@book{JohnBilz, author = {John, Nancy and Bilz, Ludwig}, title = {Kinder- und Jugendgesundheit in Brandenburg - Ergebnisse der HBSC-Gesundheitsstudie 2018 im Auftrag der WHO}, edition = {1. Auflage}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-556-5}, pages = {198}, abstract = {In diesem Band werden die Ergebnisse der HBSC-Gesundheitsstudie 2018 in Brandenburg vorgestellt. Bei der HBSC-Studie (»Health Behaviour in School-aged Children«) handelt es sich um ein internationales kooperatives Forschungsvorhaben, das von der Weltgesundheitsorganisation (WHO) seit 36 Jahren unterst{\"u}tzt wird. Grundlage des Ergebnisberichts sind repr{\"a}sentative Daten von {\"u}ber 3.000 Sch{\"u}lerinnen und Sch{\"u}lern der Jahrgangsstufen 5, 7 und 9 an allen Schulformen des Landes Brandenburg. Die Jugendlichen haben bei dieser Befragung Auskunft {\"u}ber ihre Gesundheit, ihr Gesundheitsverhalten und ihre Lebensumst{\"a}nde gegeben. Zus{\"a}tzlich zu den Auspr{\"a}gungen der Gesundheitsindikatoren werden Unterschiede in Abh{\"a}ngigkeit von Geschlecht, Altersgruppe sowie Schulform berichtet, Vergleiche mit den bundesweiten HBSC-Daten hergestellt und Verbindungen zu sozialen Determinanten der Gesundheit aus den Bereichen Familie, Schule und Gleichaltrigengruppe analysiert. Die aktuellen Ergebnisse der HBSC-Studie Brandenburg k{\"o}nnen von Entscheidungstr{\"a}gern aus den Bereichen Gesundheit, Bildung und Soziales auf verschiedenen Ebenen genutzt werden, um die Gesundheit junger Menschen in Brandenburg zu sch{\"u}tzen und zu f{\"o}rdern.}, language = {de} } @techreport{Bilz, author = {Bilz, Ludwig}, title = {Schulschließungen und digitaler Heimunterricht. Eine Sonderauswertung der HBSC-Studie Brandenburg 2018 („Health Behaviour in School-aged Children") zu famili{\"a}ren Rahmenbedingungen im Auftrag des Ministeriums f{\"u}r Bildung, Jugend und Sport des Landes Brandenburg}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:co1-opus4-51695}, pages = {5}, abstract = {Vor dem Hintergrund der aktuellen, durch die SARS-CoV-2-Pandemie bedingten, Schulschließungen informiert diese Sonderauswertung der HBSC-Studie im Auftrag des Ministeriums f{\"u}r Bildung, Jugend und Sport des Landes Brandenburg {\"u}ber Rahmenbedingungen f{\"u}r digital unterst{\"u}tzten Heimunterricht. Es werden Befragungsdaten zur famili{\"a}ren Unterst{\"u}tzung sowie zur Verf{\"u}gbarkeit von Computern und Heimarbeitspl{\"a}tzen bei Sch{\"u}lerInnen der Jahrgangsstufen 5, 7 und 9 in Brandenburg pr{\"a}sentiert.}, language = {de} } @misc{PabelBilzSchellong, author = {Pabel, Luise and Bilz, Ludwig and Schellong, Julia}, title = {Die therapeutische Krisensprechstunde f{\"u}r Gefl{\"u}chtete in Dresdner Erstaufnahme­einrichtungen}, series = {Trauma \& Gewalt}, volume = {14}, journal = {Trauma \& Gewalt}, number = {3}, issn = {0022-6912}, doi = {10.21706/tg-14-3-237}, pages = {237 -- 243}, abstract = {Gefl{\"u}chtete haben im Vergleich mit der Allgemein­bev{\"o}lkerung ein erh{\"o}htes Risiko, unter psychischen St{\"o}rungen zu leiden. Die psychosoziale und psychotherapeutische Versorgungslage f{\"u}r Gefl{\"u}chtete in Deutschland wird derzeit als unzureichend eingesch{\"a}tzt. Deutschlandweit haben sich daher Initiativen gegr{\"u}ndet, um mittels niedrigschwelliger therapeutischer Kontakt- und Beratungsangebote diese Versorgungsl{\"u}cken zu schließen. Diese Initiativen haben h{\"a}ufig Projektcharakter und werden teilweise ehrenamtlich durchgef{\"u}hrt. Eines dieser Projekte, die therapeutische Krisensprechstunde in Dresdner Erstaufnahmeeinrichtungen, soll in diesem Artikel n{\"a}her vorgestellt werden. Die Campkrisensprechstunde ist ein niedrigschwelliges, dolmetschergest{\"u}tztes Angebot zur Stressreduktion, welches sich an psychisch belastete BewohnerInnen der Erstaufnahmeeinrichtungen f{\"u}r Asylsuchende in Dresden richtet. Sie bietet emotionale Entlastung, Stabilisierung, Psychoedukation, Ressourcenaktivierung und im Bedarfsfall auch Interventionen zur Deeskalation. Das Angebot wird seit Projektbeginn stetig nachgefragt und ist zu einem festen Bestandteil der psychosozialen Unterst{\"u}tzungsangebote in den beiden teilnehmenden Erstaufnahmeeinrichtungen geworden. Die Notwendigkeit der Schaffung und Finanzierung langfristiger, tragf{\"a}higer Strukturen in der Regelversorgung bleibt dennoch bestehen.}, language = {de} } @misc{FischerJohnBilz, author = {Fischer, Saskia M. and John, Nancy and Bilz, Ludwig}, title = {Teachers' self-efficacy in preventing and intervening in school bullying: A systematic review}, series = {International Journal of Bullying Prevention}, volume = {3(2021)}, journal = {International Journal of Bullying Prevention}, number = {3}, issn = {2523-3661}, doi = {10.1007/s42380-020-00079-y}, pages = {196 -- 212}, abstract = {Self-efficacy, commonly seen as an important competence for teachers when intervening in bullying, is a heterogeneous construct. Differences in the specific kinds of self-efficacy under review, its assessment, theoretical foundations, and the samples used when researching it generate diverse results that can be hard to integrate. This systematic review surveys existing literature on the extent of teachers' self-efficacy in managing bullying and its connection to the likelihood that teachers will intervene in bullying, to their intervention strategies, and the prevention measures they employ, as well as students' bullying behavior and their experiences of victimization. Thirty-six relevant publications based on 33 studies were included. The quality of their results was assessed, and their findings were systematized and are discussed here. Many studies are of low quality because of incomplete descriptions of underlying theoretical as well as methodological foundations. Almost all results are based on descriptive study designs. Consistent findings show that teachers generally feel confident in managing bullying and that teachers who are more confident intervene more often. Findings were mixed on the connections between teachers' self-efficacy and intervention strategies, and the prevention measures they used, as well as students' bullying behavior and experiences of victimization. It was also discovered that the connections between teachers' self-efficacy and their prevention measures, their students' bullying behavior, and collective efficacy in general have rarely been addressed in the literature.}, language = {en} } @misc{KamanOttovaJordanBilzetal., author = {Kaman, Anne and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Sudeck, Gorden and Moor, Irene and Ravens-Sieberer, Ulrike}, title = {Subjective health and well-being of children and adolescents in Germany - Cross-sectional results of the 2017/18 HBSC study}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6899}, pages = {7 -- 20}, abstract = {Subjective health is understood as a multidimensional construct that encompasses the physical, mental and social dimensions of a person's well-being. Promoting the subjective health and well-being of children and adolescents has strong public health relevance because health impairments in childhood and adolescence are often associated with long- term health problems in adulthood. Therefore, it is very important to gain information about potential risk and resource factors involved. This article presents current prevalences for subjective health, life satisfaction and psychosomatic health complaints among children and adolescents in Germany aged 11, 13 and 15 years from the 2017/18 Health Behaviour in School-Aged Children (HBSC) study (N=4,347, 53.0\% girls). It also examines the sociodemographic and psychosocial factors that influence subjective well-being. Most children and adolescents provided positive ratings of their health and life satisfaction. Nevertheless, about one third of girls and one fifth of boys were affected by multiple psychosomatic health complaints. Impairments in subjective well-being were particularly evident in girls, older adolescents, young people with low levels of family affluence and those under a lot of pressure at school. In contrast, high family support was associated with better subjective well-being. These results illustrate the need for target group-specific prevention and health promotion measures aimed at improving the subjective health and well-being of children and adolescents.}, language = {en} } @misc{FischerJohnMelzeretal., author = {Fischer, Saskia M. and John, Nancy and Melzer, Wolfgang and Kaman, Anne and Winter, Kristina and Bilz, Ludwig}, title = {Traditional bullying and cyberbullying among children and adolescents in Germany - Cross-sectional results of the 2017/18 HBSC study and trends}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6902}, pages = {54 -- 68}, abstract = {Bullying is a specific form of violence that can potentially lead to numerous and long-term negative health implications. Despite consistent coverage in the media, particularly on cyberbullying, as of yet there are only few representative findings on the frequency of (cyber)bullying in Germany. This article analyses how widespread bullying and cyberbullying were at schools in Germany in 2018, what differences exist between girls and boys, age groups and various types of schools, and changes in bullying trends between 2002 and 2018. Our findings are based on an analysis of the data provided by the 2017/18 cycle (N=4,347 students, 53.0\% female) and previous cycles of the German Health Behaviour in School-aged Children (HBSC) study. In the 2018 cycle, boys reported having bullied other children more frequently than girls, but were bullied just as often. 