 2017/18 dagegen zu. Schlussfolgerungen: Mobbingerfahrungen in der Schule und online sind f{\"u}r viele Kinder und Jugendliche eine allt{\"a}gliche Erfahrung, sodass weiterhin Bedarf f{\"u}r eine breite Implementierung wirksamer Anti-Mobbing-Maßnahmen an Schulen besteht.}, language = {de} } @misc{WinterMoorMarkertetal., author = {Winter, Kristina and Moor, Irene and Markert, Jenny and Bilz, Ludwig and Bucksch, Jens and Dadaczynski, Kevin and Fischer, Saskia M. and Helmchen, Ronja M. and Kaman, Anne and M{\"o}ckel, Juliane and Rathmann, Katharina and Ravens-Sieberer, Ulrike and Reiß, Franziska and Schierl, Theresa and Sch{\"u}tz, Raphael and Sendatzki, Saskia and St{\"u}rmer, Elisabeth and Sudeck, Gorden and Richter, Matthias}, title = {Konzept und Methodik der Studie Health Behaviour in Schoolaged Children (HBSC) - Einblicke in den aktuellen Survey 2022 und die Entwicklung in Deutschland}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11877}, pages = {108 -- 127}, abstract = {Hintergrund: „Health Behaviour in School-aged Children (HBSC)" ist eine der gr{\"o}ßten internationalen Kinder- und Jugendgesundheitsstudien und kooperiert mit der Weltgesundheitsorganisation (WHO). In Deutschland werden im vierj{\"a}hrigen Turnus jeweils Heranwachsende im Alter von 11, 13 und 15 Jahren zur Gesundheit, zum Gesundheitsverhalten und zu sozialen Rahmenbedingungen befragt. Der Beitrag widmet sich der Beschreibung der HBSC-Studie und speziell der Methodik des aktuellen Surveys 2022 sowie der vorherigen Erhebungen von 2009/10 bis 2017/18. Methode: Am Survey 2022 beteiligten sich 174 Schulen mit insgesamt 6.475 Sch{\"u}lerinnen und Sch{\"u}lern. Die Erhebung erfolgte mittels Fragebogen und erfasst ein breites Themenspektrum (u. a. mentale Gesundheit, Bewegungsverhalten, Mobbingerfahrungen, soziale Determinanten der Gesundheit sowie Erfahrungen im Zusammenhang mit COVID-19). Erg{\"a}nzt wurde die Erhebung 2022 um eine Schulleitungsbefragung (N = 160). Neben der aktuellen Stichprobe werden auch die Stichproben der vorangegangenen drei Surveys mit repr{\"a}sentativen Angaben f{\"u}r Deutschland vorgestellt: 2009/10 (N = 5.005), 2013/14 (N = 5.961) und 2017/18 (N = 4.347). Diskussion: Die Kinder- und Jugendgesundheit hat eine hohe Public-Health-Relevanz. Dazu leistet die HBSC-Studie einen elementaren Beitrag, denn sie liefert international vergleichbare Ergebnisse, erm{\"o}glicht die Analyse von Trendentwicklungen und stellt umfangreiche, repr{\"a}sentative Daten zum Gesundheitsmonitoring f{\"u}r Stakeholder bereit.}, language = {de} } @misc{ReissBehnErhartetal., author = {Reiß, Franziska and Behn, Steven and Erhart, Michael and Strelow, Lisa and Kaman, Anne and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Moor, Irene and Ravens-Sieberer, Ulrike}, title = {Subjektive Gesundheit und psychosomatische Beschwerden von Kindern und Jugendlichen in Deutschland: Ergebnisse der HBSC-Studie 2009/10 - 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11867}, pages = {7 -- 24}, abstract = {Hintergrund: Die subjektive Gesundheit und das Wohlbefinden stellen wichtige Gesundheitsindikatoren im Kindes- und Jugendalter dar. Der vorliegende Beitrag zeigt aktuelle Ergebnisse sowie zeitliche Trends zwischen 2009/10 und 2022. Methode: Die „Health Behaviour in School-aged Children (HBSC)"-Studie erfasste in den Schuljahren 2009/10, 2013/14, 2017/18 und im Kalenderjahr 2022 bei N = 21.788 Sch{\"u}lerinnen und Sch{\"u}lern im Alter von 11 bis 15 Jahren deren subjektive Gesundheit, Lebenszufriedenheit und psychosomatische Beschwerden. Multivariate Regressionsanalysen zeigen die Zusammenh{\"a}nge zwischen soziodemografischen Merkmalen und dem Wohlbefinden f{\"u}r 2022 sowie Trendverl{\"a}ufe seit 2009/10. Ergebnisse: Der Großteil der Kinder und Jugendlichen berichtet eine gute subjektive Gesundheit und eine hohe Lebenszufriedenheit. Etwa die H{\"a}lfte der M{\"a}dchen und ein Drittel der Jungen berichten multiple psychosomatische Gesundheitsbeschwerden, mit einem deutlichen Anstieg im zeitlichen Verlauf. {\"A}ltere Jugendliche, M{\"a}dchen und Genderdiverse haben ein erh{\"o}htes Risiko f{\"u}r ein geringes Wohlbefinden. Zwischen 2009/10 und 2022 variierten die subjektive Gesundheit und die Lebenszufriedenheit mit einer deutlichen Verschlechterung von 2017/18 zu 2022. Schlussfolgerungen: Der hohe Anteil von Kindern und Jugendlichen mit psychosomatischen Beschwerden sowie die aufgezeigten Geschlechts- und Altersdiskrepanzen verdeutlichen den Bedarf an zielgruppenspezifischer Pr{\"a}vention, Gesundheitsf{\"o}rderung und einem kontinuierlichen Gesundheitsmonitoring.}, language = {de} } @misc{MoorHerkeMarkertetal., author = {Moor, Irene and Herke, Max and Markert, Jenny and B{\"o}hm, Marie and Reiß, Franziska and Bilz, Ludwig and Sudeck, Gorden and Winter, Kristina}, title = {Die zeitliche Entwicklung gesundheitlicher Ungleichheit im Kindes- und Jugendalter in Deutschland: Ergebnisse der HBSC-Studie 2009/10 - 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11875}, pages = {86 -- 107}, abstract = {Hintergrund: Viele Studien berichten von gesundheitlichen Ungleichheiten im Kindes- und Jugendalter. Unklar ist, wie sich diese in den letzten Jahren, insbesondere vor dem Hintergrund der COVID-19-Pandemie, entwickelt haben. Methode: Die Analysen basieren auf den deutschen Daten der internationalen HBSC-Studie (Health Behaviour in Schoolaged Children) von 2009/10 (n = 5.005), 2013/14 (n = 5.961), 2017/18 (n = 4.347) und 2022 (n = 6.475). Insgesamt wurden 21.788 Sch{\"u}lerinnen und Sch{\"u}ler im Alter von ca. 11 bis 15 Jahren ber{\"u}cksichtigt. Der sozio{\"o}konomische Status (SES) wurde mithilfe der Family Affluence Scale (FAS) erhoben. Verschiedene Gesundheitsindikatoren wurden mittels bi- und multivariaten Analysemethoden stratifiziert nach Geschlecht ausgewertet. Ergebnisse: 2022 zeigen sich deutliche sozio{\"o}konomische Ungleichheiten in der Lebenszufriedenheit, der subjektiven Gesundheit, im Obst- und Gem{\"u}sekonsum sowie im Bewegungsverhalten. Diese Ungleichheiten sind im Zeitverlauf von 2009/10 bis 2022 {\"u}berwiegend konstant geblieben oder haben sich vergr{\"o}ßert. Zwischen 2017/18 und 2022 sind keine signifikanten {\"A}nderungen bez{\"u}glich der betrachteten Ungleichheiten zu erkennen. Schlussfolgerungen: Gesundheitliche Ungleichheiten zeigen sich kontinuierlich und reduzieren die Chancen auf ein gesundes Aufwachsen. Es gibt keine Hinweise darauf, dass sich die Ungleichheiten w{\"a}hrend des Pandemie-Zeitraums (zwischen 2017/18 und 2022) ver{\"a}ndert haben. Die Ver{\"a}nderungen in den betrachteten Gesundheitsindikatoren betreffen vielmehr alle Heranwachsende in {\"a}hnlicher Weise.