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 - Wachs, Sebastian A1 - Wettstein, Alexander A1 - Bilz, Ludwig A1 - Gámez-Guadix, Manuel T1 - Adolescents’ motivations to perpetrate hate speech and links with social norms T2 - Comunicar - Media Education Research Journal N2 - Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional “Motivations for Hate Speech Perpetration Scale” (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents’ motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents. KW - hate speech KW - cyberhate KW - motives KW - social norms KW - injunctive norms KW - peer pressure Y1 - 2022 U6 - https://doi.org/10.3916/C71-2022-01 SN - 1134-3478 SN - 1988-3293 VL - 71 IS - 2 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 - Lovis-Schmidt, Avelina A1 - Bilz, Ludwig A1 - Pahlke, Kyra A1 - Rindermann, Heiner T1 - Physical Health Complaints in Adolescents: Findings From the 2018 Brandenburg HBSC Study T2 - European Journal of Health Psychology N2 - Some of the physical health complaints adolescents have, such as headaches and stomachaches, cannot be explained on a somatic level. It is unclear which psychological factors can explain these complaints: stress and social support are often discussed, but emotions rarely are. Aims: This cross-sectional study aims to use social support, stress, the tendency toward negative emotions, and health behaviors to predict physical health complaints in adolescents. Method: The 2018 HBSC (Health Behavior in School-aged Children) data from the German state of Brandenburg was analyzed via structural equation and path modeling (N = 3,068, age M = 13.05). Results: Results showed that the tendency toward negative emotions seems to be a better predictor for health complaints (β = .35) than stress (β = .17), and even better suited than social support (β = −.08) or health behavior (β = −.06 to β = .16). In the analysis of specific emotions (anger, sadness, and fear), correlations were low and between sadness and complaints they were highest (average β = .19). Limitations: The present cross-sectional study could not examine long-term outcomes. In addition, the results are limited to only a few physical complaints. Future long-term studies should examine multiple disease symptoms in adolescence. Conclusion: The investigated tendency toward negative emotions demonstrated promising results to better understand the relationship between psychological factors and physical health complaints. As negative emotions were particularly important in predicting physical health, prevention programs for adolescents should focus on dealing with negative emotions to improve their health. KW - emotion and stress KW - social support KW - health complaints KW - HBSC-study KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1027/2512-8442/a000090 SN - 2512-8442 VL - 29 IS - 3 SP - 121 EP - 133 ER - TY - GEN A1 - Wettstein, Alexander A1 - Castellanos, Melisa A1 - Bilz, Ludwig A1 - Wachs, Sebastian T1 - Die Verbreitung von Hatespeech an Schulen in Deutschland und der Schweiz aus Schüler:innen- und Lehrer:innenperspektive 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 - Krause, Norman A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Schubarth, Wilfried T1 - „Ich glaube, es gibt auch einige Kollegen, die es sich nicht zutrauen“. Eine qualitative Studie zu Gründen aus- bleibender Intervention pädagogischen Schulpersonals bei Hatespeech unter Schüler:innen 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 - 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 - Kim, Samuel S. A1 - Craig, Wendy M. A1 - King, Nathan A1 - Bilz, Ludwig A1 - Cosma, Alina A1 - Molcho, Michal A1 - Qirjako, Gentiana A1 - Matos, Margarida G. de A1 - Augustine, Lilly A1 - Šmigelskas, Kastytis A1 - Pickett, William T1 - Bullying, Mental Health, and the Moderating Role of Supportive Adults: A Cross-National Analysis of Adolescents in 45 Countries T2 - International Journal of Public Health N2 - Objectives: Relationships with supportive adults during adolescence may be a protective factor that lowers the risks associated with bullying. The current study aimed to examine the moderating role of supportive adults in the associations between bullying involvement (in-person and cyber) and mental health problems (psychological symptoms and low life satisfaction). Methods: Data from 45 countries and regions taking part in the 2017/18 Health Behaviour in School-Aged Children study (N = 230,757) were used. Multivariable