15-year-olds reported having bullied other children more frequently than 11- to- 13-year-olds but reported being bullied less frequently. Students at grammar schools (Gymnasium) least frequently reported any involvement in bullying. Only few children and adolescents reported cases of cyberbullying. Compared to all previous survey years, 2018 saw the lowest number of children that reported having bullied others. However, reports of having been bullied have remained almost stable. The findings highlight the need for evidence-based prevention and intervention anti-bullying programmes and measures across all types of general education schools and age groups.}, language = {en} } @misc{MoorWinterBilzetal., author = {Moor, Irene and Winter, Kristina and Bilz, Ludwig and Bucksch, Jens and Finne, Emily and John, Nancy and Kolip, Petra and Paulsen, Lisa and Ravens-Sieberer, Ulrike and Schlattmann, Marina and Sudeck, Gorden and Brindley, Catherina and Kaman, Anne and Richter, Matthias}, title = {The 2017/18 Health Behaviour in School-aged Children (HBSC) study - Methodology of the World Health Organization's child and adolescent health study}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6904}, pages = {88 -- 102}, abstract = {The Health Behaviour in School-aged Children (HBSC) study is an international research project in collaboration with the World Health Organization (WHO) for over 35 years. HBSC is the largest study on child and adolescent health and one of the most important sources of data for the WHO's international comparative health monitoring. Every four years, data on the health and health behaviour of students aged 11, 13 and 15, as well as the social contexts and conditions for growing up healthy, are collected. A total of 50 countries belong to the HBSC network, with 45 countries taking part in the 2017/18 survey. Germany has contributed to the HBSC surveys since 1993/94. For the most recent 2017/18 cycle, students at 146 schools in Germany were interviewed (response rate of schools: 15.6\%). A net sample of n = 4,347 girls and boys was achieved for Germany (response rate: 52.7\%). Participation was voluntary and the survey was conducted in German school years five, seven and nine (corresponding to ages 11, 13 and 15). A weighting procedure was applied to allow for representative findings on the health of children and adolescents in Germany. HBSC offers a valuable contribution to health monitoring and provides numerous starting points to identify needs, risk groups and fields of action to initiate targeted and actual needs-based measures of prevention and health promotion in the school setting.}, language = {en} } @misc{GoldfriedrichBilzFischer, author = {Goldfriedrich, Martin and Bilz, Ludwig and Fischer, Saskia M.}, title = {Inklusionsp{\"a}dagogische Kompetenzen in der universit{\"a}ren Ausbildung von Grundschullehrkr{\"a}ften: Eine qualitative Inhaltsanalyse von Modulhandb{\"u}chern ausgew{\"a}hlter deutscher Studieng{\"a}nge mit inklusionsp{\"a}dagogischem Profil}, series = {QfI - Qualifizierung f{\"u}r Inklusion}, volume = {2}, journal = {QfI - Qualifizierung f{\"u}r Inklusion}, number = {3}, issn = {2699-2477}, doi = {10.21248/QfI.35}, pages = {18}, abstract = {Die deutschen Hochschulen stehen bei der inklusionsp{\"a}dagogischen Qualifizierung von Lehrkr{\"a}ften vor großen Herausforderungen. Bisher liegen f{\"u}r diesen Bereich im deutschsprachigen Raum nur vereinzelte Kompetenzmodelle und Standards vor, an denen sich Hochschulen bei der Entwicklung von Studieng{\"a}ngen orientieren k{\"o}nnen. Vor diesem Hintergrund wird im vorliegenden Beitrag untersucht, welches Kompetenzprofil einer Lehrkraft im inklusiven Setting sich abzeichnet, wenn man Modulhandb{\"u}cher (MHB) von inklusionsp{\"a}dagogisch ausgerichteten Lehramtsstudieng{\"a}ngen analysiert. Untersucht werden die MHB von acht Studieng{\"a}ngen mit einer weitgehenden Verschr{\"a}nkung regel- und sonderschulp{\"a}dagogischer Anteile an vier deutschen Universit{\"a}tsstandorten. Als Vergleichsmaßstab wird hierbei das Kompetenzprofil der European Agency for Development in Special Needs Education (2012) zugrunde gelegt, weil es einen vergleichsweise hohen Differenzierungsgrad aufweist. Die Ergebnisse zeigen, dass sich die in den MHB beschriebenen Kompetenzen vorrangig auf zwei der vier vorhandenen Werte im Kompetenzprofil der European Agency beziehen. Kompetenzbereiche innerhalb des Wertes Zusammenarbeit mit anderen und innerhalb des Wertes der pers{\"o}nlichen beruflichen Weiterentwicklung finden sich im Vergleich zu den Werten Wertsch{\"a}tzung der Vielfalt der Lernenden und Unterst{\"u}tzung aller Lernenden vergleichsweise selten. Mit Blick auf die Kompetenzdimensionen der European Agency (Wissen, Einstellungen, F{\"a}higkeiten \& Fertigkeiten) werden in den MHB insbesondere wissensbezogene Kompetenzdimensionen adressiert und seltener Fertigkeiten sowie Einstellungen. Diese und weitere Befunde werden vor dem Hintergrund der spezifischen Bedingungen der Lehrerbildung in Deutschland und dem Forschungsstand zu inklusionsp{\"a}dagogischen Lehrerkompetenzen innerhalb der GrundschullehrerInnenbildung diskutiert. Dar{\"u}ber hinaus werden Empfehlungen f{\"u}r eine inklusionsp{\"a}dagogisch ausgerichtete Curriculumentwicklung formuliert.}, language = {de} } @misc{FischerJohnMelzeretal., author = {Fischer, Saskia M. and John, Nancy and Melzer, Wolfgang and Kaman, Anne and Winter, Kristina and Bilz, Ludwig}, title = {Mobbing und Cybermobbing bei Kindern und Jugendlichen in Deutschland - Querschnittergebnisse der HBSC-Studie 2017/18 und Trends}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6894}, pages = {56 -- 72}, abstract = {Mobbing ist eine spezifsche Form der Gewalt, die mit vielf{\"a}ltigen und langfristigen negativen gesundheitlichen Auswirkungen einhergehen kann. Obwohl eine starke mediale Fokussierung insbesondere auf Cybermobbing zu beobachten ist, liegen nur wenige repr{\"a}sentative Befunde zur H{\"a}ufgkeit von (Cyber-)Mobbing in Deutschland vor. Im vorliegenden Beitrag wird untersucht, wie verbreitet Mobbing und Cybermobbing an Schulen in Deutschland im Jahr 2018 waren, welche Unterschiede zwischen M{\"a}dchen und Jungen, verschiedenen Altersgruppen und Schulformen vorliegen und wie sich die Verbreitung von Mobbing von 2002 bis 2018 entwickelt hat. Dazu werden Daten der deutschen „Health Behaviour in School-Aged Children (HBSC)"-Studie 2017/18 (N = 4.347 Lernende, 53,0 \% weiblich) sowie der vorangegangenen Erhebungswellen analysiert. Jungen gaben 2018 h{\"a}ufger als M{\"a}dchen an, Mobbing ausge{\"u}bt zu haben, berichteten aber genauso h{\"a}ufg davon, selbst gemobbt worden zu sein. 15-J{\"a}hrige berichteten h{\"a}ufger als 11- und 13-J{\"a}hrige, andere gemobbt zu haben und seltener, selbst gemobbt worden zu sein. Sch{\"u}lerinnen und Sch{\"u}ler an Gymnasien gaben am seltensten an, in Mobbing involviert gewesen zu sein. Nur wenige Kinder und Jugendliche berichteten von Cybermobbing. Im Vergleich zu allen vorherigen Erhebungsjahren berichteten 2018 die wenigsten Heranwachsenden davon, andere zu mobben. Die H{\"a}ufgkeit der berichteten Erfahrung, gemobbt zu werden, hat sich dagegen kaum ver{\"a}ndert. Die Befunde verdeutlichen die Notwendigkeit, evidenzbasierte pr{\"a}ventive Anti-Mobbing-Programme und Interventionsmaßnahmen an allen allgemeinbildenden Schulformen und in allen Altersgruppen einzusetzen.}, language = {de} } @misc{FischerWachsBilz, author = {Fischer, Saskia M. and Wachs, Sebastian and Bilz, Ludwig}, title = {Teachers' empathy and likelihood of intervention in hypothetical relational and retrospectively reported bullying situations}, series = {European Journal of Developmental Psychology}, journal = {European Journal of Developmental Psychology}, issn = {1740-5610}, doi = {10.1080/17405629.2020.1869538}, pages = {16}, abstract = {Prior research suggests that teachers with higher levels of empathy are more willing to intervene in bullying among students. However, these findings are based on hypothetical bullying situations and teachers' self-reports. In this study with 2,071 German students and their 556 teachers, we analysed reactions to hypothetical relational bullying situations as well as retrospectively reported bullying situations both from the teachers' as well as the students' perspectives. Results showed that teachers with higher levels of empathy reported stronger intentions to intervene in hypothetical relational bullying situations but were not more likely to intervene in retrospectively reported bullying situations. From the students' perspective, teachers' empathy was neither connected to the teachers' intention to intervene nor to the likelihood of intervention in the retrospectively reported situations. These different results could be taken as an opportunity to investigate whether existing findings could be influenced by methodological aspects such as teachers' self-reports. Implications for future research are discussed.