@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{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{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Loneliness in childhood and adolescence. On the prevalence of a risk factor for mental health}, series = {Book of Abstracts, 37th Annual Conference of the European Health Psychology Society}, journal = {Book of Abstracts, 37th Annual Conference of the European Health Psychology Society}, publisher = {Universit{\"a}t Bremen}, address = {Bremen}, pages = {S.368}, abstract = {Background: Loneliness is an increasingly present topic in both public and health psychology discourse. There is increasing research on the prevalence and health-related correlates of loneliness in adults. There are only a few findings on loneliness in childhood and adolescence in Germany. Therefore, this study aims to present findings on the prevalence of loneliness among 11- to 15-year-old German schoolchildren and examines associations with socio-demographic characteristics. Methods: The Health Behaviour in School-aged Children study is a global research collaboration under the auspices of the World Health Organization. In the state of Brandenburg, the study used a cross-sectional design to collect data from 3,819 children and adolescents at general education schools in grades 5, 7, and 9 (Mage = 13.5, SD = 1.6). Loneliness was assessed using the University of California Los Angeles Scale (UCLA). Calculations were made using SPSS 29. Bivariate correlations were tested using a cross-tabulation and Chi2 test, and logistic regression was used for multivariate validation of the correlations. Findings: 10.8 \% of the respondents stated that they felt lonely. Loneliness was more pronounced among girls and non-binary (χ² (2) = 72.72, p < 0.001), as well as among older adolescents (χ² (2) = 35.21, p < 0.001, V = 0.107) and students with lower socioeconomic status (χ² (2) = 16.94, p < 0.001). Discussion: The findings indicate that loneliness is widespread among children and adolescents. The fact that girls, older pupils and children and adolescents with lower family wealth are more lonely is consistent with findings from other countries and provides starting points for planning prevention measures. Further research is needed in Germany on possible health-related correlates of loneliness.}, language = {en} } @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} } @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{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} } @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{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} }