Poisson regression models were used to estimate relative risks of bullying on mental health. Effect estimates were compared across the number of supportive adults to examine a possible cumulative protective effect of relationships with supportive adults. Results: Bullying involvement was consistently associated with poor mental health across the 45 countries. Risk of mental health problems associated with bullying involvement was greatest among students reporting relationships with multiple supportive adults. This was true for all indicators of bullying involvement. Conclusion: Bullying remains a prevalent and harmful experience for youth worldwide. Merely having supportive adults is not sufficient in protecting youth from experiencing the mental health risks associated with bullying. KW - mental health KW - HBSC KW - bullying KW - cyberbullying KW - victimization KW - adult support KW - adolescents Y1 - 2022 UR - https://doi.org/10.3389/ijph.2022.1604264 U6 - https://doi.org/10.3389/ijph.2022.1604264 SN - 1661-8564 VL - 67 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 - Digitale Gesundheitskompetenz von Schülerinnen und Schülern. Ausprägung und Assoziationen mit dem Bewegungs- und Ernährungsverhalten T2 - Bundesgesundheitsblatt N2 - Hintergrund. Während vermehrt Studienbefunde zur allgemeinen Gesundheitskompetenz (GK) vorliegen, mangelt es an Erkenntnissen zur digitalen GK im Jugendalter und deren Assoziationen mit Indikatoren des Gesundheitsverhaltens. Methodik. Empirische Basis bildet eine von Oktober 2019 bis Februar 2020 im Bundesland Hessen durchgeführte Querschnittstudie mit 490 Schülerinnen und Schülern der Klassenstufe 8 und 9. Die digitale GK wurde mithilfe von 5 Subskalen des Digital Health Literacy Instrument (DHLI) erfasst, während der Verzehr von Obst, Gemüse und Softdrinks sowie die körperliche Aktivität als Indikatoren des Gesundheitsverhaltens herangezogen wurden. Als soziales Merkmal wurde neben dem Geschlecht und der Klassenstufe der subjektive Sozialstatus (SSS) berücksichtigt. Die Datenauswertung erfolgte uni-, bi- und multivariat, wobei binärlogistische Regressionen für das Geschlecht und den SSS adjustiert wurden. Ergebnisse. Über alle Items hinweg berichten 15,3–37,5 % der befragten Jugendlichen Schwierigkeiten bei der Beschaffung von und im Umgang mit digitalen Informationen. Differenziert nach sozialen Merkmalen finden sich für 2 Dimensionen der digitalen GK Unterschiede zuungunsten der Mädchen sowie durchgehend ein sozialer Gradient zuungunsten von Befragten mit niedrigem SSS. Jugendliche mit mittlerer und geringer digitaler GK weisen ein höheres Maß an geringer körperlicher Aktivität, nichttäglichem Obstverzehr und täglichem Konsum von zuckerhaltigen Getränken auf. Diskussion. Die Befunde weisen auf einen Interventionsbedarf zur Förderung der digitalen GK insbesondere bei Jugendlichen mit geringem SSS hin. Die differenziellen Zusammenhangsmuster mit dem Gesundheitsverhalten bieten Ansatzpunkte für die Entwicklung spezifischer Interventionen. Als Lehr- und Lernort stellt die Schule u. a. aufgrund der Passung mit verpflichtenden Strategien der schulischen Medienkompetenzbildung ein geeignetes Setting dar. KW - Gesundheitsinformationen KW - Digital Public Health KW - Jugendgesundheit KW - Obst- und Gemüsekonsum KW - Körperliche Aktivität Y1 - 2022 U6 - https://doi.org/10.1007/s00103-022-03548-5 SN - 1436-9990 ER - TY - GEN A1 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Bilz, Ludwig A1 - Wachs, Sebastian T1 - „Ist das (schon) Hatespeech?“ Grenzziehungen von Schüler_innen und schulischem Personal zwischen legitimen Äußerungen und Hatespeech T2 - 28. DGfE-Kongress "Entgrenzungen" N2 - Der Vortrag präsentiert erste Forschungsergebnisse zu Grenzziehungspraktiken in Bezug auf das Begriffsverständnis von Hatespeech. Dafür wurden Schüler*inen (n = 55), Lehrkräfte (n = 18) und Sozialpädagog_innen (n = 16) leitfadengestützt interviewt. Die Ergebnisse zeigen, dass die Befragten die Grenze zwischen sozial akzeptiertem Verhalten und Hatespeech entlang folgender Fragen verhandeln: Welche Gruppen sind das Ziel von Hatespeech, wie wird Hatespeech ausgeübt und wo findet sie statt? Die Interviewten ziehen die Grenze zwischen legitimen Meinungsäußerungen und Hatespeech sehr verschieden. Bei der Frage, welche Gruppen von Hatespeech betroffen sind, wird deutlich, dass abwertende Äußerungen gegen behinderte Schüler_innen eher als Hatespeech eingeordnet werden als Abwertungen gegen transgeschlechtliche Schüler_innen. In Bezug auf die Frage, wie Hatespeech ausgeübt wird, wird die Grenze zu Hatespeech häufig als überschritten gesehen, wenn sie im Zusammenhang mit Gewalt und Mobbing auftritt. Hinsichtlich der Frage wo Hatespeech auftritt, gaben die Befragten an, Hatespeech vorrangig als Online-Phänomen wahrzunehmen, wobei auch diverse Fälle von Hatespeech in der Schule beschrieben werden. Schlussfolgernd lässt sich ein Bedarf erkennen, Schüler_innen und pädagogisches Schulpersonal für unterschiedliche Zielgruppen, Ausdrucksformen und Fälle von Hatespeech in der Schule zu sensibilisieren, um Schule als einen diskriminierungskritischen Raum zu gestalten. 