}, language = {en} } @incollection{BilzLenzMelzer, author = {Bilz, Ludwig and Lenz, Karl and Melzer, Wolfgang}, title = {Gewalt in Familie und Schule}, series = {Handbuch Kindheits- und Jugendforschung}, booktitle = {Handbuch Kindheits- und Jugendforschung}, editor = {Kr{\"u}ger, Heinz-Hermann and Grunert, Cathleen and Ludwig, Katja}, edition = {3. Auflage}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-24801-7}, doi = {10.1007/978-3-658-24801-7_53-1}, pages = {1 -- 43}, abstract = {Dieser Beitrag besch{\"a}ftigt sich mit Gewaltph{\"a}nomenen in den zwei zentralen Sozialisationsinstanzen des Kindes- und Jugendalters: der Familie und der Schule. Es werden zentrale Entwicklungslinien und Ergebnisse der Forschung zur familialen und schulischen Gewalt vorgestellt, wobei ein Schwerpunkt auf die deutschsprachige Forschung gelegt wird. Eingegangen wird auf die zentralen Gewaltformen, ihre Verbreitung, Ursachen und Folgen sowie auf Strategien der Pr{\"a}vention und Intervention.}, language = {de} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {Psychische Gesundheit als Ziel schulischer Bildung}, series = {Gesundheitsdidaktik}, booktitle = {Gesundheitsdidaktik}, editor = {Goldfriedrich, Martin and Hurrelmann, Klaus}, edition = {1. Auflage}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-6371-4}, pages = {203 -- 215}, abstract = {Der psychischen Gesundheit von Kindern und Jugendlichen ist in den letzten Jahrzehnten eine verst{\"a}rkte Aufmerksamkeit zuteil geworden. Immer deutlicher zeichnet sich ab, dass auch diese Altersgruppe von Einschr{\"a}nkungen der psychischen Gesundheit nicht ausgenommen ist und dass psychische Probleme im Kindes- und Jugendalter eine hohe Vorhersagekraft f{\"u}r psychische Erkrankungen im Erwachsenenalter haben. Gleichzeitig verf{\"u}gen wir {\"u}ber einen immer breiter werdenden Erkenntnisstand zur Bedeutung des psychischen Wohlbefindens von Kindern und Jugendlichen f{\"u}r ihre gesunde Entwicklung, ihren schulischen Erfolg und f{\"u}r ihre soziale Teilhabe. Fr{\"u}hzeitig geriet in diesem Zusammenhang auch die Lebenswelt Schule in das Blickfeld. Es wurden schulbezogene Ressourcen und Risikofaktoren f{\"u}r die psychische Gesundheit untersucht und auf dieser Grundlage Maßnahmen und Programme zur schulbasierten F{\"o}rderung der psychischen Gesundheit entwickelt, evaluiert und punktuell auch an Schulen implementiert. Vergleichsweise neu - vor allem im deutschsprachigen Raum - ist die Idee, das Thema psychische Gesundheit nicht nur im Rahmen zeitlich befristeter Projekte oder Pr{\"a}ventionsprogramme an Schulen heranzutragen, sondern diesbez{\"u}gliche Kompetenzen regul{\"a}r zum Gegenstand von schulischen Bildungsprozessen zu machen, entweder f{\"a}cher{\"u}bergreifend oder gar im Rahmen eines eigenen Schulfaches Gesundheit. Ziel dieses Beitrags ist es, die Notwendigkeit einer st{\"a}rkeren Verankerung psychischer Gesundheitsbildung in der Schule zu untersuchen, bereits vorliegende Erkenntnisse zusammenzutragen, m{\"o}gliche Ziele, Konzepte und Inhalte einer Gesundheitsbildung im Bereich der psychischen Gesundheit zu analysieren und auf Herausforderungen hinzuweisen.}, language = {de} } @misc{FischerSchubarthBilz, author = {Fischer, Saskia M. and Schubarth, Wilfried and Bilz, Ludwig}, title = {Wie k{\"o}nnen Lehrkr{\"a}fte zur Reduzierung von Mobbing beitragen? Interventionsmaßnahmen und Interventionskompetenzen von Lehrkr{\"a}ften}, series = {Schulverwaltung aktuell. Zeitschrift f{\"u}r Schulentwicklung und Schulmanagement}, volume = {9}, journal = {Schulverwaltung aktuell. Zeitschrift f{\"u}r Schulentwicklung und Schulmanagement}, number = {2}, issn = {2195-335X}, pages = {39 -- 41}, abstract = {Obwohl seit vielen Jahr bekannt ist, dass Lehrkr{\"a}fte f{\"u}r die Reduzierung von Mobbing wichtig sind, bestehen insbesondere in der deutschsprachigen Mobbingforschung viele L{\"u}cken zu der Frage, wie Lehrkr{\"a}fte bei Mobbing eingreifen und was sie brauchen, um erfolgreich intervenieren zu k{\"o}nnen. Der folgende Beitrag gibt einen {\"U}berblick {\"u}ber den aktuellen Stand der Forschung.}, language = {de} } @misc{BurkhardtHoppeHerfurthJohnetal., author = {Burkhardt, Birgit and Hoppe-Herfurth, Anne-Cathrin and John, Nancy and Bilz, Ludwig}, title = {Gesundheitsf{\"o}rderung f{\"u}r Lehrkr{\"a}fte - Inanspruchnahme von gesundheitsf{\"o}rderlichen Maßnahmen im Setting Schule}, series = {Das Gesundheitswesen}, volume = {83}, journal = {Das Gesundheitswesen}, issn = {0941-3790}, doi = {10.1055/a-1386-4252}, abstract = {Ziel der Studie. Die Studie untersucht die Inanspruchnahme von gesundheitsf{\"o}rderlichen Maßnahmen durch Lehrkr{\"a}fte und die empfundene Passung zwischen Angebot und subjektivem Bedarf. Methodik. Im Schuljahr 2017/18 wurden mittels Fragebogen Daten von 830 Lehrkr{\"a}fte an allen allgemeinbildenden Schulformen des Landes Brandenburg zu ihrer Inanspruchnahme, dem Angebot und dem Bedarf erhoben. Ergebnisse. 81,3 \% der Lehrkr{\"a}fte haben in den letzten 24 Monaten eine oder mehrere gesundheitsf{\"o}rderliche Maßnahme(n) in Anspruch genommen. Es fanden sich keine signifikanten Unterschiede bez{\"u}glich des Alters, des Geschlechts, der Schulform und der Tr{\"a}gerschaft. F{\"u}r die meisten Bereiche der Gesundheitsf{\"o}rderung gaben die Lehrkr{\"a}fte einen deutlich h{\"o}heren subjektiven Bedarf im Vergleich zum wahrgenommenen Angebot an, wobei ein besonders hoher Bedarf f{\"u}r Maßnahmen der individuellen Verhaltenspr{\"a}vention und der Schulraumgestaltung besteht. Schlussfolgerungen. Bei der Implementierung von Pr{\"a}ventionsmaßnahmen sollte die Passung zwischen Angebot und subjektivem Bedarf aus Sicht der Lehrkr{\"a}fte st{\"a}rker als bisher ber{\"u}cksichtigt werden.}, language = {de} } @misc{KrauseBallaschkSchulzeReicheltetal., author = {Krause, Norman and Ballaschk, Cindy and Schulze-Reichelt, Friederike and Kansok-Dusche, Julia and Wachs, Sebastian and Schubarth, Wilfried and Bilz, Ludwig}, title = {„Ich lass mich da nicht klein machen!" Eine qualitative Studie zur Bew{\"a}ltigung von Hatespeech durch Sch{\"u}ler/innen}, series = {Zeitschrift f{\"u}r Bildungsforschung}, volume = {11}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, issn = {2190-6904}, doi = {10.1007/s35834-021-00291-w}, pages = {169 -- 185}, abstract = {Von Hass und Hetze gepr{\"a}gte Kommunikationsformen im Internet stehen seit einigen Jahren im Fokus der {\"o}ffentlichen Aufmerksamkeit. Kaum beachtet wurden bisher jedoch die Fragen, ob sich solche als Hatespeech bezeichneten Ausdrucksweisen auch in der Schule zeigen und wie Sch{\"u}ler/innen derartige Vorf{\"a}lle bewerten und bew{\"a}ltigen. Um Antworten auf diese Fragen zu finden, wurden 21 leitfadengest{\"u}tzte, episodische Interviews (nach Flick) mit Jugendlichen aus Berlin und Brandenburg zu ihren Erfahrungen und Bew{\"a}ltigungsstrategien in Bezug auf Hatespeech im schulischen Kontext ausgewertet. Die Ergebnisse machen deutlich, dass Hatespeech-Erfahrungen von Sch{\"u}ler/innen als belastend wahrgenommen und die eigenen Potenziale zur Bew{\"a}ltigung individuell und situativ unterschiedlich bewertet werden. Insbesondere die subjektive Beeinflussbarkeit bzw. Kontrollierbarkeit des stressausl{\"o}senden Hatespeech-Vorfalls sowie die soziale Unterst{\"u}tzung im Setting der Schulklasse scheinen sich auf die Bew{\"a}ltigung auszuwirken. Die berichteten Bew{\"a}ltigungsstrategien lassen sich, dem Transaktionalen Stressmodell entsprechend, in emotionsfokussiert (Einbezug sozialer Unterst{\"u}tzung, Verdr{\"a}ngung und Vermeidung) und problemfokussiert (aktives Ignorieren und Counterspeech) kategorisieren. Die Ergebnisse st{\"u}tzen Forderungen nach Pr{\"a}ventionsarbeit in Schulen. Sch{\"u}ler/innen sollten dabei als Expert/innen der Lebenswelt Schule einbezogen werden. Außerdem scheinen Maßnahmen zur St{\"a}rkung sozialer und personaler Ressourcen sinnvoll zu sein, um konstruktive Bew{\"a}ltigungsstrategien zu erm{\"o}glichen. Zur Konkretisierung und Quantifizierung der Forschungsergebnisse ist weitere Forschung notwendig.}, language = {de} } @incollection{WachsSchubarthKrauseetal., author = {Wachs, Sebastian and Schubarth, Wilfried and Krause, Norman and Ballaschk, Cindy and Schulze-Reichelt, Friederike and Bilz, Ludwig}, title = {Hate Speech als Herausforderung f{\"u}r Schule und Lehrkr{\"a}ftebildung}, series = {Hate Speech - Multidisziplin{\"a}re Analysen und Handlungsoptionen. Theoretische und empirische Ann{\"a}herungen an ein interdisziplin{\"a}res Ph{\"a}nomen}, booktitle = {Hate Speech - Multidisziplin{\"a}re Analysen und Handlungsoptionen. Theoretische und empirische Ann{\"a}herungen an ein interdisziplin{\"a}res Ph{\"a}nomen}, editor = {Wachs, Sebastian and Koch-Priewe, Barbara and Zick, Andreas}, edition = {1. Auflage}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-31792-8}, doi = {10.1007/978-3-658-31793-5_12}, pages = {279 -- 297}, abstract = {Hate Speech betrifft die Lebenswelt von Kindern und Jugendlichen in einem erheblichen Maße. Deshalb sind auch Schulen und Lehrkr{\"a}fte mit dem Ph{\"a}nomen zunehmend konfrontiert. Der Bildungs- und Erziehungsauftrag der Schule erfordert eine kritische Auseinandersetzung mit rassistischen und menschenverachtenden Positionen. Um diesem Auftrag gerecht zu werden, bedarf es beim Umgang mit Hate Speech vermehrter Anstrengungen in Schule und Lehrkr{\"a}ftebildung. Erste Leitlinien und Perspektiven zeichnen sich schon heute ab.