TY - GEN A1 - Fischer, Saskia M. T1 - Erfolg erwarten und erfolgreich handeln - Die Selbstwirksamkeitserwartung von Lehrkräften, ihre Interventionswahrscheinlichkeit in realen Mobbingsituationen und die Mobbingerfahrungen ihrer Schülerinnen und Schüler T2 - 51. Kongress der Deutschen Gesellschaft für Psychologie, 15. bis 20. September 2018, abstracts Y1 - 2018 SN - 978-3-95853-437-7 SP - S. 25 PB - Pabst Science Publishers CY - Lengerich ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Mobbing und Cybermobbing bei Kindern und Jugendlichen in Deutschland – Querschnittergebnisse der HBSC-Studie 2017/2018 und Trends T2 - DGMP/DGMS Kongress 2021 - Psychosoziale Medizin in Zeiten des Umbruchs N2 - Mobbing ist eine spezifische Form der Gewalt, die mit vielfältigen und langfristigen negativen gesundheitlichen Auswirkungen einhergehen kann. Obwohl eine starke mediale Fokussierung insbesondere auf Cybermobbing zu beobachten ist, liegen nur wenige repräsentative Befunde zur Häufigkeit von (Cyber-)Mobbing in Deutschland vor. In diesem Beitrag wird untersucht, wie verbreitet Mobbing und Cybermobbing an Schulen in Deutschland ist, welche Unterschiede zwischen Mädchen 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 übten 2018 insgesamt mehr Mobbing aus als Mädchen, wurden aber genauso häufig wie Mädchen gemobbt. 15-Jährige mobbten andere häufiger als 11- und 13-Jährige, wurden aber seltener selbst gemobbt. Schülerinnen und Schüler 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 Häufigkeit der Erfahrung, gemobbt zu werden, hat sich dagegen kaum verändert. Die Befunde verdeutlichen die Notwendigkeit präventiver Anti-Mobbing-Bemühungen und von Interventionsmaßnahmen an allen allgemeinbildenden Schulformen. Y1 - 2021 UR - https://dgmp-dgms-2021.de/sessions-und-workshops/ PB - Universitätsklinikum Hamburg-Eppendorf CY - Hamburg ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Interventionskompetenzen von Lehrkräften bei Mobbing: Der Stellenwert der motivationalen Orientierung T2 - Tagung der Fachgruppe Pädagogische Psychologie Y1 - 2021 UR - https://www.ph-heidelberg.de/fileadmin/sonstiges/PaePsy2021/Dokumente/Tagungsprogramm_PAEPSY_2021.pdf PB - Pädagogische Hochschule Heidelberg CY - Heidelberg ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Teachers’ motivational orientations: Associations between teachers' self-efficacy, self-regulation, empathy, and interventions in bullying T2 - World Anti-Bullying Forum 2021 N2 - 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. Y1 - 2021 UR - https://www.wabf2021.org/agenda UR - https://worldantibullyingforum.com/uploads/sites/2/2021/10/conference_program_WABF2021_digital.pdf CY - Stockholm ER - TY - GEN A1 - Fischer, Saskia M. A1 - Aalst, Danelien van A1 - Paljakka, Antonia T1 - Research on teachers’ role in tackling bullying: How can be facilitate connections and cooperation among researchers and practitioners in this field? T2 - World Anti-Bullying Forum 2021 N2 - Bullying research has been conducted worldwide for decades, with ever-increasing frequency and intensity. Nevertheless, some areas of bullying research have not been very well studied so far. One of these areas is the role of teachers in preventing and reducing bullying, including, for example, their intervention strategies and effectiveness in tackling bullying, and supportive or hindering teacher competencies. Recently, studies in this area seem to be increasing. A special issue in the European Journal of Developmental Psychology and a Current Research Topic in Frontiers of Psychology show growing research interest in the role of teachers in student bullying. It seems that we are at the beginning of increasing research interest, which provides us with the opportunity to identify research priorities and to advance appropriate networking. This could facilitate cooperation and connection between researchers and studies, which would be beneficial for the growth of knowledge and enable more rapid findings relevant to practice. We, the founders of the newly established and currently growing European Young Researchers Network on Teachers' Role in School Bullying, would like to talk about connecting researchers and research. Purpose The workshop is aimed at researchers who study teachers in the bullying context as well as practitioners who identified research needs. Central questions of the workshop will be: Which research questions need to