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    <publisherPlace>Nottingham</publisherPlace>
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    <completedDate>2024-11-26</completedDate>
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    <title language="eng">What works in hate speech intervention and prevention in schools? First results of a systematic review</title>
    <abstract language="eng">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.&#13;
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.&#13;
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.</abstract>
    <parentTitle language="eng">28TH WORKSHOP ON AGGRESSION</parentTitle>
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    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Julia</firstName>
      <lastName>Kansok-Dusche</lastName>
    </author>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
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    <author>
      <firstName>Peter</firstName>
      <lastName>Bartholomäus</lastName>
    </author>
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    <volume>32</volume>
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    <completedDate>2024-12-16</completedDate>
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    <title language="deu">Mobbing und Cybermobbing unter Schüler*innen. Eine Herausforderung für die ganze Schule</title>
    <parentTitle language="deu">Dreizehn - Zeitschrift für Jugendsozialarbeit</parentTitle>
    <identifier type="issn">1867-0571</identifier>
    <identifier type="url">https://jugendsozialarbeit.de/wp-content/uploads/2024/11/KVJSA_Dreizehn_Nr32_Web.pdf</identifier>
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    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
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    <id>34970</id>
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    <completedDate>2025-01-03</completedDate>
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    <title language="deu">Schulisches Mobbing und Cybermobbing von Kindern und Jugendlichen - Faktenblatt zur Studie Health Behaviour in School-aged Children 2022</title>
    <identifier type="url">https://hbsc-germany.de/wp-content/uploads/2024/12/Faktenblatt_SchulischesMobbingUndCybermobbing_2022_0512_SF_PK.pdf</identifier>
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    <author>
      <firstName/>
      <lastName>HBSC Studienverbund Deutschland</lastName>
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    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
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    <pageNumber>32</pageNumber>
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    <completedDate>2024-09-12</completedDate>
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    <title language="eng">Cybergrooming victimization among young people: a systematic review of prevalence rates, risk factors, and outcomes</title>
    <abstract language="eng">Adolescence is marked by a unique blend of factors, including adolescents’ exploration of their emerging sexuality and growing engagement with digital media. As adolescents increasingly navigate online spaces, cybergrooming victimization has emerged as a significant concern for the development and protection of young people. Yet, there is a lack of systematic analyses of the current state of research. To this end, the present systematic review aimed to integrate existing quantitative research on prevalence rates, risk factors, and outcomes of cybergrooming victimization, informed by an adaptation of the General Aggression Model. Studies providing self-reported data on cybergrooming victimization of people between the ages of 5 and 21 were included. A total of 34 studies met all inclusion criteria, with most focusing on adolescence. Reported prevalence rates were characterized by strong heterogeneity, which could largely be attributed to the underlying methodology. Overall, the included studies showed that at least one in ten young people experiences cybergrooming victimization. Findings further indicated that various factors, for example, being a girl, being older, engaging in risky behavior, displaying problematic Internet use, reporting lower mental well-being, and experiencing other types of victimization, are positively associated with cybergrooming victimization. However, most studies’ cross-sectional designs did not allow for an evidence-based classification into risk factors, outcomes, and co-occurrences, so findings were embedded in the proposed model based on theoretical considerations. In addition, there is a noted lack of studies that include diverse samples, particularly younger children, LGBTQIA+ youth, and young people with special educational needs. These findings emphasize that cybergrooming victimization is a prevalent phenomenon among young people that requires prevention and victim support addressing multiple domains.</abstract>
    <parentTitle language="eng">Adolescent Research Review</parentTitle>
    <identifier type="doi">10.1007/s40894-024-00248-w</identifier>
    <identifier type="issn">2363-8346</identifier>
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    <author>
      <firstName>Catherine</firstName>
      <lastName>Schittenhelm</lastName>
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    <submitter>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
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    <author>
      <firstName>Maxime</firstName>
      <lastName>Kops</lastName>
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    <author>
      <firstName>Maeve</firstName>
      <lastName>Moosburner</lastName>
    </author>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
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    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
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  </doc>
  <doc>
    <id>34062</id>
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    <thesisYearAccepted/>
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    <pageLast/>
    <pageNumber/>
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    <publisherPlace>Wien</publisherPlace>
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    <completedDate>2024-09-24</completedDate>