}, language = {de} } @misc{FischerWoodsBilz, author = {Fischer, Saskia M. and Woods, Heather A. and Bilz, Ludwig}, title = {Class teachers' bullying-related self-efficacy and their students' bullying victimization, bullying perpetration, and combined victimization and perpetration}, series = {Journal of Aggression, Maltreatment \& Trauma}, journal = {Journal of Aggression, Maltreatment \& Trauma}, issn = {1092-6771}, doi = {10.1080/10926771.2021.1933290}, pages = {20}, abstract = {Teachers' responses to incidents of bullying among students can be important for bullying dynamics. Theoretical models of teachers' intervention competence and the theory of planned behavior suggest that teachers' bullying intervention self-efficacy may be associated with teachers' responses to bullying and students' bullying behavior and bullying victimization experiences. Several studies report an association between teachers' self-efficacy and their intervention behavior in incidents of bullying. However, the possible association with student bullying perpetration has rarely been examined so far. The current study explores the association between class teachers' self-efficacy and students' bullying victimization, perpetration, and combined bully-victim behavior in a sample of 2,071 students and their 93 class teachers in Germany. The results suggest an association between class teachers' self-efficacy and students' perpetration behavior. The higher teachers' bullying intervention self-efficacy, the fewer students seem to bully other students. In contrast, teachers' self-efficacy was not associated with students' victimization experiences and students' bully-victim behavior. Possible underlying mechanisms, as well as limitations of the present results, are discussed. Further research is needed to substantiate the findings.}, language = {en} } @misc{BallaschkWachsKrauseetal., author = {Ballaschk, Cindy and Wachs, Sebastian and Krause, Norman and Schulze-Reichelt, Friederike and Kansok-Dusche, Julia and Bilz, Ludwig and Schubarth, Wilfried}, title = {„Dann machen halt alle mit." Eine qualitative Studie zu Beweggr{\"u}nden und Motiven f{\"u}r Hatespeech unter Sch{\"u}ler*innen}, series = {Diskurs Kindheits- und Jugendforschung}, volume = {16}, journal = {Diskurs Kindheits- und Jugendforschung}, number = {4}, issn = {1862-5002}, doi = {10.3224/diskurs.v16i4.01}, pages = {18}, abstract = {Das Thema Hatespeech r{\"u}ckt immer mehr in den Fokus der {\"O}ffentlichkeit und der Forschung. Im Gegensatz zu Hatespeech im Internet wird jedoch Hatespeech unter Jugendlichen, die von Angesicht zu Angesicht im Schulkontext ausge{\"u}bt wird, kaum beachtet. Hier setzt die vorliegende Studie an, in der Sch{\"u}ler*innen (n = 55), Lehrkr{\"a}fte (n = 18) und Sozialp{\"a}dagog*innen (n =16) auf der Basis leitfadengest{\"u}tzter Interviews dazu befragt wurden, was m{\"o}gliche Beweggr{\"u}nde und Motive daf{\"u}r sind, dass Sch{\"u}ler*innen Hatespeech in der Lebenswelt Schule und online aus{\"u}ben. Die Ergebnisse zeigen, dass m{\"o}gliche Beweggr{\"u}nde f{\"u}r Hatespeech Angst vor Statusverlust, Gruppendruck, Provokation, Spaß, politisch-ideologische {\"U}berzeugung und Kompensation von Frust- und Minderwertigkeitsgef{\"u}hlen sind. Dar{\"u}ber hinaus wird verdeutlicht, dass sich hinter diesen Gr{\"u}nden f{\"u}r Hatespeech oftmals Grundmotive nach Macht und Zugeh{\"o}rigkeit abzeichnen. Die Ergebnisse werden in Bezug auf anschließende Forschung und praktische Implikationen diskutiert.}, language = {de} } @misc{ZeissigMoellerBilz, author = {Zeißig, Anke and M{\"o}ller, Julia and Bilz, Ludwig}, title = {Scoping Review: Langeweile und Kreativit{\"a}t - Gegensatz oder Zusammenhang?}, series = {Tagung der Fachgruppe P{\"a}dagogische Psychologie}, journal = {Tagung der Fachgruppe P{\"a}dagogische Psychologie}, publisher = {P{\"a}dagogische Hochschule Heidelberg}, address = {Heidelberg}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Mobbing und Cybermobbing bei Kindern und Jugendlichen in Deutschland - Querschnittergebnisse der HBSC-Studie 2017/2018 und Trends}, series = {DGMP/DGMS Kongress 2021 - Psychosoziale Medizin in Zeiten des Umbruchs}, journal = {DGMP/DGMS Kongress 2021 - Psychosoziale Medizin in Zeiten des Umbruchs}, publisher = {Universit{\"a}tsklinikum Hamburg-Eppendorf}, address = {Hamburg}, abstract = {Mobbing ist eine spezifische Form der Gewalt, die mit vielf{\"a}ltigen und langfristigen negativen gesundheitlichen Auswirkungen einhergehen kann. Obwohl eine starke mediale Fokussierung insbesondere auf Cybermobbing zu beobachten ist, liegen nur wenige repr{\"a}sentative Befunde zur H{\"a}ufigkeit von (Cyber-)Mobbing in Deutschland vor. In diesem Beitrag wird untersucht, wie verbreitet Mobbing und Cybermobbing an Schulen in Deutschland ist, welche Unterschiede zwischen M{\"a}dchen und Jungen, verschiedenen Altersgruppen und Schulformen vorliegen und wie sich die Verbreitung von Mobbing von 2002 bis 2018 entwickelt hat. Dazu werden Daten der deutschen Health Behaviour in School-aged Children (HBSC)-Studie 2017/2018 (N = 4.347 Lernende, 53,0 \% weiblich) sowie der vorangegangenen Erhebungswellen analysiert. Jungen {\"u}bten 2018 insgesamt mehr Mobbing aus als M{\"a}dchen, wurden aber genauso h{\"a}ufig wie M{\"a}dchen gemobbt. 15-J{\"a}hrige mobbten andere h{\"a}ufiger als 11- und 13-J{\"a}hrige, wurden aber seltener selbst gemobbt. Sch{\"u}lerinnen und Sch{\"u}ler an Gymnasien waren am seltensten in Mobbing involviert. Nur wenige Kinder und Jugendliche berichteten von Cybermobbing. Im Vergleich zu allen vorherigen Erhebungsjahren berichteten 2018 die wenigsten Heranwachsenden davon, andere zu mobben. Die H{\"a}ufigkeit der Erfahrung, gemobbt zu werden, hat sich dagegen kaum ver{\"a}ndert. Die Befunde verdeutlichen die Notwendigkeit pr{\"a}ventiver Anti-Mobbing-Bem{\"u}hungen und von Interventionsmaßnahmen an allen allgemeinbildenden Schulformen.}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Interventionskompetenzen von Lehrkr{\"a}ften bei Mobbing: Der Stellenwert der motivationalen Orientierung}, series = {Tagung der Fachgruppe P{\"a}dagogische Psychologie}, journal = {Tagung der Fachgruppe P{\"a}dagogische Psychologie}, publisher = {P{\"a}dagogische Hochschule Heidelberg}, address = {Heidelberg}, language = {de} } @misc{HoppeHerfurthBurkhardtJohnetal., author = {Hoppe-Herfurth, Anne-Cathrin and Burkhardt, Birgit and John, Nancy and Bilz, Ludwig}, title = {Two aspects of health literacy and their importance for the use of health-promotion measures by teachers in the school setting}, series = {Health Education}, journal = {Health Education}, number = {6}, publisher = {Vol. 121}, issn = {0965-4283}, doi = {10.1108/HE-06-2021-0091}, pages = {554 -- 568}, abstract = {Purpose. Teachers are exposed to many stressors. Compared to other occupational groups, they are more frequently affected by psychosomatic complaints. In recent decades, numerous prevention and intervention measures for promoting health have been developed and implemented for this target group. However, it remains unclear how the uptake of health-promotion measures (HPMs) by teachers can be increased in order to prevent stress-related disorders. This paper examines two facets of health literacy—health awareness and health value—in terms of their importance in both the take-up and intended take-up of HPMs. Design/methodology/approach. In the 2017/2018 school year, data were collected by paper and pencil from a representative sample of 830 teachers across all school types in the German State of Brandenburg. Findings. Teachers who place great value on their own health show significantly higher levels of take-up and intended take-up of HPMs. The findings regarding health awareness are more heterogeneous. Further associations were found with age and psychosocial stress. Originality/value. While there has been growing academic interest in developing HPMs for teachers, there has been relatively little focus on the factors that may influence the implementation and uptake of these measures. The paper contributes to addressing this gap by shedding light on the relevance of two facets of health literacy. Strengthening the perceived importance of health could be a starting point for increasing the use of HPMs by teachers and thus improving their health.}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Teachers' motivational orientations: Associations between teachers' self-efficacy, self-regulation, empathy, and interventions in bullying}, series = {World Anti-Bullying Forum 2021}, journal = {World Anti-Bullying Forum 2021}, address = {Stockholm}, abstract = {Introduction Teachers must have sufficient intervention competence to intervene successfully in bullying situations. In addition to knowledge and beliefs, motivational orientations are considered important components in teacher competence models (Kunter et al., 2013). Motivation can include all aspects that influence if, with which intensity, and how people act. In the context of bullying intervention, this includes self-efficacy, empathy, and self-regulation. However, while self-efficacy is one of the most investigated motivational aspects of teachers (Fischer et al., 2020; Kunter, 2013, Lauermann et al., 2020), the other aspects - self-regulation and empathy - have only been seldomly investigated in the context of student bullying (Berkovich, 2020; Fischer \& Bilz, 2019). Method Based on findings from published single studies as well as unpublished analyses, the associations between teachers' motivational orientations (self-efficacy, self-regulation, empathy) and their likelihood of intervention (reported by teachers and students) as well as their students' bullying experiences (as bullies, victims, and bully-victims) will be presented. All analyses are based on a study that was conducted in Germany with more than 2,000 students and 556 teachers at 24 schools. Teachers' likelihood of intervention was assessed in bullying situations that have been reported retrospectively by students and teachers. Logistic regression analyses (multilevel analyses when appropriate) have been conducted. Results Findings show that teachers' self-efficacy was associated with teachers' likelihood of intervention from the teachers' perspectives. Also, students whose teachers reported higher self-efficacy and a higher tendency to reflect their behaviours thoroughly and choose wisely (a component of self-regulation) reported fewer bullying experiences. The students' perspective on the teachers' likelihood of intervention was associated with experiences as bullies, bullied, and bully-victims, but could not be explained by teachers' motivational orientations. Conclusion Possible underlying pathways and areas requiring further research as well as practical and theoretical implications will be discussed.