be addressed to understand the role of teachers in bullying better? What helps us or what hinders us to exchange and cooperate? How can we create networks that are beneficial and accessible for everyone who wants to participate? Which research projects would be suitable for comparative research or replication in another country? The workshop aims to develop creative ideas that can be implemented in the newly established network or other cooperation opportunities to advance research on the role of the teacher. Y1 - 2021 UR - https://worldantibullyingforum.com/wabf-2021/ SP - 485 CY - Stockholm ER - TY - GEN A1 - Fischer, Saskia M. A1 - Aalst, Danelien van A1 - Paljakka, Antonia T1 - Introducing the European Young Researchers Network on Teachers’ Role in School Bullying T2 - Bullying Research Symposium Vienna 2020 Y1 - 2020 UR - https://bullyingresearchsymposium.univie.ac.at/program/ CY - Wien ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig A1 - Wachs, Sebastian T1 - Teachers‘ empathy and the likelihood that they will intervene in bullying: Differences between students’ and teachers’ perspectives T2 - Bullying Research Symposium 2020 N2 - 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. Y1 - 2020 UR - https://bullyingresearchsymposium.univie.ac.at/program/ ER - TY - GEN A1 - Fischer, Saskia M. A1 - John, Nancy A1 - Bilz, Ludwig T1 - Teachers‘ bullying-related self-efficacy: A systematic review on connections to bullying interventions T2 - World Anti-Bullying Forum 2019 N2 - 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. Y1 - 2019 UR - https://worldantibullyingforum.com/previous-forums/wabf-2019/ CY - Dublin ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Bullying among students in the context of staff conflicts and class climate: Are there spillover effects? T2 - World Anti-Bullying Forum 2017 N2 - 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. Y1 - 2017 UR - https://worldantibullyingforum.com/previous-forums/wabf-2017/ CY - Stockholm ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Professionswissen und Lehrerhandeln in realen Mobbingsituationen T2 - Tagung der AEPF in Rostock (18.-21.09.2016) Y1 - 2016 UR - https://www.researchgate.net/publication/314521023_Professionswissen_und_Lehrerhandeln_in_realen_Mobbingsituationen U6 - https://doi.org/10.13140/RG.2.2.33063.14240 CY - Rostock ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Handeln oder Abwägen? Die Bedeutung der Selbstregulation für das Interventionshandeln von Lehrkräften bei Gewalt und Mobbing T2 - 25. DGfE-Kongress Y1 - 2016 UR - https://www.znl-ulm.de/Veroeffentlichungen/Abstractband_NEFS_2016.pdf SP - 41 PB - TransferZentrum für Neurowissenschaften und Lernen CY - Kassel ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Selbstregulative Kompetenzen von Lehrkräften beim Umgang mit Mobbing T2 - 80. AEPF-Tagung Y1 - 2015 UR - http://www.aepf2015.de UR - http://www.aepf2015.de/AEPF2015_Abstractband.pdf SP - 104 CY - Göttingen ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Wachs, Sebastian T1 - Lehrpersoneninterventionen bei Hatespeech: Dimensionalität, Messinvarianz und Kriteriumsvalidität einer neuen Skala T2 - Bildung im digitalen Wandel. 9. GEBF Tagung Bamberg Y1 - 2022 UR - https://gebf2022.de/GEBF2022_Tagungsband_01-03-22.pdf SP - 78 PB - Otto-Friedrich-Universität Bamberg CY - Bamberg ER - TY - GEN A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Hoppe-Herfurth, Anne-Cathrin A1 - John, Nancy T1 - A consequential partnership. The association between teachers‘ well-being and students‘ well-being and the role of teacher support as a mediator T2 - 26th Biennal Meeting of the ISSBD Y1 - 2022 UR - https://www.issbd2022.org/program/scientific-program U6 - https://doi.org/10.13140/RG.2.2.35890.48324 PB - International Society for the Study of Behavioural Development CY - Rhodos, Greece ER - TY - GEN A1 - Fischer, Saskia M. A1 - Dadaczynski, Kevin A1 - Sudeck, Gorden A1 - Rathmann, Katharina A1 - Bilz, Ludwig T1 - „Health Literacy in School-Aged Children-German”: Vorstellung eines Messinstruments zur Erhebung der Gesundheitskompetenz im Kindes- und Jugendalter T2 - 52. Kongress der Deutschen Gesellschaft für Psychologie. Programm. N2 - Gesundheitskompetenz ist ein international relevanter Forschungsgegenstand, der bereits im Kindes- und Jugendalter mit dem Gesundheitszustand, der Ausübung gesundheitsbezogenen Risikoverhaltens und