TY - GEN A1 - Tetzner, Henriette A1 - Fischer, Inga Anita A1 - Skibitzki, Oliver A1 - Mirza, M. M. A1 - Manganelli, Constanza Lucia A1 - Luongo, G. A1 - Spirito, Davide A1 - Douglas, J. P. A1 - De Seta, Monica A1 - Capellini, Giovanni T1 - Current leakage mechanisms related to threading dislocations in Ge-rich SiGe heterostructures grown on Si(001) T2 - Applied Physics Letters Y1 - 2021 U6 - https://doi.org/10.1063/5.0064477 SN - 1077-3118 SN - 0003-6951 VL - 119 IS - 15 ER - TY - GEN A1 - Ulrich, Werner A1 - Zaplata, Markus Klemens A1 - Winter, Susanne A1 - Schaaf, Wolfgang A1 - Fischer, Anton A1 - Soliveres, Santiago A1 - Gotelli, Nicholas J. T1 - Species interactions and random dispersal rather than habitat filtering drive community assembly during early plant succession T2 - Oikos N2 - Theory on plant succession predicts a temporal increase in the complexity of spatial community structure and of competitive interactions: initially random occurrences of early colonising species shift towards spatially and competitively structured plant associations in later successional stages. Here we use long-term data on early plant succession in a German post mining area to disentangle the importance of random colonisation, habitat filtering, and competition on the temporal and spatial development of plant community structure. We used species co-occurrence analysis and a recently developed method for assessing competitive strength and hierarchies (transitive versus intransitive competitive orders) in multispecies communities. We found that species turnover decreased through time within interaction neighbourhoods, but increased through time outside interaction neighbourhoods. Successional change did not lead to modular community structure. After accounting for species richness effects, the strength of competitive interactions and the proportion of transitive competitive hierarchies increased through time. Although effects of habitat filtering were weak, random colonization and subsequent competitive interactions had strong effects on community structure. Because competitive strength and transitivity were poorly correlated with soil characteristics, there was little evidence for context dependent competitive strength associated with intransitive competitive hierarchies. Y1 - 2016 U6 - https://doi.org/10.1111/oik.02658 VL - 125 IS - 5 SP - 698 EP - 707 ER - TY - GEN A1 - Macaulay, Peter J. R. A1 - Baraldsnes, Dziuginta A1 - Brett, Hannah A1 - Paljakka, Antonia A1 - Fischer, Saskia M. T1 - Parent-Teacher Collaborations in Preventing and Tackling Bullying and Cyberbullying: A Systematic Review T2 - World Anti-Bullying Forum 2023, October 25–27, 2023, North Carolina, U.S.A. N2 - Introduction Research on bullying prevention and intervention is very often conducted against the theoretical background of socio-ecological models (e.g., the socio-ecological diathesis-stress model; Swearer & Hymel, 2015). This leads to a special focus on different social contexts, without which the complexity of bullying processes cannot be understood. In recent years, the role of the teacher in the bullying process has received special attention in research (Colpin et al, 2021). The importance of the teacher's actions in reducing existing bullying or preventing further bullying has been highlighted in various works, and the need to include teachers in anti-bullying measures and to train them actively in bullying intervention behaviour is emphasised in meta-analyses (Gaffney et al., 2019, 2021; Van Verseveld et al., 2019). When it comes to concrete steps for teachers, many anti-bullying programmes also emphasise the involvement of parents, which in some countries also results from legal requirements. A meta-analysis showed that school-wide anti-bullying programs with a component of parental involvement can be successful in reducing bullying perpetration and victimization (Huang et al., 2019). Furthermore, the involvement of parents is also important against the background of socio-ecological theory models, as parents represent a significant socialisation context. Cooperation between home and school can influence the behaviour of students as an influence from the mesosystem. However, only a few studies go beyond the requirement of such cooperation, and also the information provided on parent components in anti-bullying programs are limited (Huang et al., 2019). The aim of the systematic review is to identify research findings that provide information on the effectiveness and nature of home-school cooperation in bullying prevention and intervention. Method The aim is to identify and analyse literature that looks at 1) both the school context and the family