}, language = {en} } @misc{KansokDuscheBallaschkKrauseetal., author = {Kansok-Dusche, Julia and Ballaschk, Cindy and Krause, Norman and Seemann-Herz, Lisanne and Zeißig, Anke and Schulze-Reichelt, Friederike and Wachs, Sebastian and Bilz, Ludwig}, title = {A systematic review on hate speech among children and adolescents: Definitions, frequencies and overlap with bullying}, series = {World Anti-Bullying Forum 2021, Stockholm}, journal = {World Anti-Bullying Forum 2021, Stockholm}, address = {Stockholm}, doi = {10.13140/RG.2.2.10336.61448}, pages = {1}, abstract = {Hate speech is unequivocally seen as harmful to individuals and communities (United Nations, 2019), but little is yet known about the current state of research on the frequency of hate speech among children and adolescents. Evidence suggests that definitional ambiguities of hate speech exist in academic research (e.g., Brown, 2017). But without a precise theoretical definition of hate speech, standardized assessment methods and the ability to soundly differentiate it from related phenomena, empirical research may lack validity and comparability. For research on children and adolescents in particular, hate speech needs to be differentiated from bullying (e.g., Lehmann, 2019). In a systematic review, we thus identified and systematized empirical studies on hate speech.}, language = {en} } @misc{WachsWettsteinBilzetal., author = {Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig and Krause, Norman and Ballaschk, Cindy and Kansok-Dusche, Julia and Wright, Michelle F.}, title = {Playing by the Rules? An Investigation of the Relationship Between Social Norms and Adolescents' Hate Speech Perpetration in Schools}, series = {Journal of Interpersonal Violence}, volume = {37}, journal = {Journal of Interpersonal Violence}, number = {21-22}, issn = {0886-2605}, doi = {10.1177/08862605211056032}, pages = {21143 -- 21164}, abstract = {Hate speech is often discussed and investigated as an online phenomenon, while hate speech among adolescents in the real world (e.g., in schools) has rarely been researched. Consequently, not much is known about potential interpersonal correlates and theoretical frameworks that might help us better understand why adolescents engage in hate speech in offline environments. To add to the literature, this study investigates hate speech perpetration among young people by utilizing the Social Cognitive Theory; more specifically, the association between witnessing and perpetrating hate speech in schools, and whether this relation is weakened or strengthened by anti-hate speech injunctive norms and deviant peer pressure. The sample consists of 1719 young people (45.1\% boys, 53.6\% girls, 1.3\% gender diverse) between 11 and 18 years old (Mage = 13.96; SD = .98) from 22 schools in Switzerland. Self-report questionnaires were administered to measure hate speech involvement and adolescents' perception of social norms (i.e., anti-hate speech injunctive norms and deviant peer pressure). Multilevel regression analyses revealed that witnessing and perpetrating hate speech were positively associated. Moreover, injunctive anti-hate speech norms were negatively related and deviant peer pressure positively related to hate speech perpetration. Finally, increasing levels of injunctive anti-hate speech norms weakened the relation between witnessing and perpetrating hate speech, whereas higher levels of deviant peer pressure strengthened this association. The findings demonstrate that the Social Cognitive Theory is a useful framework for understanding hate speech perpetration in schools. The results also highlight the importance of taking into account social norms and interpersonal relationships (e.g., within the class) when designing anti-hate speech prevention programs and not focusing solely on intrapersonal factors.}, language = {en} } @misc{FischerBilzWachs, author = {Fischer, Saskia M. and Bilz, Ludwig and Wachs, Sebastian}, title = {Teachers' empathy and the likelihood that they will intervene in bullying: Differences between students' and teachers' perspectives}, series = {Bullying Research Symposium 2020}, journal = {Bullying Research Symposium 2020}, abstract = {Teachers play a crucial role in bullying interventions. Recent research has suggested that empathy is particularly important for this. But two important limitations arise. Firstly, all of these findings are based on artificial bullying scenarios presented in vignettes. Secondly, the likelihood that teachers will intervene is assessed solely from the teacher's perspective. Based on data from 2,071 German students and their 93 teachers, the connection between teachers' self-reported empathy and the likelihood that they will intervene in bullying was assessed using a bullying vignette as well as a retrospectively reported bullying situation that had been experienced by the teachers or the students in question. The associations were analysed in multilevel regression models from the teachers' and the students' perspective. Results showed that teachers who are more empathic are more likely to report that they would intervene in a hypothetical relational bullying situation. However, this finding could not be replicated when using real, remembered bullying situations. In addition, when based on students' perspectives, no significant associations between teachers' empathy and their actual or intended intervention behaviour were found. In this presentation we will discuss implications for the validity of existing research and for future research.}, language = {en} } @misc{FischerJohnBilz, author = {Fischer, Saskia M. and John, Nancy and Bilz, Ludwig}, title = {Teachers' bullying-related self-efficacy: A systematic review on connections to bullying interventions}, series = {World Anti-Bullying Forum 2019}, journal = {World Anti-Bullying Forum 2019}, address = {Dublin}, pages = {1}, abstract = {Recent research indicates that teacher self-efficacy as a belief to have enough capabilities to accomplish a given task successfully (Bandura, 1994) is an important competence for successful bullying prevention and intervention (e.g., Boulton, 2014; Bradshaw, Sawyer \& O'Brennan, 2007; Yoon \& Bauman, 2014). But studies vary concerning the definition and specificity of self-efficacy and concerning the samples used. Therefore, the findings differ greatly. Empirical studies on teacher self-efficacy in the context of student bullying were searched in relevant databases. 36 relevant publications were identified in a multi-staged process. Quality criteria were adapted from the Cochrane Collaboration. Most publications report consistently that teachers feel not very confident in dealing with bullying in general and feel least confident when dealing with cyberbullying. Results on differences according to gender, work experience and school type are very heterogeneous. Consistent findings are reported concerning the likelihood of intervention: Teachers who are more confident are more likely to intervene in bullying. But no consistent findings arise for the choice of specific intervention strategies. The heterogeneity of the findings can be explained by different types of self-efficacy, by differences in the measures, and by different educational contexts. In the presentation, this information will be combined to understand differences better and to integrate the existing results. Results indicate that the more specific self-efficacy is assessed, the more connections between self-efficacy and bullying interventions can be found.}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Bullying among students in the context of staff conflicts and class climate: Are there spillover effects?}, series = {World Anti-Bullying Forum 2017}, journal = {World Anti-Bullying Forum 2017}, address = {Stockholm}, abstract = {Bullying is a prevalent aggressive behavior with severe negative social and health consequences. It emerges from complex social interactions (Saarento, Garandeau, \& Salmivalli, 2015). To understand the causes of bullying, different levels of the school environment and their interactions need to be considered. Bronfenbrenner's ecological theory is an appropriate model for this (see figure 1). From analyses of children's behaviors in the family context, spillover effects are known (e.g., Lux \& Hudecek, 2015). Similar patterns may occur in schools: Conflicts at the staff level may serve as negative role models, may reduce teachers' alliance and cooperation, and limit long-term interventions. These long-term interventions are especially important in reducing bullying (Bilz, Schubarth, Dudziak, Fischer, Niproschke, \& Ulbricht, in press). Following the assumption of reciprocity, the occurrence of bullying may, at the same time, work as a stressor and increase staff conflicts. Connections between bullying occurrence and class climate are already known in the literature (Saarento et al., 2015), but have not yet been analyzed with staff conflicts simultaneously. Cross-sectional data of 556 teachers and 2,071 students will be analyzed as individual data and as aggregated data using multilevel structure equation modeling. Analyses are not finished yet, but will be presented and discussed at the conference presentation.