gesundheitlicher Ungleichheit zusammenhängt. Dennoch steht die Erforschung der Gesundheitskompetenz in Deutschland insbesondere im Kindes- und Jugendalter im internationalen Vergleich noch weitgehend am Anfang. Ein ökonomisches Instrument zur Erhebung der Gesundheitskompetenz Heranwachsender stellt die 10-Item-Skala „Health Literarcy in School-Aged Children-German“ (HLSAC-German) dar. Dabei handelt es sich um die deutsche Version der Skala HLSAC, welche in der international durchgeführten HBSC-Studie eingesetzt wird. In diesem Beitrag werden die Skala selbst sowie Befunde zur Dimensionalität, zur Messinvarianz in Bezug auf Geschlecht, Alter und Schulform und zu Zusammenhängen zu Indikatoren der Gesundheit und des Gesundheitsverhaltens vorgestellt. Die Überprüfung der Skala erfolgt anhand der Daten der deutschen HBSC-Studie 2018 (N = 4 347 Schülerinnen und Schüler im Alter von 11, 13 und 15 Jahren). Die Überprüfung in der Gruppe der 11-Jährigen stellt dabei eine Erweiterung des Einsatzbereiches der Skala im internationalen Vergleich dar. Explorative und konfirmatorische Faktorenanalysen belegen die Eindimensionalität der Skala. Konfirmatorische Faktorenanalysen in multiplen Gruppen zeigen vollständige skalare Messinvarianz bezüglich des Geschlechts und partielle skalare Messinvarianz bezüglich Altersgruppen und Schulform. Erwartungsgemäß zeigen sich negative Zusammenhänge zu subjektiv eingeschätzten psychischen Gesundheitsproblemen und positive Zusammenhänge zur körperlichen Aktivität. Die Ergebnisse weisen insgesamt auf eine eindimensionale Skala hin, mit welcher Mittelwertsvergleiche zulässig sind. Der Einsatz der Skala in der Gruppe der 11-jährigen ist möglich, wobei punktuelle Schwierigkeiten bei der Beantwortung der Items und eine höhere Non-Response-Quote in dieser Altersgruppe erwartet werden müssen. Y1 - 2022 UR - https://www.uni-hildesheim.de/dgps2022/wp-content/uploads/2022/09/52._DGPs-Kongress_2022_Programm_Stand20220915_kl.pdf SP - 51 CY - Hildesheim ER - TY - GEN A1 - Fischer, Saskia M. A1 - Macaulay, Peter J. R. A1 - Bilz, Ludwig T1 - Broadening the contextual perspective on bullying: Direct and cross-level interaction effects between staff communication climate, classroom climate, and students’ bullying experiences T2 - 26th Workshop on Aggression. The Nature and Prevention of Political Violence. N2 - Research on the development of bullying is often based upon Bronfenbrenner’s socioecological model (Swearer & Hymel, 2015). Thus, various relevant contextual variables have been identified, including classroom climate and school climate (Thornberg et al., 2018; Zych et al., 2019). School climate has been defined in different ways, mostly including relationships between people in the school environment (Wang et al., 2016). Empirically, only the relationships between students (also summarised within the class as classroom climate) and between teachers and pupils are usually considered. However, teachers have been identified as particularly significant in the bullying process and as role models for students (Colpin et al., 2021). Because of this, it is assumed that relationships among teachers can also be significant risk factors for student bullying. In this study, we investigate communication climate among teachers as part of the school climate and its associations to student bullying. In addition, we follow Bronfenbrenner’s idea of interactions among contextual levels by considering both school climate and classroom climate and investigating moderation effects. Data was collected from more than 550 teachers and 2,000 students in 114 classes at 24 schools in Germany. The analyses involved three-level hierarchical binary regression analyses and cross-level interaction models. Findings suggest that staff communication climate is not associated directly with students’ experiences with bullying, but that the worse staff communication climate, the more students bully others in classrooms with high rates of rivalry (cross-level moderation). The associations will further be analysed under consideration of relevant control variables. Final results will be presented at the conference. The study broadens the contextual perspective on bullying by including more than one level at once and supports the importance of a whole-school perspective on bullying. Y1 - 2022 UR - http://www.woa.uni-jena.de/WoA2022-Program.pdf ER - TY - GEN A1 - Dadaczynski, Kevin A1 - Rathmann, Katharina A1 - Schricker, Julia A1 - Bilz, Ludwig A1 - Sudeck, Gorden A1 - Fischer, Saskia M. A1 - Janiczek, Oliver A1 - Quilling, Eike T1 - Digital health literacy and health behaviors of eighth and ninth graders from Germany T2 - European Journal of Public Health N2 - Background: Due to the high availability and use of digital media, health- related information is increasingly shifting into the digital space. While there are increasing empirical findings on general health literacy (HL), there is a lack of evidence on digital HL in adolescence and its association with health behavior. Methods: A cross-sectional study of 490 secondary school students (grades eight and nine) from the federal state of Hesse was conducted from October 2019 to February 2020. Digital HL was assessed using five subscales of the Digital Health Literacy Instrument (DHLI), while consumption of fruits, vegetables, soft drinks, and weekly physical activity were used as indicators of health behavior. In addition to gender and grade level, subjective social status (SSS) was used as a social characteristic. Univariate, bivariate, and multivariate analyses were performed, with binary-logistic regression adjusted for gender and SSS. Results: Across all items, the percentage of adolescents reporting difficulties in acquiring and dealing with digital health information ranges from 15.3 % to 37.5 %. Stratified by social characteristics, gender and socioeconomic differences were found with girls and respondents reporting a lower SSS more often showing a limited digital HL. Adolescents with moderate and low digital HL report higher levels of low physical activity, non-daily fruit and daily soft drink consumption. Depending on the health behavior, different relationship patterns can be observed for the dimensions of digital HL. Conclusions: The findings suggest a need for interventions to promote digital HL among adolescents, particularly for those of low SSS. In this context, the differential relationship patterns with health behaviors provide an avenue for the development of specific interventions. Y1 - 2022 U6 - https://doi.org/10.1093/eurpub/ckac129.322 SN - 1101-1262 SN - 1464-360X VL - 32 IS - Supplement 3 ER - TY - GEN A1 - Bilz, Ludwig A1 - Kansok-Dusche, Julia A1 - Fischer, Saskia M. A1 - Bartholomäus, Peter T1 - What works in hate speech intervention and prevention in schools? First results of a systematic review T2 - 28TH WORKSHOP ON AGGRESSION N2 - Hate speech is a global social problem with a multitude of negative consequences. Derogatory expressions against certain groups of people are not a new phenomenon. However, hate speech has become much more widespread in recent years. After the Internet, the school is a place where hate speech occurs and where children and young people perpetrate, witness, and become victims of hate speech (Castellanos et al., 2023; Kansok-Dusche et al., 2023). Schools represent a suitable location to address hate speech incidents and to prevent future hate speech. To date, there is limited evidence on the availability, quality, and effectiveness of school-based anti-hate speech programs. The objective of this systematic review is to compile a catalogue of available anti-hate speech programs, that are particularly aimed at children and youth and that can be used to deal with hate speech in schools. Furthermore, their quality and utility are to be evaluated on a criteria-driven basis by two independent reviewers. The presentation will provide an overview of the 27 programmes identified and the initial results regarding their quality. Recommendations are given for the implementation of these programmes in schools and for their further improvement. Y1 - 2024 UR - https://www.ntu.ac.uk/__data/assets/pdf_file/0030/2539218/28th-Workshop-on-Aggression-Programme.pdf U6 - https://doi.org/10.13140/RG.2.2.35879.97440 CY - Nottingham ER - TY - GEN A1 - Zeißig, Anke A1 - Möller, Julia A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Bedürfnisbezogene Korrelate der Langeweile und Indikatoren der Kreativität im Unterrichtskontext T2 - 53. DGPs-Kongress / 15. ÖGP-Konferenz, 16.