context and 2) the interaction of the two contexts in relation to bullying occurrence, bullying development, bullying prevention and bullying intervention. For this purpose, a systematic literature search is conducted in the databases Cochrane Library, EBSCO, PsycINFO, PubMed, Scopus, and Web of Science. In addition, a call for grey literature will be distributed in relevant networks (e.g., International Society for Research on Aggression, national psychological societies in Germany, Austria, England, and Norway). The search term has not yet been finalised, but will contain the terms "Bully*", "Parent* OR Home" and "School OR teacher", which will be connected by AND. Both qualitative and quantitative studies will be included with no restrictions on the publication period. Publications in English and German will be included (other languages cannot be included, as only one person in the research team speaks another language and thus no double coding can take place). In the coming months, the research group will create and test a detailed coding manual specific for the research questions of the review. The quality assessment will be done through an established tool for qualitative and quantitative publications (e.g., Mixed Methods Appraisal Tool MMAT, Hong et al., 2018). The screening of titles, abstracts, and keywords according to inclusion and exclusion criteria as well as the full coding of the included publications will each be carried out by two persons. Interrater reliability will be calculated. Results Results are not yet available. We will be able to present the first results at the WABF. These will include, in particular, an overview of the identified relevant literature (e.g., number, information on publication types, sample size and country, result of quality assessment) and its research questions, as well as the summary of the identified results. Conclusion Through the systematic review, we will provide an up-to-date, comprehensive overview of the current state of the literature on parent-teacher collaboration in the context of bullying prevention and intervention. Detailed conclusions will be drawn from the initial findings, which can be presented at WABF. Implications for research/practice The comprehensive and up-to-date research review will identify research gaps and provide suggestions for future research on parent-teacher cooperation in the bullying context. By processing findings on the effect of the family and school developmental context on bullying processes when both contexts are considered simultaneously, implications for practice can also be expected. Previous findings call for collaboration between home and school in addressing bullying, and in some cases, as in the meta-analysis by Huang et al. (2019), depict its impact. However, details on the design of this cooperation, on hurdles and challenges, on legal frameworks and on aspects of cooperation that support a successful effect of cooperation are largely missing. By systematically compiling the findings to date, we provide not only academics but also practitioners with an up-to-date overview of the findings. This will enable practitioners to train teachers on collaborating with parents when incidents of bullying has occurred under consideration of recent scientific findings, supporting the practical usage of scientific findings. Selected References Colpin, H., Bauman, S. & Menesini, E. (2021). Teachers’ responses to bullying: Unravelling their consequences and antecedents: Introduction to the special issue. European Journal of Developmental Psychology, 18(6), 781-797. Gaffney, H., Ttofi, M. M. & Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111–133. Gaffney, H., Ttofi, M. M. & Farrington, D. P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85, 37–56. Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., & Vedel, I. (2018). Mixed Methods Appraisal Tool (MMAT) Version 2018. User Guide. Available under http://mixedmethodsappraisaltoolpublic.pbworks.com Huang, Y., Espelage, D. L., Polanin, J. R., & Hong, J. S. (2019). A meta-analytic review of school-based anti-bullying programs with a parent component. International Journal of Bullying Prevention, 1, 32–44. Swearer, S. M., & Hymel, S. (2015). Understanding the psychology of bullying. Moving toward a social-ecological diathesis-stress model. American Psychologist, 70(4), 344–353. Van Verseveld, M. D. A., Fukkink, R. G., Fekkes, M. & Oostdam, R. J. (2019). Effects of antibullying programs on teachers’ interventions in bullying situations. A meta‐analysis. Psychology in the Schools, 56(9), 1522–1539. Y1 - 2023 UR - https://osf.io/ex6m4 U6 - https://doi.org/10.17605/OSF.IO/BNDHG SP - 1 ER -