}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Professionswissen und Lehrerhandeln in realen Mobbingsituationen}, series = {Tagung der AEPF in Rostock (18.-21.09.2016)}, journal = {Tagung der AEPF in Rostock (18.-21.09.2016)}, address = {Rostock}, doi = {10.13140/RG.2.2.33063.14240}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Handeln oder Abw{\"a}gen? Die Bedeutung der Selbstregulation f{\"u}r das Interventionshandeln von Lehrkr{\"a}ften bei Gewalt und Mobbing}, series = {25. DGfE-Kongress}, journal = {25. DGfE-Kongress}, publisher = {TransferZentrum f{\"u}r Neurowissenschaften und Lernen}, address = {Kassel}, pages = {41}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Selbstregulative Kompetenzen von Lehrkr{\"a}ften beim Umgang mit Mobbing}, series = {80. AEPF-Tagung}, journal = {80. AEPF-Tagung}, address = {G{\"o}ttingen}, pages = {104}, language = {de} } @misc{WachsWettsteinBilzetal., author = {Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig and G{\´a}mez-Guadix, Manuel}, title = {Adolescents' motivations to perpetrate hate speech and links with social norms}, series = {Comunicar - Media Education Research Journal}, volume = {71}, journal = {Comunicar - Media Education Research Journal}, number = {2}, issn = {1134-3478}, doi = {10.3916/C71-2022-01}, abstract = {Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional "Motivations for Hate Speech Perpetration Scale" (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents' motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6\% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents.}, language = {en} } @misc{WachsBilzWettsteinetal., author = {Wachs, Sebastian and Bilz, Ludwig and Wettstein, Alexander and Wright, Michelle F. and Krause, Norman and Ballaschk, Cindy and Kansok-Dusche, Julia}, title = {The Online Hate Speech Cycle of Violence: Moderating Effects of Moral Disengagement and Empathy in the Victim-to-Perpetrator Relationship}, series = {Cyberpsychology, Behavior, and Social Networking}, volume = {25}, journal = {Cyberpsychology, Behavior, and Social Networking}, number = {4}, issn = {2152-2715}, doi = {10.1089/cyber.2021.0159}, pages = {223 -- 229}, abstract = {Adolescents around the globe are increasingly exposed to online hate speech (OHS). And yet little is known about the varying roles of involvement and the determinants of adolescents' hate speech perpetration. Building on previous research, this study aims to test the cycle of violence hypothesis for OHS and to analyze whether moral disengagement (MD) and empathy moderate the victim-to-perpetrator relationship. The sample consists of 3,560 seventh to ninth graders (52.1 percent girls), recruited from 40 schools across Germany and Switzerland. Self-report questionnaires were administered to assess OHS involvement, MD, and empathy. Multilevel analyses revealed that victims of OHS were more likely to report OHS perpetration. In addition, victims of OHS were more likely to report OHS perpetration when they reported higher levels of MD than those with lower levels of MD. Finally, victims of OHS were less likely to report OHS perpetration when they reported higher levels of empathy than those with lower levels of empathy. The findings extend the cycle of violence hypothesis to OHS and highlight the need to address MD and empathy in hate speech prevention. Implications for future research will be discussed.}, language = {en} } @misc{LovisSchmidtBilzPahlkeetal., author = {Lovis-Schmidt, Avelina and Bilz, Ludwig and Pahlke, Kyra and Rindermann, Heiner}, title = {Physical Health Complaints in Adolescents: Findings From the 2018 Brandenburg HBSC Study}, series = {European Journal of Health Psychology}, volume = {29}, journal = {European Journal of Health Psychology}, number = {3}, issn = {2512-8442}, doi = {10.1027/2512-8442/a000090}, pages = {121 -- 133}, abstract = {Some of the physical health complaints adolescents have, such as headaches and stomachaches, cannot be explained on a somatic level. It is unclear which psychological factors can explain these complaints: stress and social support are often discussed, but emotions rarely are. Aims: This cross-sectional study aims to use social support, stress, the tendency toward negative emotions, and health behaviors to predict physical health complaints in adolescents. Method: The 2018 HBSC (Health Behavior in School-aged Children) data from the German state of Brandenburg was analyzed via structural equation and path modeling (N = 3,068, age M = 13.05). Results: Results showed that the tendency toward negative emotions seems to be a better predictor for health complaints (β = .35) than stress (β = .17), and even better suited than social support (β = -.08) or health behavior (β = -.06 to β = .16). In the analysis of specific emotions (anger, sadness, and fear), correlations were low and between sadness and complaints they were highest (average β = .19). Limitations: The present cross-sectional study could not examine long-term outcomes. In addition, the results are limited to only a few physical complaints. Future long-term studies should examine multiple disease symptoms in adolescence. Conclusion: The investigated tendency toward negative emotions demonstrated promising results to better understand the relationship between psychological factors and physical health complaints. As negative emotions were particularly important in predicting physical health, prevention programs for adolescents should focus on dealing with negative emotions to improve their health.}, language = {en} } @misc{WettsteinCastellanosBilzetal., author = {Wettstein, Alexander and Castellanos, Melisa and Bilz, Ludwig and Wachs, Sebastian}, title = {Die Verbreitung von Hatespeech an Schulen in Deutschland und der Schweiz aus Sch{\"u}ler:innen- und Lehrer:innenperspektive}, series = {Bildung im digitalen Wandel. 9. GEBF-Tagung Bamberg}, journal = {Bildung im digitalen Wandel. 9. GEBF-Tagung Bamberg}, publisher = {Otto-Friedrich-Universit{\"a}t Bamberg}, address = {Bamberg}, pages = {78}, language = {de} } @misc{KrauseWachsBilzetal., author = {Krause, Norman and Wachs, Sebastian and Bilz, Ludwig and Schubarth, Wilfried}, title = {„Ich glaube, es gibt auch einige Kollegen, die es sich nicht zutrauen". Eine qualitative Studie zu Gr{\"u}nden aus- bleibender Intervention p{\"a}dagogischen Schulpersonals bei Hatespeech unter Sch{\"u}ler:innen}, series = {Bildung im digitalen Wandel. 9. GEBF Tagung Bamberg}, journal = {Bildung im digitalen Wandel. 9. GEBF Tagung Bamberg}, publisher = {Otto-Friedrich-Universit{\"a}t Bamberg}, address = {Bamberg}, pages = {78}, language = {de} } @misc{KansokDuscheBilzFischeretal., author = {Kansok-Dusche, Julia and Bilz, Ludwig and Fischer, Saskia M. and Wachs, Sebastian}, title = {Lehrpersoneninterventionen bei Hatespeech: Dimensionalit{\"a}t, Messinvarianz und Kriteriumsvalidit{\"a}t einer neuen Skala}, series = {Bildung im digitalen Wandel. 9. GEBF Tagung Bamberg}, journal = {Bildung im digitalen Wandel. 9. GEBF Tagung Bamberg}, publisher = {Otto-Friedrich-Universit{\"a}t Bamberg}, address = {Bamberg}, pages = {78}, language = {de} } @misc{WachsBilzWettsteinetal., author = {Wachs, Sebastian and Bilz, Ludwig and Wettstein, Alexander and Wright, Michelle F. and Kansok-Dusche, Julia and Krause, Norman and Ballaschk, Cindy}, title = {Associations Between Witnessing and Perpetrating Online Hate Speech Among Adolescents: Testing Moderation Effects of Moral Disengagement and Empathy}, series = {Psychology of Violence}, volume = {12}, journal = {Psychology of Violence}, number = {6}, issn = {2152-0828}, doi = {10.1037/vio0000422}, pages = {371 -- 381}, abstract = {Objective: The open expression of hatred, hostility, and violence against minorities has become a common online phenomenon. Adolescents are at particular risk of being involved in different hate speech roles (e.g., witness, perpetrator). However, the correlates of their involvement as perpetrators and the mechanisms that might explain their involvement in hate speech across different roles have not yet been thoroughly investigated. To this end, this study investigates moral disengagement and empathy as correlates of online hate speech perpetration and the moderation effects of empathy and moral disengagement in the relationship between witnessing and perpetrating online hate speech. Method: The sample consists of 3,560 7th to 9th graders from 40 schools in Germany and Switzerland. Self-report questionnaires were utilized to assess online hate speech involvement, moral dis- engagement, and empathy. Results: Multilevel regression analyses revealed that moral disengagement and witnessing online hate speech were positively associated with online hate speech perpetration, while empathy was negatively associated with it. The findings also showed that the positive relationship between witnessing and perpetrating online hate speech was stronger at higher levels of moral disengagement and weaker when moral disengagement was low. The association between witnessing and perpetrating online hate speech was weaker when adolescents had higher rather than lower levels of empathy. Conclusions: The findings underscore the need for prevention efforts to accelerate moral engagement and empathy as critical future directions in hate speech prevention. This study also contributes to our understanding of underlying mechanisms that explain adolescents' involvement across different roles in hate speech.