-19. September N2 - 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. KW - Langeweile KW - Kreativität KW - Psychische Bedürfnisse Y1 - 2024 UR - https://dgps2024.univie.ac.at/program/ U6 - https://doi.org/10.23668/psycharchives.15449 CY - Wien ER - TY - GEN A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Maunder, Rachel A1 - Bauman, Sheri A1 - Scheithauer, Herbert T1 - Interventionen von Lehrkräften bei Mobbing in der Schule: Erste Ergebnisse eines systematischen Reviews T2 - Menschen Mitwelt Medien - 53. DGPs Kongress Wien Y1 - 2024 UR - https://dgps2024.univie.ac.at/fileadmin/user_upload/k_dgps2020/Abstractband_13092024.pdf U6 - https://doi.org/10.13140/RG.2.2.17765.41447 SP - 571 EP - 572 PB - Universität Wien CY - Wien ER - TY - GEN A1 - Fischer, Saskia M. A1 - Macaulay, Peter J. R. A1 - Baraldsnes, Dziuginta A1 - Brett, Hannah A1 - Paljakka, Antonia T1 - Kooperationen zwischen Elternhaus und Schule bei der Prävention und Intervention bei Mobbing unter Schüler:innen T2 - 53. DGPs-Kongress Wien N2 - 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. 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 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. Y1 - 2024 U6 - https://doi.org/10.17605/OSF.IO/EUP94 CY - Wien ER - TY - GEN A1 - Fischer, Saskia M. A1 - Wolgast, Anett A1 - Schütz, Raphael A1 - Bilz, Ludwig T1 - 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 T2 - 53. DGPs-Kongress Wien N2 - 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. 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. 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 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. Es ergeben sich Implikationen für Maßnahmen der Gewaltprävention und der (psychischen) Gesundheitsförderung in der Schule. Y1 - 2024 U6 - https://doi.org/10.17605/OSF.IO/F5ZSJ ER - TY - GEN A1 - Bilz, Ludwig A1 - Fischer, Saskia M. T1 - Mobbing und Cybermobbing an Schulen in Deutschland von 2009/10 bis 2022 T2 - “Gesundheit – gemeinsam denken, forschen, handeln”. Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH KW - Mobbing KW - Cybermobbing KW - HBSC Y1 - 2024 UR - https://gesundheit-gemeinsam.de/dgsmp-dgepi-dgms-und-dgph/programm-dgsmp-dgepi-dgms-dgph/ U6 - https://doi.org/10.13140/RG.2.2.31663.96165 CY - Dresden ER - TY - GEN A1 - Fischer, Saskia M. A1 - Maunder, Rachel A1 - Bauman, Sheri A1 - Bilz, Ludwig A1 - Scheithauer, Herbert T1 - Teachers‘ Responses to Incidents of Bullying among Students: A Systematic Review on How Teachers React To and Manage Bullying Situations T2 - World Anti-Bullying Forum 2023, October 25–27, 2023, North Carolina, U.S.A. N2 - Introduction Teachers play a vital part in bullying intervention in schools. Their front-line role in classrooms means they are often in a position to notice when bullying happens, and children may also report incidents directly to them (Colpin et al, 2021). Whether and how they respond to bullying sends important messages about the extent to which the behaviour is tolerated in school, and the relative success of actions has direct implications for the children involved, including whether the bullying stops, continues, or even worsens (Wachs et al, 2019). It is therefore important to understand the strategies they use to manage bullying. Whilst a body of empirical research has studied teacher intervention in bullying, the key aspects in the findings or the quality of this evidence has not been systematically examined. This systematic review therefore aims to answer the central question of ‘how do teachers identify and respond to bullying incidents among students?’ Subsidiary questions focus on how teachers determine if an incident of bullying has occurred; how teachers decide how to respond to bullying incident; what the strategies are that teachers use to respond to bullying incidents; the effectiveness of the responses for handling bullying situations, and how teachers’ bullying responses are measured. Method Following pre-registration via the Open Science Framework (Fischer et al., 2022), the following databases were selected for the literature search given their widespread access, reputation, and coverage: Web of Science, Scopus, PsycINFO, PubPsych, PubMed, and Cochrane Library. Each database was interrogated using following search terms: (bully* OR bullie*) AND (teacher OR school staff OR monitor OR whole school OR educator OR tutor OR teach* assist*) AND (interven* OR prevent* OR handl* OR respon* OR tackl* OR measure OR methods OR action OR strateg* OR reaction OR react* OR approach OR practice OR anti-bullying). Both quantitative and qualitative studies were included. The search was restricted to publications in English or