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    <title language="deu">Bedürfnisbezogene Korrelate der Langeweile und Indikatoren der Kreativität im Unterrichtskontext</title>
    <abstract language="deu">Langeweile ist eine der am häufigsten und intensivsten erlebten Emotionen im Unterricht. Studien zeigen, dass die Langeweile eine oberflächliche Verarbeitung von Informationen zur Folge haben kann, kognitive und metakognitive Fähigkeiten sowie anwendungsbezogenes, problemlösendes und nachhaltiges Lernen beeinträchtigen 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 Kreativität ermöglichen und ungenutzte kognitive Potenziale erschließen könnte. Ein Schlüssel für das Verständnis und die Untersuchung dieser scheinbar widersprüchlichen Annahmen könnten bedürfnisbezogene Korrelate der Langeweile sein. Je nach assoziierter Bedürfnislage (z.B. Kompetenz, Autonomie, Stimulation, Sinnhaftigkeit) könnten 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 unerfüllten psychischen Bedürfnissen assoziiert ist und ob ein empfundener Mangel an Stimulanz oder Sinnhaftigkeit mit Kreativitätsimpulsen verbunden ist. Wir stellen erste Ergebnisse vor und diskutieren diese vor dem Hintergrund einer differenziellen Betrachtung der Daten der Lernenden.</abstract>
    <parentTitle language="deu">53. DGPs-Kongress / 15. ÖGP-Konferenz, 16.-19. September</parentTitle>
    <identifier type="url">https://dgps2024.univie.ac.at/program/</identifier>
    <identifier type="doi">10.23668/psycharchives.15449</identifier>
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    <author>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </author>
    <submitter>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </submitter>
    <author>
      <firstName>Julia</firstName>
      <lastName>Möller</lastName>
    </author>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Langeweile</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Kreativität</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Psychische Bedürfnisse</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
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    <id>34051</id>
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    <language>deu</language>
    <pageFirst>571</pageFirst>
    <pageLast>572</pageLast>
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    <publisherName>Universität Wien</publisherName>
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    <completedDate>2024-09-23</completedDate>
    <publishedDate>--</publishedDate>
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    <title language="deu">Interventionen von Lehrkräften bei Mobbing in der Schule: Erste Ergebnisse eines systematischen Reviews</title>
    <parentTitle language="deu">Menschen Mitwelt Medien - 53. DGPs Kongress Wien</parentTitle>
    <identifier type="url">https://dgps2024.univie.ac.at/fileadmin/user_upload/k_dgps2020/Abstractband_13092024.pdf</identifier>
    <identifier type="doi">10.13140/RG.2.2.17765.41447</identifier>
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    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Rachel</firstName>
      <lastName>Maunder</lastName>
    </author>
    <author>
      <firstName>Sheri</firstName>
      <lastName>Bauman</lastName>
    </author>
    <author>
      <firstName>Herbert</firstName>
      <lastName>Scheithauer</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
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    <id>34053</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
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    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>11</pageNumber>
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    <completedDate>2024-09-23</completedDate>
    <publishedDate>--</publishedDate>
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    <title language="deu">Kooperationen zwischen Elternhaus und Schule bei der Prävention und Intervention bei Mobbing unter Schüler:innen</title>
    <abstract language="deu">Die Forschung zur Prävention und Intervention von Mobbing und Cybermobbing wird sehr häufig vor dem theoretischen Hintergrund sozio-ökologischer Modelle durchgeführt. Die Bedeutung des sozialen Kontexts von Mobbing und somit auch des Handelns von Lehrpersonen bei der Prävention von Mobbing und bei der Intervention bei bestehendem Mobbing steht dabei mittlerweile außer Frage. Ebenso wird immer wieder auf die Notwendigkeit hingewiesen, das Elternhaus bzw. die Sorgeberechtigten in die Anti-Mobbing-Maßnahmen einzubeziehen. Sofern Anti-Mobbing-Programme oder Maßnahmen die Zusammenarbeit von Schule und Familie bzw. von Lehrpersonen und Eltern beinhalten, unterscheiden sich Form, Ausmaß und Qualität der Zusammenarbeit allerdings beträchtlich und reichen beispielsweise vom Versenden von Briefen nach Hause bis hin zum aktiven Einbezug der Eltern in die Mobbingprävention auf Schul-, Klassen- und individueller Ebene.&#13;
Ziel des vorgestellten systematischen Reviews ist es, Forschungsergebnisse zu identifizieren, die Informationen über die Effektivität und Art der Zusammenarbeit zwischen Elternhaus und Schule bei der Prävention und Intervention von Mobbing und Cybermobbing liefern. Eine systematische Literaturrecherche in relevanten Datenbanken ist bereits abgeschlossen und die Ergebnisse umfassen gemäß der Suchstrategie sowohl qualitative als auch quantitative Studien&#13;
in englischer und deutscher Sprache. Zum Zeitpunkt der Konferenz werden die Ergebnisse der Volltextanalyse bereits vorliegen und erste Auswertungen präsentiert, die die Struktur der Zusammenarbeit, Hürden und Herausforderungen, rechtliche Rahmenbedingungen und Aspekte der Zusammenarbeit, die eine erfolgreiche Kooperation unterstützen, aufzeigen.</abstract>
    <parentTitle language="deu">53. DGPs-Kongress Wien</parentTitle>
    <identifier type="doi">10.17605/OSF.IO/EUP94</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
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    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <submitter>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </submitter>
    <author>
      <firstName>Peter J. R.</firstName>
      <lastName>Macaulay</lastName>
    </author>
    <author>