}, language = {en} } @misc{KimCraigKingetal., author = {Kim, Samuel S. and Craig, Wendy M. and King, Nathan and Bilz, Ludwig and Cosma, Alina and Molcho, Michal and Qirjako, Gentiana and Matos, Margarida G. de and Augustine, Lilly and Šmigelskas, Kastytis and Pickett, William}, title = {Bullying, Mental Health, and the Moderating Role of Supportive Adults: A Cross-National Analysis of Adolescents in 45 Countries}, series = {International Journal of Public Health}, volume = {67}, journal = {International Journal of Public Health}, issn = {1661-8564}, doi = {10.3389/ijph.2022.1604264}, pages = {10}, abstract = {Objectives: Relationships with supportive adults during adolescence may be a protective factor that lowers the risks associated with bullying. The current study aimed to examine the moderating role of supportive adults in the associations between bullying involvement (in-person and cyber) and mental health problems (psychological symptoms and low life satisfaction). Methods: Data from 45 countries and regions taking part in the 2017/18 Health Behaviour in School-Aged Children study (N = 230,757) were used. Multivariable Poisson regression models were used to estimate relative risks of bullying on mental health. Effect estimates were compared across the number of supportive adults to examine a possible cumulative protective effect of relationships with supportive adults. Results: Bullying involvement was consistently associated with poor mental health across the 45 countries. Risk of mental health problems associated with bullying involvement was greatest among students reporting relationships with multiple supportive adults. This was true for all indicators of bullying involvement. Conclusion: Bullying remains a prevalent and harmful experience for youth worldwide. Merely having supportive adults is not sufficient in protecting youth from experiencing the mental health risks associated with bullying.}, language = {en} } @misc{DadaczynskiRathmannSchrickeretal., author = {Dadaczynski, Kevin and Rathmann, Katharina and Schricker, Julia and Bilz, Ludwig and Sudeck, Gorden and Fischer, Saskia M. and Janiczek, Oliver and Quilling, Eike}, title = {Digitale Gesundheitskompetenz von Sch{\"u}lerinnen und Sch{\"u}lern. Auspr{\"a}gung und Assoziationen mit dem Bewegungs- und Ern{\"a}hrungsverhalten}, series = {Bundesgesundheitsblatt}, journal = {Bundesgesundheitsblatt}, issn = {1436-9990}, doi = {10.1007/s00103-022-03548-5}, pages = {11}, abstract = {Hintergrund. W{\"a}hrend vermehrt Studienbefunde zur allgemeinen Gesundheitskompetenz (GK) vorliegen, mangelt es an Erkenntnissen zur digitalen GK im Jugendalter und deren Assoziationen mit Indikatoren des Gesundheitsverhaltens. Methodik. Empirische Basis bildet eine von Oktober 2019 bis Februar 2020 im Bundesland Hessen durchgef{\"u}hrte Querschnittstudie mit 490 Sch{\"u}lerinnen und Sch{\"u}lern der Klassenstufe 8 und 9. Die digitale GK wurde mithilfe von 5 Subskalen des Digital Health Literacy Instrument (DHLI) erfasst, w{\"a}hrend der Verzehr von Obst, Gem{\"u}se und Softdrinks sowie die k{\"o}rperliche Aktivit{\"a}t als Indikatoren des Gesundheitsverhaltens herangezogen wurden. Als soziales Merkmal wurde neben dem Geschlecht und der Klassenstufe der subjektive Sozialstatus (SSS) ber{\"u}cksichtigt. Die Datenauswertung erfolgte uni-, bi- und multivariat, wobei bin{\"a}rlogistische Regressionen f{\"u}r das Geschlecht und den SSS adjustiert wurden. Ergebnisse. {\"U}ber alle Items hinweg berichten 15,3-37,5 \% der befragten Jugendlichen Schwierigkeiten bei der Beschaffung von und im Umgang mit digitalen Informationen. Differenziert nach sozialen Merkmalen finden sich f{\"u}r 2 Dimensionen der digitalen GK Unterschiede zuungunsten der M{\"a}dchen sowie durchgehend ein sozialer Gradient zuungunsten von Befragten mit niedrigem SSS. Jugendliche mit mittlerer und geringer digitaler GK weisen ein h{\"o}heres Maß an geringer k{\"o}rperlicher Aktivit{\"a}t, nichtt{\"a}glichem Obstverzehr und t{\"a}glichem Konsum von zuckerhaltigen Getr{\"a}nken auf. Diskussion. Die Befunde weisen auf einen Interventionsbedarf zur F{\"o}rderung der digitalen GK insbesondere bei Jugendlichen mit geringem SSS hin. Die differenziellen Zusammenhangsmuster mit dem Gesundheitsverhalten bieten Ansatzpunkte f{\"u}r die Entwicklung spezifischer Interventionen. Als Lehr- und Lernort stellt die Schule u. a. aufgrund der Passung mit verpflichtenden Strategien der schulischen Medienkompetenzbildung ein geeignetes Setting dar.}, language = {de} } @misc{BallaschkSchulzeReicheltBilzetal., author = {Ballaschk, Cindy and Schulze-Reichelt, Friederike and Bilz, Ludwig and Wachs, Sebastian}, title = {„Ist das (schon) Hatespeech?" Grenzziehungen von Sch{\"u}ler_innen und schulischem Personal zwischen legitimen {\"A}ußerungen und Hatespeech}, series = {28. DGfE-Kongress "Entgrenzungen"}, journal = {28. DGfE-Kongress "Entgrenzungen"}, address = {Bremen}, abstract = {Der Vortrag pr{\"a}sentiert erste Forschungsergebnisse zu Grenzziehungspraktiken in Bezug auf das Begriffsverst{\"a}ndnis von Hatespeech. Daf{\"u}r wurden Sch{\"u}ler*inen (n = 55), Lehrkr{\"a}fte (n = 18) und Sozialp{\"a}dagog_innen (n = 16) leitfadengest{\"u}tzt interviewt. Die Ergebnisse zeigen, dass die Befragten die Grenze zwischen sozial akzeptiertem Verhalten und Hatespeech entlang folgender Fragen verhandeln: Welche Gruppen sind das Ziel von Hatespeech, wie wird Hatespeech ausge{\"u}bt und wo findet sie statt? Die Interviewten ziehen die Grenze zwischen legitimen Meinungs{\"a}ußerungen und Hatespeech sehr verschieden. Bei der Frage, welche Gruppen von Hatespeech betroffen sind, wird deutlich, dass abwertende {\"A}ußerungen gegen behinderte Sch{\"u}ler_innen eher als Hatespeech eingeordnet werden als Abwertungen gegen transgeschlechtliche Sch{\"u}ler_innen. In Bezug auf die Frage, wie Hatespeech ausge{\"u}bt wird, wird die Grenze zu Hatespeech h{\"a}ufig als {\"u}berschritten gesehen, wenn sie im Zusammenhang mit Gewalt und Mobbing auftritt. Hinsichtlich der Frage wo Hatespeech auftritt, gaben die Befragten an, Hatespeech vorrangig als Online-Ph{\"a}nomen wahrzunehmen, wobei auch diverse F{\"a}lle von Hatespeech in der Schule beschrieben werden. Schlussfolgernd l{\"a}sst sich ein Bedarf erkennen, Sch{\"u}ler_innen und p{\"a}dagogisches Schulpersonal f{\"u}r unterschiedliche Zielgruppen, Ausdrucksformen und F{\"a}lle von Hatespeech in der Schule zu sensibilisieren, um Schule als einen diskriminierungskritischen Raum zu gestalten.}, language = {de} } @misc{KansokDuscheWachsBilz, author = {Kansok-Dusche, Julia and Wachs, Sebastian and Bilz, Ludwig}, title = {Systematisches Review zu Hatespeech bei Kindern und Jugendlichen: Definition, Verbreitung und {\"U}berlappung mit verwandten Ph{\"a}nomenen}, series = {28. DGfE-Kongress "Entgrenzungen"}, journal = {28. DGfE-Kongress "Entgrenzungen"}, address = {Bremen}, abstract = {Die wissenschaftliche Auseinandersetzung mit der Verbreitung von Hatespeech (HS) bei Heranwachsenden sowie mit den {\"U}berschneidungen z.B. mit Mobbing hat im deutschsprachigen Raum erst begonnen (z.B. Wachs et al., 2021). Der geplante Vortrag pr{\"a}sentiert die Ergebnisse eines systematischen Reviews des internationalen Forschungsstandes. Hierbei waren die folgenden Fragen leitend: 1. Wie wird HS in Studien mit Kindern und Jugendlichen (5-21 Jahre) definiert? 2. Wie stark ist HS in dieser Altersgruppe verbreitet? 3. Wie wird HS von verwandten Formen der Gewalt definitorisch abgegrenzt und wie hoch ist die empirische {\"U}berlappung? Eine String-Suche in sozialwissenschaftlichen Datenbanken erbrachte insgesamt 1.850 Publikationen. Die Einschlusspr{\"u}fung stufte davon 18 Publikationen aus zehn Studien als relevant ein. Zwei Kodiererinnen werteten die Publikationen kriteriengeleitet aus (κ =.80) und ermittelten ihre Qualit{\"a}t. Alle Studien (USA, Europa, Asien) basierten auf Jugendstichproben, keine Studie untersuchte Kinder. Die identifizierten HS-Definitionen, Messinstrumente und Abgrenzungskriterien variierten erheblich. Jugendliche erleben HS am h{\"a}ufigsten aus der Beobachter*innenperspektive (31-69\%), gefolgt von Opfererfahrungen (7\%-23\%) und T{\"a}ter*innenschaft (5\%-11\%). Mobbing und HS korrelieren miteinander (r =.15 - .47). Der Vortrag endet mit praktischen Implikationen f{\"u}r zuk{\"u}nftige Forschungen (z.B. Vorschlag einer breiten HS-Definition).