German, and no date range was imposed. Publications in peer-reviewed journals, book chapters, as well as grey literature were included. Title, abstracts, and keywords of the identified publications will be screened for inclusion and exclusion criteria. Inclusion criteria include the use of the term ‘bullying’ (or ‘mobbing’ for German-language publications), the school context and school age, and any responses to bullying incidents that are performed by teachers or other teaching staff. Exclusion criteria include solely theoretical publications, bullying at college, university, or workplace, bullying outside the school context, purely preventive strategies, and evaluations of complex anti-bullying programmes. For both the screening and the data extraction, the software Covidence will be used. The procedure and coding system was adapted from Fischer et al. (2021). Results The data extraction is based on a detailed coding manual that had been tested within the research team. Two members of the coding team will code each study included in the full-text analysis. The quality assessment will also be included in the data extraction process and will be done with two instruments: One instrument that was developed by the research team based on the GRADE system with a focus on clearly defined key concepts and research questions as well as methodological aspects (e.g., sample size, critical reflection on the methods used), and one instrument that is established and suitable for both qualitative and quantitative studies (Mixed Methods Appraisal Tool MMAT, Hong et al., 2018). This procedure simultaneously enables the evaluation of the newly developed quality assessment tool. The data extraction is currently underway. The search in the databases and screening of title, abstract, and keywords is planned for spring 2023, and the data extraction will follow. At the WABF, we are going to present results on the quality assessment and interrater reliability as well as on the body of literature. In particular, the presentation of the results will focus on the breadth of teacher responses to incidents of bullying presented in the literature. Conclusion This systematic review provides a contemporary oversight of our existing knowledge on teacher intervention in bullying and highlights important avenues for further research. We will present detailed conclusions based on the results obtained. The expected results will provide a significant overview of the growing research on teacher interventions for bullying and will help to identify research gaps in the existing literature. Further, the results will highlight tendencies towards certain research methods and approaches to study teacher intervention, which provides opportunities for researchers to seek alternative designs and techniques going forward, and will help to identify research gaps in the existing literature. The systematic analysis of previously studied teacher responses to incidents of bullying will provide a significant foundation for future research. The information on how teachers identify bullying cases and the decision-making pathways underlying their responses has not been systematically collected so far, so the expected findings will provide an important foundation for future research and practical teacher training on anti-bullying interventions. In particular, the findings gathered on the effectiveness of teacher responses will have significant implications for the training of teachers, and guidance that can be provided to support teacher practice in schools. Selected references Colpin, H., Bauman, S. & Menesini, E. (2021). Teachers’ responses to bullying: Unravelling their consequences and antecedents: Introduction to the special issue. European Journal of Developmental Psychology, 18(6), 781-797. Fischer, S. M., Bauman, S., Maunder, R., Scheithauer, H., & Bilz, L. (2022). Teachers‘ interventions in bullying among students – A systematic review on how teachers react to and manage bullying situations. Preregistration Template from AsPredicted-org. https://doi.org/10.17605/OSF.IO/7VNBZ Fischer, S. M., John, N. & Bilz, L. (2021). Teachers’ self-efficacy in preventing and intervening in school bullying: A systematic review. International Journal of Bullying Prevention, 3, 196-212. Hong, Q. N., 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 Wachs, S., Bilz, L., Niproschke, S., & Schubarth, W. (2019). Bullying