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 - 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 - Krause, Norman A1 - Bilz, Ludwig A1 - Wachs, Sebastian T1 - Dem Hass entgeg(n)en – Eine qualitative Studie zu Interventionsmaßnahmen von pädagogischem Schulpersonal bei Hatespeech in der Schule T2 - 28. DGfE-Kongress "Entgrenzungen" N2 - Hatespeech-Erfahrungen können sich negativ auf das Wohlbefinden auswirken (Krause et al., 2021). Als häufig erste Erwachsene, an die sich Schüler*innen hilfesuchend wenden können, liegt es in der Verantwortung des pädagogischen Schulpersonals, eine Intervention zu initiieren. Bisher wurde jedoch nicht untersucht, welche Interventionsmaßnahmen in Bezug auf Hatespeech in der Schulpraxis durchgeführt werden. Aus diesem Grund werden in dem vorliegenden Beitrag Interviews von Schüler*innen (n=21) und Pädagog*innen (n=27) zum Interventionshandeln des pädagogischen Schulpersonals bei Hatespeech ausgewertet. Die Ergebnisse weisen auf verschiedene Interventionsziele (Auflösen der beobachteten Hatespeech-Situation als kurzfristiges Primärziel sowie verhaltensbezogene und einstellungsbezogene Sekundärziele) hin. Weiterhin konnten zwei Interventionsstrategien unterschieden werden: direktiv-disziplinierende Interventionen (z.B. Bestrafungen, Instruktionen) und partizipativ-verhandelnde Interventionen (z.B. kompromissorientierte Mediationen, integrativ-konsensorientierte Verhandlungen). Insgesamt zeigt sich, dass Lehrkräfte auf ähnliche Strategien zurückgreifen wie bei anderen Gewaltphänomenen. Bei einstellungsmotivierter Hatespeech stößt eine rein verhaltenskonditionierende Interventionslogik jedoch an ihre Grenzen, woraus sich Forderungen nach Fortbildungsmaßnahmen für das Schulpersonal und Maßnahmen zur Stärkung einer Werteerziehung für die Schüler*innen ableiten lassen. Y1 - 2022 UR - https://www.conftool.org/dgfe2022/index.php?page=browseSessions&form_session=53#paperID118 CY - Bremen ER - TY - GEN A1 - Bilz, Ludwig T1 - Macht Schule krank? T2 - 14. Jahrestagung der Politischen Kindermedizin Y1 - 2021 UR - http://www.polkm.org/meetings/ann_meeting_21/salzb_21.pdf CY - Salzburg ER - TY - CHAP A1 - Bilz, Ludwig A1 - Melzer, Wolfgang T1 - Schulschwierigkeiten T2 - Fachlexikon der Sozialen Arbeit Y1 - 2022 SN - 978-3-8487-7131-8 SP - 751 EP - 752 PB - Nomos Verlagsgesellschaft CY - Baden-Baden ET - 9., vollständig überarbeitete und aktualisierte Auflage 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 - Zeitschrift für Psychologie N2 - Many studies have focused on the effects of teachers’ well-being on the development of students, in particular their academic achievement. To date, little is known about the association between teachers’ well-being and students’ well-being. In the present study, we analyzed this relationship and examined the mediating role of teacher support using linked data from 2,686 students and 805 teachers from 48 schools in Germany. Multilevel regression analyses showed a relationship between teachers’ emotional exhaustion and students’ subjective health complaints and between teachers’ psychological well-being and students’ satisfaction with school. The latter association was mediated by teacher support as perceived by students. This study extends current knowledge about the relevance of teachers’ well-being to their students’ socio-emotional development and the mechanisms that underlie this association. Implications for promoting of mental health in schools and for future research are discussed. KW - teacher well-being KW - student well-being KW - teacher support KW - school mental health Y1 - 2022 U6 - https://doi.org/10.1027/2151-2604/a000497 SN - 2151-2604 VL - 230 IS - 3 SP - 264 EP - 275 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 - 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 -