}, language = {de} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Teachers' Political Didactical Beliefs and Their Handling of Hate Speech in School}, series = {Annual Conference of the International Association for Intercultural Education, DEIB+ in Education to Transform Society, Chemnitz University of Technology, Chemnitz, Germany.}, journal = {Annual Conference of the International Association for Intercultural Education, DEIB+ in Education to Transform Society, Chemnitz University of Technology, Chemnitz, Germany.}, doi = {10.17605/OSF.IO/8Q4UT}, pages = {24}, language = {en} } @misc{ZeissigKansokDuscheFischeretal., author = {Zeißig, Anke and Kansok-Dusche, Julia and Fischer, Saskia M. and M{\"o}ller, Julia and Bilz, Ludwig}, title = {The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings}, series = {Review of Education}, volume = {12}, journal = {Review of Education}, number = {1}, issn = {2049-6613}, doi = {10.1002/rev3.3470}, abstract = {Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string-guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi-experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.}, language = {en} } @misc{WachsWettsteinBilzetal., author = {Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig and Espelage, Dorothy L. and Wright, Michelle F. and G{\´a}mez-Guadix, Manuel}, title = {Individual and Contextual Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach}, series = {Journal of Youth and Adolescence}, volume = {53}, journal = {Journal of Youth and Adolescence}, number = {6}, publisher = {Springer Science and Business Media LLC}, issn = {0047-2891}, doi = {10.1007/s10964-024-01968-x}, pages = {1271 -- 1286}, abstract = {Prior research into bystander responses to hate speech has utilized variable-centered analyses — such approaches risk simplifying the complex nature of bystander behaviors. Hence, the present study used a person-centered analysis to investigate latent hate speech bystander profiles. In addition, individual and classroom-level correlates associated with the various profiles were studied. The sample included 3225 students in grades 7-9 (51.7\% self-identified as female; 37.2\% with immigrant background) from 215 classrooms in Germany and Switzerland. The latent profile analysis revealed that four distinct profiles could be distinguished: Passive Bystanders (34.2\%), Defenders (47.3\%), Revengers (9.8\%), and Contributors (8.6\%). Multilevel logistic regression models showed common and distinct correlates. For example, students who believed that certain social groups are superior were more likely to be Revengers and Contributors than Passive Bystanders, students who felt more connected with teachers were more likely to be Defenders, and students who were more open to diversity were less likely to be Contributors than Passive Bystanders. Students were less likely Defenders and more likely Revengers and Contributors than Passive Bystanders in classrooms with high rates of hate speech perpetration. Further, in classrooms with high hate speech intervention, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In classrooms with stronger cohesion, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In conclusion, the findings add to our understanding of bystander profiles concerning racist hate speech and the relevance of individual and classroom-level factors in explaining various profiles of bystander behavior.}, language = {en} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Aufwachsen in Krisenzeiten: Die HBSC-Gesundheitsstudie in Brandenburg}, series = {Sicherheit im Wandel. 29. Deutscher Pr{\"a}ventionstag}, journal = {Sicherheit im Wandel. 29. Deutscher Pr{\"a}ventionstag}, doi = {10.13140/RG.2.2.23128.92162}, pages = {22}, language = {de} } @misc{BilzFischerKansokDuscheetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander}, title = {Teachers' intervention strategies for handling hate-speech incidents in schools}, series = {Social Psychology of Education}, journal = {Social Psychology of Education}, issn = {1381-2890}, doi = {10.1007/s11218-024-09929-9}, pages = {24}, abstract = {Despite ongoing global efforts to combat discrimination, hate speech is a growing problem in many countries. Hate speech is also widespread among young people and thus also affects schools. Because of the negative consequences of hate speech for the targeted individuals and for society in general, schools and teachers are generally encouraged to moderate hate speech. This binational study examines intervention strategies for hate speech in schools using the newly developed Hate-Speech Interventions Scale for Teachers. Data from German and Swiss teachers (N = 486) were analyzed. Self-reported strategies were best described using a three-factor structure. Teachers primarily direct their interventions at those directly involved in hate speech and frequently employ teaching-oriented strategies. In comparison, external partners and colleagues are relatively rarely involved. Measurement invariance testing supported the scales' construct validity. A link was found between the use of these strategies, teachers' task-specific self-efficacy, gender, and professional experience. These results indicate that schools should play an important role in moderating hate speech and that increasing teachers' confidence in their own ability to address this phenomenon could be an important element of teacher training.