intervention in schools: A multilevel analysis of teachers’ success in handling bullying from the students’ perspective. Journal of Early Adolescence, 39(5), 642–668. Y1 - 2023 UR - https://worldantibullyingforum.com/uploads/sites/2/2023/10/20231019_WABF-Program.pdf U6 - https://doi.org/10.17605/OSF.IO/UCREY SP - 56 ER - TY - GEN A1 - Fischer, Saskia M. A1 - Paljakka, Antonia A1 - Demol, Karlien T1 - European Young Researchers Network on Teachers’ Role in School Bullying: Where Do We Stand and Where Do We Go? T2 - World Anti-Bullying Forum 2023, October 25–27, 2023, North Carolina, U.S.A. N2 - The European Young Researchers Network on Teachers’ Role in School Bullying has been founded in 2020 by young researchers from Germany, the Netherlands, and Austria. The aim is to take into account the growing research interest in the role of teachers in the bullying process (e.g., Colpin et al., 2021; De Luca et al., 2019; Eldrige & Jenkins, 2020; Yoon & Bauman, 2014) and, in particular, to network young researchers working on this topic and to help them maintain an overview of the body of literature on this topic. To this end, newsletters are sent out at regular intervals informing members about new relevant publications, conferences, and calls for papers. In addition, researchers can contribute to the next newsletter by sending topics and concerns. This includes cooperation requests for symposia or research projects and topic-specific questions. The network has about 50 members from 16 different countries. It was presented in 2020 at the Bullying Research Symposium in Vienna (held online) and in 2021 at the WABF in Stockholm, where it met lively interest, received a lot of positive feedback from members, and attracted new members. However, like any network, it faces the challenge of evolving. Requests from members and sharing publications within the network have been decreasing. The aim is to facilitate the exchange between members and to continue to provide an information platform via the newsletter, which benefits from the shared knowledge of the members. However, the active participation of the members is necessary for this. In the presentation, the wishes and needs of the current and future members of the network will be discussed. Concrete questions concerning the future of the network include whether the European focus and the focus on young scientists should be maintained. 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. https://doi.org/10.1080/17405629.2021.1954903 De Luca, L., Nocentini, A. & Menesini, E. (2019). The teacher's role in preventing bullying. Frontiers in Psychology, 10, 1830. https://doi.org/10.3389/fpsyg.2019.01830 Eldridge, M. A. & Jenkins, L. N. (2020). The Bystander Intervention Model: Teacher intervention in traditional and cyber bullying. International Journal of Bullying Prevention, 2, 253–263. https://doi.org/10.1007/s42380-019-00033-7 Yoon, J. & Bauman, S. (2014). Teachers: A critical but overlooked component of bullying prevention and intervention. Theory Into Practice, 53(4), 308–314. https://doi.org/10.1080/00405841.2014.947226 Y1 - 2023 UR - https://worldantibullyingforum.com/uploads/sites/2/2023/10/20231019_WABF-Program.pdf SP - 60 ER - TY - GEN A1 - Fischer, Saskia M. A1 - Maunder, Rachel A1 - Bilz, Ludwig A1 - Bauman, Sheri A1 - Scheithauer, Herbert T1 - Teachers‘ Responses to Incidents of Bullying among Students: Study Protocol and Preliminary Results of a Systematic Review on How Teachers React to and Manage Bullying Situations T2 - 27th Workshop on Aggression Y1 - 2023 UR - https://www.workshoponaggression.com/about-7 U6 - https://doi.org/10.17605/OSF.IO/QCGDX ER - TY - GEN A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Kansok-Dusche, Julia A1 - Wachs, Sebastian A1 - Wettstein, Alexander T1 - Teachers' intervention strategies for handling hate-speech incidents in schools T2 - https://gestioneventos.us.es/wcvs2023/programa-detallado Y1 - 2023 U6 - https://doi.org/10.13140/RG.2.2.23545.85608 PB - Universidad de Sevilla CY - Seville ER - TY - GEN A1 - Bilz, Ludwig A1 - Fischer, Saskia M. T1 - Results of the German HBSC Study: Bullying and cyberbullying at schools in Germany T2 - Sustainable Health in Children and Students - Reduce the GAP! KW - HBSC KW - bullying KW - cyberbullying Y1 - 2024 UR - https://eusuhm.org/congress/potsdam-2024/ U6 - https://doi.org/10.13140/RG.2.2.35917.65767 CY - Potsdam ER -