      <firstName>Dziuginta</firstName>
      <lastName>Baraldsnes</lastName>
    </author>
    <author>
      <firstName>Hannah</firstName>
      <lastName>Brett</lastName>
    </author>
    <author>
      <firstName>Antonia</firstName>
      <lastName>Paljakka</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>34054</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
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    <completedDate>2024-09-23</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Mobbing-Erfahrungen von Kindern und Jugendlichen in der Schule und ihre psychische Gesundheit: Die Rolle ihrer erlebten Unterstützung durch Lehrkräfte, Mitschüler:innen, Familie und Freund:innen</title>
    <abstract language="deu">Mobbing-Erfahrungen stellen einen Risikofaktor für die psychische Gesundheit von Heranwachsenden dar. Sozial-ökologische Modelle sprechen für die Annahme, dass erlebte soziale Unterstützung die negativen Auswirkungen von Mobbing auf die psychische Gesundheit verringern kann, wobei je nach Entwicklungsstufe der Heranwachsenden und der Unterstützungsquelle Unterschiede zu erwarten sind. Zur Rolle der sozialen Unterstützung bei Mobbing-Erfahrung liegen jedoch widersprüchliche Ergebnisse vor.&#13;
Die vorliegende Studie ging der Frage nach, welche Effekte soziale Unterstützung auf den Zusammenhang zwischen Mobbing-Erfahrungen und psychischer Gesundheit von Heranwachsenden hat. Dafür 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.&#13;
Die Ergebnisse zeigen erwartete negative Zusammenhänge zwischen Opfererfahrungen und psychischer Gesundheit, jedoch auch unerwartete positive Zusammenhänge zwischen der Mobbing-Ausübung und dem Wohlbefinden. Positive Zusammenhänge existieren zudem zwischen der psychischen Gesundheit und der erlebten sozialen Unterstützung durch die Familie, Lehrpersonen und Mitschüler:innen, jedoch nicht Freund:innen. Interaktionseffekte&#13;
legen nahe, dass die erlebte soziale Unterstützung durch die Familie und die Lehrpersonen den negativen Zusammenhang zwischen Opfererfahrungen und psychischer Gesundheit verringern kann. Die Jahrgangsstufen moderieren diese komplexen Zusammenhänge. Die Ergebnisse unterstreichen die Bedeutung der sozialen Unterstützung als Schutzfaktor bei Mobbing und die Notwendigkeit, verschiedene Unterstützungsquellen separat zu betrachten.&#13;
Es ergeben sich Implikationen für Maßnahmen der Gewaltprävention und der (psychischen) Gesundheitsförderung in der Schule.</abstract>
    <parentTitle language="deu">53. DGPs-Kongress Wien</parentTitle>
    <identifier type="doi">10.17605/OSF.IO/F5ZSJ</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
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    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <submitter>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </submitter>
    <author>
      <firstName>Anett</firstName>
      <lastName>Wolgast</lastName>
    </author>
    <author>
      <firstName>Raphael</firstName>
      <lastName>Schütz</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>33943</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>403</pageFirst>
    <pageLast>416</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>bookpart</type>
    <publisherName>Edward Elgar Publishing</publisherName>
    <publisherPlace>Cheltenham</publisherPlace>
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    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2024-08-17</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Teachers bullying intervention competence: a German study on aspects of crucial competence for bullying interventions in schools</title>
    <abstract language="deu">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.</abstract>
    <parentTitle language="deu">Handbook of School Violence, Bullying and Safety</parentTitle>
    <identifier type="isbn">9781035301355</identifier>
    <identifier type="doi">10.4337/9781035301362.00042</identifier>
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    <enrichment key="opus.source">publish</enrichment>
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    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <editor>
      <firstName>Jun S.</firstName>
      <lastName>Hong</lastName>
    </editor>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <editor>
      <firstName>Heng C.</firstName>
      <lastName>Chan</lastName>
    </editor>
    <editor>
      <firstName>Annis L. C.</firstName>
      <lastName>Fung</lastName>
    </editor>
    <editor>
      <firstName>Jungip</firstName>
      <lastName>Lee</lastName>
    </editor>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Teacher competence</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Intervention</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Bullying</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>School</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Germany</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>34015</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>16</pageNumber>
    <edition/>
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    <volume/>
    <type>conferenceobject_ref</type>
    <publisherName/>
    <publisherPlace>Dresden</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2024-09-12</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Mobbing und Cybermobbing an Schulen in Deutschland  von 2009/10 bis 2022</title>
    <parentTitle language="deu">“Gesundheit – gemeinsam denken, forschen, handeln”. Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH</parentTitle>
    <identifier type="url">https://gesundheit-gemeinsam.de/dgsmp-dgepi-dgms-und-dgph/programm-dgsmp-dgepi-dgms-dgph/</identifier>
    <identifier type="doi">10.13140/RG.2.2.31663.96165</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="Publikationsweg">Open Access</enrichment>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="opus.doi.autoCreate">false</enrichment>
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    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Mobbing</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Cybermobbing</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>HBSC</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
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