}, language = {en} } @book{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Einsamkeit bei Kindern und Jugendlichen im Kontext Schule}, publisher = {Institut f{\"u}r Sozialarbeit und Sozialp{\"a}dagogik e.V. - Kompetenznetz Einsamkeit}, address = {Berlin}, isbn = {978-3-88493-275-9}, pages = {68}, abstract = {Hintergrund: Einsamkeit ist bei Kindern und Jugendlichen weit verbreitet und steht mit zahlreichen physischen, psychischen und schulischen Faktoren im Zusammenhang. F{\"u}r Deutschland liegen dazu jedoch erst wenige empirische Erkenntnisse vor. Ziel dieser Expertise ist es daher, einen {\"U}berblick des Forschungsstandes zum Thema zu liefern und mit Hilfe aktueller Daten zu untersuchen, inwieweit Einsamkeit bei Kindern und Jugendlichen mit schulischen Aspekten (Schulform, Schulzufriedenheit, schulischen Belastungen und schulischer Unterst{\"u}tzung) in Verbindung steht. Methodik: Ausgewertet werden Daten der Health Behaviour in School-aged Children Studie (HBSC) Brandenburg. Die HBSC-Studie ist ein internationales Forschungsvorhaben, das im Turnus von vier Jahren unter der Schirmherrschaft der Weltgesundheitsorganisation durchgef{\"u}hrt wird. Rund 4.000 Sch{\"u}ler*innen der Klassenstufen 5, 7 und 9 aus allgemeinbildenden Schulen in Brandenburg wurden unter anderem zu ihrem Erleben von Einsamkeit und ihren Wahrnehmungen der schulischen Umwelt befragt. Ergebnisse: Mehr als 10 \% der Sch{\"u}ler*innen k{\"o}nnen als einsam eingestuft werden, wobei M{\"a}dchen, Heranwachsende mit der Geschlechtszuschreibung „Divers" und {\"a}ltere Jugendliche st{\"a}rker betroffen sind. Einsame Sch{\"u}ler*innen berichten von einer h{\"o}heren schulischen Belastung, einer geringeren Schulzufriedenheit und geringerer Unterst{\"u}tzung durch Lehrkr{\"a}fte und Mitsch{\"u}ler*innen. Schlussfolgerung: Einsamkeit in der Kindheit und Jugend spielt auch im schulischen Kontext eine wichtige Rolle. Sch{\"u}ler*innen sollten in ihren emotionalen und sozialen Kompetenzen gest{\"a}rkt werden. Lehrkr{\"a}fte k{\"o}nnen zu einem positiven Schulklima und einer sozialen Unterst{\"u}tzung der Lernenden beitragen und so Einsamkeit begegnen.}, language = {de} } @misc{BilzKansokDuscheFischeretal., author = {Bilz, Ludwig and Kansok-Dusche, Julia and Fischer, Saskia M. and Bartholom{\"a}us, Peter}, title = {What works in hate speech intervention and prevention in schools? First results of a systematic review}, series = {28TH WORKSHOP ON AGGRESSION}, journal = {28TH WORKSHOP ON AGGRESSION}, address = {Nottingham}, doi = {10.13140/RG.2.2.35879.97440}, pages = {18}, abstract = {Hate speech is a global social problem with a multitude of negative consequences. Derogatory expressions against certain groups of people are not a new phenomenon. However, hate speech has become much more widespread in recent years. After the Internet, the school is a place where hate speech occurs and where children and young people perpetrate, witness, and become victims of hate speech (Castellanos et al., 2023; Kansok-Dusche et al., 2023). Schools represent a suitable location to address hate speech incidents and to prevent future hate speech. To date, there is limited evidence on the availability, quality, and effectiveness of school-based anti-hate speech programs. The objective of this systematic review is to compile a catalogue of available anti-hate speech programs, that are particularly aimed at children and youth and that can be used to deal with hate speech in schools. Furthermore, their quality and utility are to be evaluated on a criteria-driven basis by two independent reviewers. The presentation will provide an overview of the 27 programmes identified and the initial results regarding their quality. Recommendations are given for the implementation of these programmes in schools and for their further improvement.}, language = {en} } @misc{BilzWettsteinWachsetal., author = {Bilz, Ludwig and Wettstein, Alexander and Wachs, Sebastian and Kansok-Dusche, Julia}, title = {What matters for a teachers' response to hate speech in school? Associations between teachers' social dominance orientation and empathy with their hate speech interventions in school}, series = {28th Workshop on Aggression, Nottingham Trent University, Nottingham (UK)}, journal = {28th Workshop on Aggression, Nottingham Trent University, Nottingham (UK)}, doi = {10.17605/OSF.IO/HC3K6}, pages = {17}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Mobbing und Cybermobbing unter Sch{\"u}ler*innen. Eine Herausforderung f{\"u}r die ganze Schule}, series = {Dreizehn - Zeitschrift f{\"u}r Jugendsozialarbeit}, volume = {32}, journal = {Dreizehn - Zeitschrift f{\"u}r Jugendsozialarbeit}, issn = {1867-0571}, pages = {16 -- 19}, language = {de} } @techreport{HBSCStudienverbundDeutschlandFischerBilz, author = {HBSC Studienverbund Deutschland, and Fischer, Saskia M. and Bilz, Ludwig}, title = {Schulisches Mobbing und Cybermobbing von Kindern und Jugendlichen - Faktenblatt zur Studie Health Behaviour in School-aged Children 2022}, pages = {6}, language = {de} } @techreport{HBSCStudienverbundDeutschlandKansokDuscheBilz, author = {HBSC Studienverbund Deutschland, and Kansok-Dusche, Julia and Bilz, Ludwig}, title = {Schulisches Belastungserleben von Kindern und Jugendlichen - Faktenblatt zur Studie Health Behaviour in School-aged Children 2022}, pages = {5}, language = {de} } @misc{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Increasing loneliness among children and adolescents from 2018 to 2022: A cross-sectional survey before and after the onset of the COVID-19 pandemic}, series = {The 27th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD)}, journal = {The 27th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD)}, address = {Lissabon}, doi = {10.13140/RG.2.2.29755.43047}, pages = {1}, language = {en} } @misc{DadaczynskiMoorBuckschetal., author = {Dadaczynski, Kevin and Moor, Irene and Bucksch, Jens and Winter, Kristina and Schierl, Theresa and Bilz, Ludwig and Reiß, Franziska}, title = {Gesundheitsverhalten und Gesundheit von Kindern und Jugendlichen in Deutschland. Ergebnisse der Health Behaviour in School-aged Children (HBSC) Studie 2022}, series = {Gesundheit - gemeinsam. Kooperationstagung der Deutschen Gesellschaft f{\"u}r Medizinische Informatik, Biometrie und Epidemiologie (GMDS), Deutschen Gesellschaft f{\"u}r Sozialmedizin und Pr{\"a}vention (DGSMP), Deutschen Gesellschaft f{\"u}r Epidemiologie (DGEpi), Deutschen Gesellschaft f{\"u}r Medizinische Soziologie (DGMS) und der Deutschen Gesellschaft f{\"u}r Public Health (DGPH). Dresden}, journal = {Gesundheit - gemeinsam. Kooperationstagung der Deutschen Gesellschaft f{\"u}r Medizinische Informatik, Biometrie und Epidemiologie (GMDS), Deutschen Gesellschaft f{\"u}r Sozialmedizin und Pr{\"a}vention (DGSMP), Deutschen Gesellschaft f{\"u}r Epidemiologie (DGEpi), Deutschen Gesellschaft f{\"u}r Medizinische Soziologie (DGMS) und der Deutschen Gesellschaft f{\"u}r Public Health (DGPH). Dresden}, publisher = {German Medical Science GMS Publishing House}, address = {D{\"u}sseldorf}, doi = {10.3205/24gmds888}, language = {de} } @misc{KansokDuscheBilzWettsteinetal., author = {Kansok-Dusche, Julia and Bilz, Ludwig and Wettstein, Alexander and Wachs, Sebastian}, title = {{\"U}berzeugungen von Lehrkr{\"a}ften und ihre Interventionen bei Hatespeech in der Schule}, series = {Symposium (Chair Saskia Fischer): "Gewaltph{\"a}nomene in der Schule: Die Rolle der Lehrkraft im Umgang mit Mobbing \& Hatespeech" (19.9.2024). 53. Kongress der Deutsche Gesellschaft f{\"u}r Psychologie (DGPs). Universit{\"a}t Wien, {\"O}sterreich.}, journal = {Symposium (Chair Saskia Fischer): "Gewaltph{\"a}nomene in der Schule: Die Rolle der Lehrkraft im Umgang mit Mobbing \& Hatespeech" (19.9.2024). 53. Kongress der Deutsche Gesellschaft f{\"u}r Psychologie (DGPs). Universit{\"a}t Wien, {\"O}sterreich.}, doi = {10.17605/OSF.IO/X9UW2}, pages = {18}, language = {de} } @misc{ZeissigMoellerFischeretal., author = {Zeißig, Anke and M{\"o}ller, Julia and Fischer, Saskia M. and Bilz, Ludwig}, title = {Bed{\"u}rfnisbezogene Korrelate der Langeweile und Indikatoren der Kreativit{\"a}t im Unterrichtskontext}, series = {53. DGPs-Kongress / 15. {\"O}GP-Konferenz, 16.-19. September}, journal = {53. DGPs-Kongress / 15. {\"O}GP-Konferenz, 16.-19. September}, address = {Wien}, doi = {10.23668/psycharchives.15449}, abstract = {Langeweile ist eine der am h{\"a}ufigsten und intensivsten erlebten Emotionen im Unterricht. Studien zeigen, dass die Langeweile eine oberfl{\"a}chliche Verarbeitung von Informationen zur Folge haben kann, kognitive und metakognitive F{\"a}higkeiten sowie anwendungsbezogenes, probleml{\"o}sendes und nachhaltiges Lernen beeintr{\"a}chtigen und sich negativ auf akademische Leistungen auswirken kann. Auf der anderen Seite sehen Forschende die Langeweile als ein Signal an, dass eine Ausrichtung mentaler Prozesse zu Sinnhaftigkeit und Kreativit{\"a}t erm{\"o}glichen und ungenutzte kognitive Potenziale erschließen k{\"o}nnte. Ein Schl{\"u}ssel f{\"u}r das Verst{\"a}ndnis und die Untersuchung dieser scheinbar widerspr{\"u}chlichen Annahmen k{\"o}nnten bed{\"u}rfnisbezogene Korrelate der Langeweile sein. Je nach assoziierter Bed{\"u}rfnislage (z.B. Kompetenz, Autonomie, Stimulation, Sinnhaftigkeit) k{\"o}nnten sich unterschiedliche Verbindungen eines Zustandes der Langeweile zu kreativen Impulsen ergeben. Diese Annahme wird in einer Studie mit Lernenden der 9. Klassen in Gymnasien mit einer Experience-Sampling-Erhebung untersucht. Die aktuell laufenden Erhebungen finden jeweils eine Woche pro Klasse statt. Die Lernenden werden dabei jeweils mehrfach in verschiedenen Unterrichtssituationen untersucht. Wir wollen ermitteln, inwieweit das Aufkommen von Langeweile in Unterrichtssituationen mit unerf{\"u}llten psychischen Bed{\"u}rfnissen assoziiert ist und ob ein empfundener Mangel an Stimulanz oder Sinnhaftigkeit mit Kreativit{\"a}tsimpulsen verbunden ist. Wir stellen erste Ergebnisse vor und diskutieren diese vor dem Hintergrund einer differenziellen Betrachtung der Daten der Lernenden.}, language = {de} } @misc{ButlerWohlrabBlankMatthesetal., author = {Butler, Jeffrey and Wohlrab, Doris and Blank-Matthes, Daniela and Bilz, Ludwig and Thom, Julia}, title = {Psychische Gesundheit in der Gesundheitsberichterstattung (GBE)}, series = {Gesundheit - gemeinsam. Kooperationstagung der Deutschen Gesellschaft f{\"u}r Medizinische Informatik, Biometrie und Epidemiologie (GMDS), Deutschen Gesellschaft f{\"u}r Sozialmedizin und Pr{\"a}vention (DGSMP), Deutschen Gesellschaft f{\"u}r Epidemiologie (DGEpi), Deutschen Gesellschaft f{\"u}r Medizinische Soziologie (DGMS) und der Deutschen Gesellschaft f{\"u}r Public Health (DGPH)}, journal = {Gesundheit - gemeinsam. Kooperationstagung der Deutschen Gesellschaft f{\"u}r Medizinische Informatik, Biometrie und Epidemiologie (GMDS), Deutschen Gesellschaft f{\"u}r Sozialmedizin und Pr{\"a}vention (DGSMP), Deutschen Gesellschaft f{\"u}r Epidemiologie (DGEpi), Deutschen Gesellschaft f{\"u}r Medizinische Soziologie (DGMS) und der Deutschen Gesellschaft f{\"u}r Public Health (DGPH)}, publisher = {ZB MED - Information Centre for Life Science}, address = {K{\"o}ln}, doi = {10.3205/24gmds883}, language = {de} } @misc{BilzFischerMaunderetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Maunder, Rachel and Bauman, Sheri and Scheithauer, Herbert}, title = {Interventionen von Lehrkr{\"a}ften bei Mobbing in der Schule: Erste Ergebnisse eines systematischen Reviews}, series = {Menschen Mitwelt Medien - 53. DGPs Kongress Wien}, journal = {Menschen Mitwelt Medien - 53. DGPs Kongress Wien}, publisher = {Universit{\"a}t Wien}, address = {Wien}, doi = {10.13140/RG.2.2.17765.41447}, pages = {571 -- 572}, language = {de} } @misc{FischerWolgastSchuetzetal., author = {Fischer, Saskia M. and Wolgast, Anett and Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Mobbing-Erfahrungen von Kindern und Jugendlichen in der Schule und ihre psychische Gesundheit: Die Rolle ihrer erlebten Unterst{\"u}tzung durch Lehrkr{\"a}fte, Mitsch{\"u}ler:innen, Familie und Freund:innen}, series = {53. DGPs-Kongress Wien}, journal = {53. DGPs-Kongress Wien}, doi = {10.17605/OSF.IO/F5ZSJ}, abstract = {Mobbing-Erfahrungen stellen einen Risikofaktor f{\"u}r die psychische Gesundheit von Heranwachsenden dar. Sozial-{\"o}kologische Modelle sprechen f{\"u}r die Annahme, dass erlebte soziale Unterst{\"u}tzung die negativen Auswirkungen von Mobbing auf die psychische Gesundheit verringern kann, wobei je nach Entwicklungsstufe der Heranwachsenden und der Unterst{\"u}tzungsquelle Unterschiede zu erwarten sind. Zur Rolle der sozialen Unterst{\"u}tzung bei Mobbing-Erfahrung liegen jedoch widerspr{\"u}chliche Ergebnisse vor. Die vorliegende Studie ging der Frage nach, welche Effekte soziale Unterst{\"u}tzung auf den Zusammenhang zwischen Mobbing-Erfahrungen und psychischer Gesundheit von Heranwachsenden hat. Daf{\"u}r wurden Querschnittsdaten von 3.801 Heranwachsenden der Jahrgangstufen 5, 7 und 9 (52.6 \% weiblich, MAlter = 13.50 Jahre) aus der 2022er Brandenburger HBSC-Teilstudie („Health Behaviour in School-aged Children") mittels Strukturgleichungsmodellierung analysiert. Die Ergebnisse zeigen erwartete negative Zusammenh{\"a}nge zwischen Opfererfahrungen und psychischer Gesundheit, jedoch auch unerwartete positive Zusammenh{\"a}nge zwischen der Mobbing-Aus{\"u}bung und dem Wohlbefinden. Positive Zusammenh{\"a}nge existieren zudem zwischen der psychischen Gesundheit und der erlebten sozialen Unterst{\"u}tzung durch die Familie, Lehrpersonen und Mitsch{\"u}ler:innen, jedoch nicht Freund:innen. Interaktionseffekte legen nahe, dass die erlebte soziale Unterst{\"u}tzung durch die Familie und die Lehrpersonen den negativen Zusammenhang zwischen Opfererfahrungen und psychischer Gesundheit verringern kann. Die Jahrgangsstufen moderieren diese komplexen Zusammenh{\"a}nge. Die Ergebnisse unterstreichen die Bedeutung der sozialen Unterst{\"u}tzung als Schutzfaktor bei Mobbing und die Notwendigkeit, verschiedene Unterst{\"u}tzungsquellen separat zu betrachten. Es ergeben sich Implikationen f{\"u}r Maßnahmen der Gewaltpr{\"a}vention und der (psychischen) Gesundheitsf{\"o}rderung in der Schule.}, language = {de} } @incollection{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Teachers bullying intervention competence: a German study on aspects of crucial competence for bullying interventions in schools}, series = {Handbook of School Violence, Bullying and Safety}, booktitle = {Handbook of School Violence, Bullying and Safety}, editor = {Hong, Jun S. and Chan, Heng C. and Fung, Annis L. C. and Lee, Jungip}, publisher = {Edward Elgar Publishing}, address = {Cheltenham}, isbn = {9781035301355}, doi = {10.4337/9781035301362.00042}, pages = {403 -- 416}, abstract = {Teachers can play a crucial role when it comes to bullying among students. The way teachers respond to incidents of bullying can impact students' attitudes and behaviors. Because of this, intervening successfully in bullying is an important part of teachers' day-to-day work in school. Intervening successfully requires specific competence and, in 2015, a theoretical model of teacher bullying intervention competence was introduced, based on earlier teacher competence models and studies. This model suggests that teachers' competencies in bullying interventions consist of four competence dimensions, namely knowledge, beliefs, motivational orientation, and self-regulation. Since then, several studies have been conducted on this model. In this chapter, we will summarize recent empirical findings on the model based on data from 556 teachers and 2,071 students in Germany. We then revise the model based on these empirical findings. Limitations and implications are discussed.}, language = {en} } @misc{BilzFischer, author = {Bilz, Ludwig and Fischer, Saskia M.}, title = {Mobbing und Cybermobbing an Schulen in Deutschland von 2009/10 bis 2022}, series = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, journal = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, address = {Dresden}, doi = {10.13140/RG.2.2.31663.96165}, pages = {16}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Die HBSC-Studie Brandenburg. Ein Beitrag zur regionalen Gesundheitsberichterstattung im Bereich der psychischen Gesundheit und zur schulischen Gesundheitsf{\"o}rderung}, series = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, journal = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, address = {Dresden}, doi = {10.13140/RG.2.2.24953.07529}, pages = {19}, language = {de} } @misc{KansokDuscheWettsteinFischeretal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Fischer, Saskia M. and Wachs, Sebastian and Bilz, Ludwig}, title = {Associations between teachers' beliefs and their perception of hate speech in school: a study in Germany and Switzerland}, series = {Frontiers in Education}, volume = {9}, journal = {Frontiers in Education}, publisher = {Frontiers Media SA}, issn = {2504-284X}, doi = {10.3389/feduc.2024.1432013}, pages = {11}, abstract = {Hate speech is a global issue that is also prevalent among adolescents and requires an educational response. Teachers handle hate speech as part of their professional role. To date, we know little about their beliefs in relation to the early stages of their interventional actions, specifically to their perception of hate speech in school. Thus, this study examined associations between teachers' social dominance orientation, their pluralist attitude, and their hate speech perception in school. A sample of 471 secondary school teachers from 38 schools (Germany: n = 251; Switzerland: n = 220) participated in a self-report survey from December 2020 to April 2021 (MAge = 42.8 years; 57.7\% females; 21.0\% with migration status). Data from a total of 3,560 students from grades 7-9 (Germany: n = 1,841; Switzerland: n = 1,719) were matched with teachers' data to control for students' hate speech perception in school. Fixed effects multilevel regressions were run, including covariates (teachers' age, gender, migration status, students' hate speech perception), teachers' social dominance orientation, pluralist attitude, and their hate speech perception in school. Teachers perceived a higher frequency of offline hate speech than online hate speech. Contrary to the hypotheses, social dominance orientation was positively associated with offline and online hate speech perception. As predicted, teachers' pluralist attitude was positively linked to their off- and online hate speech perception. Further research must now clarify how the investigated beliefs and attitudes and teachers' hate speech perception in school relate to other aspects of their professional competence.}, language = {en} } @misc{WachsValidoEspelageetal., author = {Wachs, Sebastian and Valido, Alberto and Espelage, Dorothy L. and Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig}, title = {The relation of classroom climate to adolescents' countering hate speech via social skills: A positive youth development perspective}, series = {Journal of Adolescence}, volume = {95}, journal = {Journal of Adolescence}, number = {6}, issn = {1095-9254}, doi = {10.1002/jad.12180}, pages = {1127 -- 1139}, abstract = {Introduction. Hate speech is a current challenge for schools around the globe. At the same time, students worldwide stand up to hate speech by countering it. Guided by a positive youth development perspective, the present study investigated the direct and indirect associations between classroom climate (environmental assets), social skills (personal assets), and countering hate speech (as a proxy of thriving) among adolescents. Methods. The sample included 3225 students in grades 7-9 (51.7\% self-identified as female) from 40 schools in Germany (n = 1841) and Switzerland (n = 1384). Students completed self-report questionnaires that assessed classroom climate, three facets of social skills (i.e., perspective-taking, prosocial behavior, assertiveness), and counterspeech. Results. The results of the 2-(1-1-1)-1 multilevel mediation analysis revealed that classroom climate (L2) and the three facets of social skills (L1) had a direct positive effect on counterspeech (L1). Furthermore, classroom climate (L2) also had a direct positive effect on the three facets of social skills (L1). Finally, classroom climate (L2) had an indirect positive effect on counterspeech (L1) via all three aspects of social skills (L1). Conclusion. The findings highlight that successful anti-hate speech programs may entail a combination of environmental and personal factors for increasing adolescents' active contribution to an inclusive and discrimination-free classroom environment where hate speech is not tolerated.}, language = {en} } @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{WachsBilzWettsteinetal., author = {Wachs, Sebastian and Bilz, Ludwig and Wettstein, Alexander and Espelage, Dorothy L.}, title = {Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents}, series = {Aggressive Behavior}, volume = {50}, journal = {Aggressive Behavior}, number = {1}, issn = {1098-2337}, pages = {1 -- 12}, abstract = {Our understanding of how bystanders respond to hate speech is limited. This may be due, in part, to the lack of available measurement tools. However, understanding adolescents' responses to hate speech is critical because this kind of research can support schools in empowering students to exhibit courageous moral behavior. Thus, the purpose of the present study was to investigate the psychometric properties of the newly developed Multidimensional Bystander Responses to Hate Speech Scale (MBRHS) and to explore demographic differences and correlates of bystander behavior in school hate speech. The sample consisted of 3225 seventh to ninth graders from Germany and Switzerland. Exploratory and confirmatory factor analyses supported a model with seven factors. We found that adolescents with immigrant background and boys showed particularly unfavorable response patterns. In addition, our study suggests that empathy is positively correlated with the factors comforting the victim, seeking help at school, and countering hate speech but negatively correlated with helplessness, revenge, reinforcing, and ignoring. Moral disengagement showed the opposite correlational pattern. The findings indicate that the MBRHS is a psychometrically valid and reliable measure that could aid in measuring varied responses to hate speech. In addition, this work highlights the relevance of empathy and moral engagement training in anti-hate speech prevention programs.}, language = {en} } @misc{CastellanosWettsteinWachsetal., author = {Castellanos, Melisa and Wettstein, Alexander and Wachs, Sebastian and Bilz, Ludwig}, title = {Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model}, series = {Aggressive Behavior}, volume = {50(2024)}, journal = {Aggressive Behavior}, number = {1}, issn = {1098-2337}, doi = {10.1002/ab.22100}, abstract = {Although it is known that social dominance orientation directly affects hate speech perpetration, few studies have explored the mechanisms by which this effect takes place during adolescence. Based on the socio-cognitive theory of moral agency, we aimed to fill this gap in the literature by exploring the direct and indirect effects of social dominance orientation on hate speech perpetration in offline and online settings. The sample included seventh, eigth, and ninth graders (N = 3225) (51.2\% girls, 37.2\% with an immigrant background) from 36 Swiss and German schools who completed a survey about hate speech, social dominance orientation, empathy, and moral disengagement. A multilevel mediation path model revealed that social dominance orientation had a direct effect on offline and online hate speech perpetration. Moreover, social dominance also had indirect effects via low levels of empathy and high levels of moral disengagement. No gender differences were observed. Our findings are discussed regarding the potential contribution to preventing hate speech during adolescence.