TY - GEN A1 - Kansok-Dusche, Julia A1 - Ballaschk, Cindy A1 - Krause, Norman A1 - Seemann-Herz, Lisanne A1 - Zeißig, Anke A1 - Schulze-Reichelt, Friederike A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - A systematic review on hate speech among children and adolescents: Definitions, frequencies and overlap with bullying T2 - World Anti-Bullying Forum 2021, Stockholm N2 - 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. Y1 - 2021 UR - https://worldantibullyingforum.com/uploads/sites/2/2021/10/conference_program_WABF2021_digital.pdf U6 - https://doi.org/10.13140/RG.2.2.10336.61448 CY - Stockholm ER - TY - GEN A1 - Wachs, Sebastian A1 - Wettstein, Alexander A1 - Bilz, Ludwig A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Kansok-Dusche, Julia A1 - Wright, Michelle F. T1 - Playing by the Rules? An Investigation of the Relationship Between Social Norms and Adolescents’ Hate Speech Perpetration in Schools T2 - Journal of Interpersonal Violence N2 - 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. KW - hate crimes KW - hate speech KW - social norms KW - school violence KW - discrimination KW - adolescents Y1 - 2021 U6 - https://doi.org/10.1177/08862605211056032 SN - 0886-2605 VL - 37 IS - 21-22 SP - 21143 EP - 21164 ER - TY - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Wettstein, Alexander A1 - Wright, Michelle F. A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Kansok-Dusche, Julia T1 - The Online Hate Speech Cycle of Violence: Moderating Effects of Moral Disengagement and Empathy in the Victim-to-Perpetrator Relationship T2 - Cyberpsychology, Behavior, and Social Networking N2 - 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. KW - hate speech KW - cyberhate KW - online discrimination KW - empathy KW - moral disengagement KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1089/cyber.2021.0159 SN - 2152-2715 VL - 25 IS - 4 SP - 223 EP - 229 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 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Wettstein, Alexander A1 - Wright, Michelle F. A1 - Kansok-Dusche, Julia A1 - Krause, Norman A1 - Ballaschk, Cindy T1 - Associations Between Witnessing and Perpetrating Online Hate Speech Among Adolescents: Testing Moderation Effects of Moral Disengagement and Empathy T2 - Psychology of Violence N2 - 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. KW - hate speech KW - cyberhate KW - empathy KW - moral disengagement KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1037/vio0000422 SN - 2152-0828 VL - 12 IS - 6 SP - 371 EP - 381 ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - Systematisches Review zu Hatespeech bei Kindern und Jugendlichen: Definition, Verbreitung und Überlappung mit verwandten Phänomenen T2 - 28. DGfE-Kongress "Entgrenzungen" N2 - Die wissenschaftliche Auseinandersetzung mit der Verbreitung von Hatespeech (HS) bei Heranwachsenden sowie mit den Überschneidungen z.B. mit Mobbing hat im deutschsprachigen Raum erst begonnen (z.B. Wachs et al., 2021). Der geplante Vortrag präsentiert 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 Überlappung? Eine String-Suche in sozialwissenschaftlichen Datenbanken erbrachte insgesamt 1.850 Publikationen. Die Einschlussprüfung stufte davon 18 Publikationen aus zehn Studien als relevant ein. Zwei Kodiererinnen werteten die Publikationen kriteriengeleitet aus (κ =.80) und ermittelten ihre Qualität. 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 häufigsten aus der Beobachter*innenperspektive (31–69%), gefolgt von Opfererfahrungen (7%–23%) und Täter*innenschaft (5%–11%). Mobbing und HS korrelieren miteinander (r =.15 – .47). Der Vortrag endet mit praktischen Implikationen für zukünftige Forschungen (z.B. Vorschlag einer breiten HS-Definition). Y1 - 2022 UR - https://www.conftool.org/dgfe2022/index.php?page=browseSessions&form_session=53#paperID118 CY - Bremen ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Ballaschk, Cindy A1 - Krause, Norman A1 - Zeißig, Anke A1 - Seemann-Herz, Lisanne A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena T2 - Trauma, Violence, & Abuse N2 - 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. KW - hate speech KW - bullying KW - adolescents KW - children KW - youth Y1 - 2022 U6 - https://doi.org/10.1177/15248380221108070 SN - 1524-8380 SN - 1552-8324 VL - 24(2023) IS - 4 SP - 2598 EP - 2615 ER - TY - GEN A1 - Seemann-Herz, Lisanne A1 - Kansok-Dusche, Julia A1 - Dix, Alexandra A1 - Wachs, Sebastian A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Bilz, Ludwig T1 - Schulbezogene Programme zum Umgang mit Hatespeech – Eine kriteriengeleitete Bestandsaufnahme T2 - Zeitschrift für Bildungsforschung N2 - Der vorliegende Beitrag informiert über 14 deutschsprachige Programme zur Prävention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5–12). Inhalte und Durchführungsmodalitäten derProgramme sowie Ergebnisse einer kriteriengeleiteten Qualitätseinschätzung anhand von fünf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und erörtert. Der Überblick über Schwerpunkte, Stärken und Entwicklungspotentiale schulbezogener Hatespeech-Programme ermöglicht Leser*innen eine informierte Entscheidung über den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit. KW - Hatespeech KW - Schule KW - Prävention KW - Intervention KW - Kindes- und Jugendalter Y1 - 2022 U6 - https://doi.org/10.1007/s35834-022-00348-4 SN - 2190-6890 VL - 12 IS - 3 SP - 597 EP - 614 ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Wettstein, Alexander A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - Der Zusammenhang zwischen Überzeugungen von Lehrpersonen und ihrer Wahrnehmung von Hatespeech unter Schüler:innen T2 - 52. DGPs-Kongress in Hildesheim Y1 - 2022 UR - https://www.uni-hildesheim.de/dgps2022/wp-content/uploads/2022/08/52._DGPs-Kongress_2022_Programm_Stand20220827.pdf SP - 86 PB - Universität Hildesheim CY - Hildesheim ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Wettstein, Alexander A1 - Bilz, Ludwig A1 - Wachs, Sebastian A1 - Castellanos, Melisa T1 - Associations between Social Competence, Perceived Parents’ Prosocial Educational Goals and Adolescents’ Hate Speech Perpetration in School T2 - The Nature and Prevention of Political Violence : 26th Workshop on Aggression, 10th-12th November 2022, Friedrich-Schiller-University, Jena, Germany Y1 - 2022 UR - http://woa.uni-jena.de/WoA2022-Program.pdf SP - 14 ER - TY - GEN A1 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Wachs, Sebastian A1 - Krause, Norman A1 - Wettstein, Alexander A1 - Kansok-Dusche, Julia A1 - Bilz, Ludwig A1 - Schubarth, Wilfried T1 - Ist das (schon) Hatespeech? – Eine qualitative Untersuchung zum Verständnis von Hatespeech unter pädagogischem Schulpersonal T2 - Zeitschrift für Bildungsforschung N2 - Hatespeech ist ein gesellschaftliches Phänomen, das auch die Lebenswelt Schule betrifft. Was jedoch pädagogisches Schulpersonal unter Hatespeech versteht, ist unklar und daher Thema der vorliegenden Interviewstudie mit Lehrkräften (n = 18) und Sozialpädagog_innen (n = 16). Die Ergebnisse zeigen, dass Hatespeech als Herabsetzung verschiedener strukturell unterdrückter Gruppen verstanden wird (z. B. Transpersonen, Homosexuelle, jüdische Personen). Die Befragten erkennen subtilere Formen von Hatespeech oft nicht als Problem an und verstehen Hatespeech vorranging als Online-Phänomen, obwohl auch Vorfälle in Schulen berichtet werden. Es lässt sich schlussfolgern, dass pädagogisches Schulpersonal für Offline-Hatespeech und subtilere Formen sensibilisiert werden muss, um ihre Interventionsbereitschaft zu steigern. KW - Hatespeech KW - Schule KW - Lehrkräfte KW - Hatespeech-Verständnis Y1 - 2022 UR - https://link.springer.com/article/10.1007/s35834-022-00367-1 U6 - https://doi.org/10.1007/s35834-022-00367-1 SN - 2190-6890 SN - 2190-6904 ER - TY - GEN A1 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Wachs, Sebastian A1 - Krause, Norman A1 - Wettstein, Alexander A1 - Kansok-Dusche, Julia A1 - Bilz, Ludwig A1 - Schubarth, Wilfried T1 - Erratum zu: Ist das (schon) Hatespeech? – Eine qualitative Untersuchung zum Verständnis vonHatespeech unter pädagogischem Schulpersonal T2 - Zeitschrift für Bildungsforschung Y1 - 2022 U6 - https://doi.org/10.1007/s35834-022-00377-z SN - 2190-6890 VL - 13 IS - 1 SP - 189 EP - 190 ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Wettstein, Alexander A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - Politikdidaktische Überzeugungen von Lehrkräften und ihr Umgang mit Hatespeech in der Schule T2 - 11. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) - Bildung verstehen • Partizipation erreichen • Transfer gestalten, Universität Potsdam, Potsdam, Deutschland. Y1 - 2024 U6 - https://doi.org/10.17605/OSF.IO/2SJEX ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Wachs, Sebastian A1 - Wettstein, Alexander A1 - Bilz, Ludwig T1 - Teachers’ Political Didactical Beliefs and Their Handling of Hate Speech in School T2 - Annual Conference of the International Association for Intercultural Education, DEIB+ in Education to Transform Society, Chemnitz University of Technology, Chemnitz, Germany. Y1 - 2024 U6 - https://doi.org/10.17605/OSF.IO/8Q4UT 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 - Social Psychology of Education N2 - Despite ongoing global efforts to combat discrimination, hate speech is a growing problem in many countries. Hate speech is also widespread among young people and thus also affects schools. Because of the negative consequences of hate speech for the targeted individuals and for society in general, schools and teachers are generally encouraged to moderate hate speech. This binational study examines intervention strategies for hate speech in schools using the newly developed Hate-Speech Interventions Scale for Teachers. Data from German and Swiss teachers (N = 486) were analyzed. Self-reported strategies were best described using a three-factor structure. Teachers primarily direct their interventions at those directly involved in hate speech and frequently employ teaching-oriented strategies. In comparison, external partners and colleagues are relatively rarely involved. Measurement invariance testing supported the scales’ construct validity. A link was found between the use of these strategies, teachers’ task-specific self-efficacy, gender, and professional experience. These results indicate that schools should play an important role in moderating hate speech and that increasing teachers’ confidence in their own ability to address this phenomenon could be an important element of teacher training. KW - Hate speech KW - Intervention KW - Teacher KW - School KW - Self-efficacy KW - Professional experience Y1 - 2024 UR - https://link.springer.com/article/10.1007/s11218-024-09929-9 U6 - https://doi.org/10.1007/s11218-024-09929-9 SN - 1381-2890 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 - Bilz, Ludwig A1 - Wettstein, Alexander A1 - Wachs, Sebastian A1 - Kansok-Dusche, Julia T1 - What matters for a teachers’ response to hate speech in school? Associations between teachers’ social dominance orientation and empathy with their hate speech interventions in school T2 - 28th Workshop on Aggression, Nottingham Trent University, Nottingham (UK) Y1 - 2024 UR - https://osf.io/dje2m U6 - https://doi.org/10.17605/OSF.IO/HC3K6 ER - TY - RPRT A1 - HBSC Studienverbund Deutschland, A1 - Kansok-Dusche, Julia A1 - Bilz, Ludwig T1 - Schulisches Belastungserleben von Kindern und Jugendlichen - Faktenblatt zur Studie Health Behaviour in School-aged Children 2022 Y1 - 2024 UR - https://hbsc-germany.de/wp-content/uploads/2024/12/Faktenblatt_Schulisches-Belastungserleben-2024_R1_FINAL_PK.pdf ER - TY - GEN A1 - Kansok-Dusche, Julia ED - Wachs, Sebastian ED - Stefanelli, Frederica T1 - Teachers’ political didactical beliefs and their handling of Hate Speech in school [Talk] T2 - Symposium: Combatting adolescent hate speech: empirical insights and innovative prevention strategies. [Symposium]. KW - teachers, hate speech, beliefs, competence, interventions, school Y1 - 2024 U6 - https://doi.org/10.17605/OSF.IO/DWYEV CY - Lisbon, Portugal ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Bilz, Ludwig A1 - Wettstein, Alexander A1 - Wachs, Sebastian T1 - Überzeugungen von Lehrkräften und ihre Interventionen bei Hatespeech in der Schule T2 - Symposium (Chair Saskia Fischer): “Gewaltphänomene in der Schule: Die Rolle der Lehrkraft im Umgang mit Mobbing & Hatespeech” (19.9.2024). 53. Kongress der Deutsche Gesellschaft für Psychologie (DGPs). Universität Wien, Österreich. Y1 - 2024 U6 - https://doi.org/10.17605/OSF.IO/X9UW2 ER -