}, language = {de} } @misc{KrauseBilzWachs, author = {Krause, Norman and Bilz, Ludwig and Wachs, Sebastian}, title = {Dem Hass entgeg(n)en - Eine qualitative Studie zu Interventionsmaßnahmen von p{\"a}dagogischem Schulpersonal bei Hatespeech in der Schule}, series = {28. DGfE-Kongress "Entgrenzungen"}, journal = {28. DGfE-Kongress "Entgrenzungen"}, address = {Bremen}, abstract = {Hatespeech-Erfahrungen k{\"o}nnen sich negativ auf das Wohlbefinden auswirken (Krause et al., 2021). Als h{\"a}ufig erste Erwachsene, an die sich Sch{\"u}ler*innen hilfesuchend wenden k{\"o}nnen, liegt es in der Verantwortung des p{\"a}dagogischen Schulpersonals, eine Intervention zu initiieren. Bisher wurde jedoch nicht untersucht, welche Interventionsmaßnahmen in Bezug auf Hatespeech in der Schulpraxis durchgef{\"u}hrt werden. Aus diesem Grund werden in dem vorliegenden Beitrag Interviews von Sch{\"u}ler*innen (n=21) und P{\"a}dagog*innen (n=27) zum Interventionshandeln des p{\"a}dagogischen Schulpersonals bei Hatespeech ausgewertet. Die Ergebnisse weisen auf verschiedene Interventionsziele (Aufl{\"o}sen der beobachteten Hatespeech-Situation als kurzfristiges Prim{\"a}rziel sowie verhaltensbezogene und einstellungsbezogene Sekund{\"a}rziele) hin. Weiterhin konnten zwei Interventionsstrategien unterschieden werden: direktiv-disziplinierende Interventionen (z.B. Bestrafungen, Instruktionen) und partizipativ-verhandelnde Interventionen (z.B. kompromissorientierte Mediationen, integrativ-konsensorientierte Verhandlungen). Insgesamt zeigt sich, dass Lehrkr{\"a}fte auf {\"a}hnliche Strategien zur{\"u}ckgreifen wie bei anderen Gewaltph{\"a}nomenen. Bei einstellungsmotivierter Hatespeech st{\"o}ßt eine rein verhaltenskonditionierende Interventionslogik jedoch an ihre Grenzen, woraus sich Forderungen nach Fortbildungsmaßnahmen f{\"u}r das Schulpersonal und Maßnahmen zur St{\"a}rkung einer Werteerziehung f{\"u}r die Sch{\"u}ler*innen ableiten lassen.}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Macht Schule krank?}, series = {14. Jahrestagung der Politischen Kindermedizin}, journal = {14. Jahrestagung der Politischen Kindermedizin}, address = {Salzburg}, language = {de} } @incollection{BilzMelzer, author = {Bilz, Ludwig and Melzer, Wolfgang}, title = {Schulschwierigkeiten}, series = {Fachlexikon der Sozialen Arbeit}, booktitle = {Fachlexikon der Sozialen Arbeit}, edition = {9., vollst{\"a}ndig {\"u}berarbeitete und aktualisierte Auflage}, publisher = {Nomos Verlagsgesellschaft}, address = {Baden-Baden}, isbn = {978-3-8487-7131-8}, pages = {751 -- 752}, language = {de} } @misc{BilzFischerHoppeHerfurthetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Hoppe-Herfurth, Anne-Cathrin and John, Nancy}, title = {A Consequential Partnership. The Association Between Teachers' Well-Being and Students' Well-Being and the Role of Teacher Support as a Mediator}, series = {Zeitschrift f{\"u}r Psychologie}, volume = {230}, journal = {Zeitschrift f{\"u}r Psychologie}, number = {3}, issn = {2151-2604}, doi = {10.1027/2151-2604/a000497}, pages = {264 -- 275}, abstract = {Many studies have focused on the effects of teachers' well-being on the development of students, in particular their academic achievement. To date, little is known about the association between teachers' well-being and students' well-being. In the present study, we analyzed this relationship and examined the mediating role of teacher support using linked data from 2,686 students and 805 teachers from 48 schools in Germany. Multilevel regression analyses showed a relationship between teachers' emotional exhaustion and students' subjective health complaints and between teachers' psychological well-being and students' satisfaction with school. The latter association was mediated by teacher support as perceived by students. This study extends current knowledge about the relevance of teachers' well-being to their students' socio-emotional development and the mechanisms that underlie this association. Implications for promoting of mental health in schools and for future research are discussed.}, language = {en} } @misc{KansokDuscheBallaschkKrauseetal., author = {Kansok-Dusche, Julia and Ballaschk, Cindy and Krause, Norman and Zeißig, Anke and Seemann-Herz, Lisanne and Wachs, Sebastian and Bilz, Ludwig}, title = {A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena}, series = {Trauma, Violence, \& Abuse}, volume = {24(2023)}, journal = {Trauma, Violence, \& Abuse}, number = {4}, issn = {1524-8380}, doi = {10.1177/15248380221108070}, pages = {2598 -- 2615}, abstract = {Little is known about the current state of research on the involvement of young people in hate speech. Thus, this systematic review presents findings on a) the prevalence of hate speech among children and adolescents and on hate speech definitions that guide prevalence assessments for this population; and b) the theoretical and empirical overlap of hate speech with related concepts. This review was guided by the Cochrane approach. To be included, publications were required to deal with real-life experiences of hate speech, to provide empirical data on prevalence for samples aged 5 to 21 years and they had to be published in academic formats. Included publications were full-text coded using two raters (κ = .80) and their quality was assessed. The string-guided electronic search (ERIC, SocInfo, Psycinfo, Psyndex) yielded 1,850 publications. Eighteen publications based on 10 studies met the inclusion criteria and their findings were systematized. Twelve publications were of medium quality due to minor deficiencies in their theoretical or methodological foundations. All studies used samples of adolescents and none of younger children. Nine out of 10 studies applied quantitative methodologies. Eighteen publications based on 10 studies were included. Results showed that frequencies for hate speech exposure were higher than those related to victimization and perpetration. Definitions of hate speech and assessment instruments were heterogeneous. Empirical evidence for an often theorized overlap between hate speech and bullying was found. The paper concludes by presenting a definition of hate speech, including implications for practice, policy, and research.}, language = {en} } @misc{BilzFischerHoppeHerfurthetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Hoppe-Herfurth, Anne-Cathrin and John, Nancy}, title = {A consequential partnership. The association between teachers' well-being and students' well-being and the role of teacher support as a mediator}, series = {26th Biennal Meeting of the ISSBD}, journal = {26th Biennal Meeting of the ISSBD}, publisher = {International Society for the Study of Behavioural Development}, address = {Rhodos, Greece}, doi = {10.13140/RG.2.2.35890.48324}, pages = {1}, language = {en} } @misc{SeemannHerzKansokDuscheDixetal., author = {Seemann-Herz, Lisanne and Kansok-Dusche, Julia and Dix, Alexandra and Wachs, Sebastian and Krause, Norman and Ballaschk, Cindy and Schulze-Reichelt, Friederike and Bilz, Ludwig}, title = {Schulbezogene Programme zum Umgang mit Hatespeech - Eine kriteriengeleitete Bestandsaufnahme}, series = {Zeitschrift f{\"u}r Bildungsforschung}, volume = {12}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, number = {3}, issn = {2190-6890}, doi = {10.1007/s35834-022-00348-4}, pages = {597 -- 614}, abstract = {Der vorliegende Beitrag informiert {\"u}ber 14 deutschsprachige Programme zur Pr{\"a}vention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5-12). Inhalte und Durchf{\"u}hrungsmodalit{\"a}ten derProgramme sowie Ergebnisse einer kriteriengeleiteten Qualit{\"a}tseinsch{\"a}tzung anhand von f{\"u}nf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und er{\"o}rtert. Der {\"U}berblick {\"u}ber Schwerpunkte, St{\"a}rken und Entwicklungspotentiale schulbezogener Hatespeech-Programme erm{\"o}glicht Leser*innen eine informierte Entscheidung {\"u}ber den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit.}, language = {de} } @misc{CosmaBjereldElgaretal., author = {Cosma, Alina and Bjereld, Ylva and Elgar, Frank J. and Richardson, Clive and Bilz, Ludwig and Craig, Wendy M. and Augustine, Lilly and Molcho, Michal and Malinowska-Cieślik, Marta and Walsh, Sophie D.}, title = {Gender Differences in Bullying Reflect Societal Gender Inequality: A Multilevel Study With Adolescents in 46 Countries}, series = {Journal of Adolescent Health}, volume = {71}, journal = {Journal of Adolescent Health}, number = {5}, issn = {1054-139X}, doi = {10.1016/j.jadohealth.2022.05.015}, pages = {601 -- 608}, abstract = {Purpose. Social patterns in bullying show consistent gender differences in adolescent perpetration and victimization with large cross-national variations. Previous research shows associations between societal gender inequality and gender differences in some violent behaviors in adolescents. Therefore, there is a need to go beyond individual associations and use a more social ecological perspective when examining gender differences in bullying behaviors. The aim of the present study was twofold: (1) to explore cross-national gender differences in bullying behaviors and (2) to examine whether national-level gender inequality relates to gender differences in adolescent bullying behaviors. Methods. Traditional bullying and cyberbullying were measured in 11-year-olds to 15-year-olds in the 2017/18 Health Behaviour in School-aged Children study (n = 200,423). We linked individual data to national gender inequality (Gender Inequality Index, 2018) in 46 countries and tested their association using mixed-effects (multilevel) logistic regression models. Results. Large cross-national variations were observed in gender differences in bullying. Boys had higher odds of perpetrating both traditional and cyberbullying and victimization by traditional bullying than girls. Greater gender inequality at country level was associated with heightened gender differences in traditional bullying. In contrast, lower gender inequality was associated with larger gender differences for cyber victimization. Discussion. Societal gender inequality relates to adolescents' involvement in bullying and gendered patterns in bullying. Public health policy should target societal factors that have an impact on young people's behavior.}, language = {en} }