}, language = {en} } @misc{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} } @incollection{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Konzept der HBSC-Studie Brandenburg 2022}, series = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, booktitle = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, editor = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-878-8}, pages = {1 -- 2}, language = {de} } @incollection{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Methodik der HBSC-Studie Brandenburg 2022}, series = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, booktitle = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, editor = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-878-8}, pages = {3 -- 9}, language = {de} } @incollection{BilzSchuetz, author = {Bilz, Ludwig and Sch{\"u}tz, Raphael}, title = {Die Gesundheit von Kindern und Jugendlichen in Brandenburg}, series = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, booktitle = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, editor = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-878-8}, pages = {11 -- 28}, language = {de} } @incollection{FischerKansokDuscheSchuetzetal., author = {Fischer, Saskia M. and Kansok-Dusche, Julia and Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Personale und kontextuelle Einflussfaktoren f{\"u}r die Gesundheit und das Gesundheitsverhalten im Kindes- und Jugendalter}, series = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, booktitle = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, editor = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-878-8}, pages = {83 -- 132}, language = {de} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2022. Schlussfolgerungen f{\"u}r die schulische Gesundheitsf{\"o}rderung}, series = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, booktitle = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, editor = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-878-8}, pages = {133 -- 136}, language = {de} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Hate Speech and Bullying Perpetration: Overlaps and Convergent and Divergent Determinants}, series = {World Anti-Bullying Forum (October 25-27, 2023), North Carolina, U.S.A.}, journal = {World Anti-Bullying Forum (October 25-27, 2023), North Carolina, U.S.A.}, doi = {10.17605/OSF.IO/GZFAW}, pages = {18}, abstract = {Introduction. Hate speech is a widespread global issue that is also prevalent among children and youth and requires an educational response (United Nations, 2021). Hate speech can be defined as an intentionally harmful and derogatory expression about people (directly or vicariously) based on assigned group characteristics (e.g., ethnicity, sexual orientation, religious affiliation; Kansok-Dusche et al., 2022). For many authors concerned with hate speech among children and adolescents, the extent of the overlap between hate speech and bullying is a debatable question that requires more research (e.g., Bedrosova et al., 2022; Fulantelli et al., 2022). Initial studies showed that online hate speech and cyberbullying perpetration correlate moderately (Kansok-Dusche et al., 2022). However, no studies have investigated the overlap between hate speech and bullying perpetration in on- and offline modes. Concerning the causes, a systematic review identified joint cyberbullying and online hate speech perpetration determinants (Fulantelli et al., 2022). However, the findings of this review are mainly based on studies examining these factors for either cyberbullying or online hate speech. Whether similar or different associations can also be found for offline hate speech/bullying perpetration is unknown. This study aims to investigate similarities and differences between hate speech and bullying from three analytic perspectives: First, using a variable-centered approach, this paper examines how strong the correlations are between bullying and hate speech perpetration by considering both phenomena in the online and offline context (Aim 1). Following a person-centered approach, it will be further investigated how much overlap exists between the respective student groups perpetrating hate speech and/or bullying, separately for online and offline activities (Aim 2). Finally, we are interested in the similarities and differences in the importance of various determinants of perpetration: we consider social perspective-taking, school belonging, social dominance orientation, and classroom climate (Aim 3). Methods. The analyses are based on data from a sample of 3.620 students attending grades 7 to 9 (51\% female, 41.4\% with migration background) from 42 Swiss and German secondary schools. Students voluntarily and anonymously completed self-report surveys (December 2020 to April 2021). The frequency of bullying and hate speech perpetration was assessed with two single items for each phenomenon, one for the online and one for the offline mode (Olweus, 2012; Wachs et al., 2022). Social perspective-taking (Jurkowski \& H{\"a}nze, 2014, 3 Items, α = .72), social dominance orientation (Klocke, 2012, 8 items, α = .80), school belonging (OECD, 2017; 6 items α = .83), and classroom climate (Currie et al., 2014, 3 items, α = .78) were measured with validated scales. To address Aim 1, we will investigate bivariate correlations between hate speech and bullying perpetration in on- and offline modes. Regarding Aim 2, contingency tables and Chi-Square tests will be used to examine overlaps by creating mutually distinctive typologies of perpetration (e.g., pure hate speech perpetration, pure bullying perpetration, combined perpetration). This analysis will be done separately for on- and offline modes. To address Aim 3, we will run four multilevel regression analyses in Mplus with hate speech and bullying perpetration as outcomes (online and offline). At Level 1, social perspective-taking, social dominance orientation, and school belonging will be entered while controlling for gender, grade, socio-economic status, and migration background. At Level 2, we include classroom climate. The model-testing follows a stepwise procedure (1: random intercept model, 2: adding covariates, 3: adding classroom climate on L2, and all other variables on L1). The improvement of model fit will be assessed by relative decreases in indices such as AIC, BIC, and ABIC. These procedures will be performed separately for hate speech and bullying perpetration (online and offline). Regression coefficients and explained variance of the models for hate speech and bullying perpetration will be compared. Preliminary Results. Regarding Aim 1, moderate correlations were found between online hate speech and online bullying perpetration (r = .48 p < .001) as well as between offline hate speech and offline bullying perpetration (r = .42; p <. 001). The final results for the three research aims will be presented at the conference. Conclusion. These findings support researchers and practitioners in deciding whether hate speech and bullying among young people should be researched and addressed as interlinked or separate forms of aggression. Practical Implications. Although there are some limitations (e.g., use of self-report and cross-sectional data), the findings of this study will be informative for prevention and intervention efforts aimed at protecting children and adolescents from becoming perpetrators and victims of hate speech, bullying, or both.}, language = {en} } @misc{CastellanosWettsteinWachsetal., author = {Castellanos, Melisa and Wettstein, Alexander and Wachs, Sebastian and Kansok-Dusche, Julia and Ballaschk, Cindy and Krause, Norman and Bilz, Ludwig}, title = {Hate speech in adolescents. A binational study on prevalence and demographic differences}, series = {Frontiers in Education}, volume = {8}, journal = {Frontiers in Education}, issn = {2504-284X}, doi = {10.3389/feduc.2023.1076249}, abstract = {Hate speech, or intentional derogatory expressions about people based on assigned group characteristics, has been studied primarily in online contexts. Less is known about the occurrence of this phenomenon in schools. As it has negative consequences for victims, perpetrators, and those who witness it, it is crucial to characterize the occurrence of offline (i.e., in the school) and online hate speech to describe similarities and differences between these two socialization contexts. The present study aimed to investigate the prevalence of hate speech witnessing, victimization, and perpetration, in a sample of 3,620 7th to 9th graders (51\% self-identified as female) from 42 schools in Germany and Switzerland. We found that 67\% of the students witnessed hate speech in their school, and 65\% witnessed online hate speech at least once in the past twelve months. Approximately 21\% of the students self-identified as offline perpetrators and 33\% as offline victims, whereas these percentages were lower for online hate speech (13\% and 20\%, respectively). In both settings, skin color and origin were the most common group references for hate speech (50\% offline and 63\% online). Offline hate speech mainly came from classmates (88\%), unknown sources (e.g., graffiti; 19\%), or teachers (12\%), whereas online hate speech mostly came from unknown persons (77\%). The most frequent forms of offline hate speech were offensive jokes (94\%) and the spread of lies and rumors about the members of a specific social group (84\%). Significant differences by country, gender, and migration background were observed. Girls reported more offline victimization experiences, less perpetration, and a greater frequency of witnessing hate speech. This difference was larger in magnitude in the online setting. Students in Switzerland reported being exposed to hate speech more often than students in Germany. Students with a migration background reported higher hate speech victimization based on skin color and origin than students without a migration background. The high prevalence of hate speech highlights the need for school-based prevention programs. Our findings are discussed in terms of the practical implications.}, language = {en} } @misc{KansokDuscheWettsteinCastellanosetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Castellanos, Melisa and Schwab, C{\´e}line and Subramaniam, Abimanju and Wachs, Sebastian and Bilz, Ludwig}, title = {Associations between Social Competence, Perceived Parents' Prosocial Educational Goals and Adolescents' Hate Speech Perpetration in School}, series = {Victims \& Offenders}, volume = {19}, journal = {Victims \& Offenders}, number = {3}, issn = {1556-4991}, doi = {10.1080/15564886.2023.2189191}, pages = {419 -- 446}, abstract = {Hate speech is a global challenge, requiring research on adolescents' hate speech perpetration in schools. We examined whether perceived parents' prosocial educational goals moderate the association between social competencies (social perspective-taking, openness to diversity) and hate speech perpetration in schools. In total, 1,719 adolescents (aged 11-18 years) from 22 Swiss schools completed selfreport questionnaires (December 2020 to April 2021). Social perspective-taking and hate speech perpetration correlated negatively, alongside openness to diversity and hate speech perpetration. Perceived parents' prosocial educational goals strengthened the negative association between openness to diversity and hate speech perpetration in schools but did not moderate the association with social perspective-taking.}, language = {en} }