Refine
Year of publication
Document Type
Way of publication
- Open Access (38)
Keywords
- Schule (17)
- HBSC (15)
- adolescents (14)
- bullying (13)
- hate speech (10)
- school (8)
- Lehrkräfte (7)
- empathy (7)
- Intervention (6)
- Mobbing (6)
- Hatespeech (5)
- Prävention (5)
- intervention (5)
- self-efficacy (5)
- Adolescents (4)
- Children (4)
- Germany (4)
- Hate speech (4)
- Survey (4)
- cyberbullying (4)
- cyberhate (4)
- teacher (4)
- victimization (4)
- Brandenburg (3)
- Gesundheit (3)
- Hate Speech (3)
- Jugendliche (3)
- Kinder (3)
- Schools (3)
- Trends (3)
- classroom climate (3)
- discrimination (3)
- moral disengagement (3)
- willingness to intervene (3)
- Bullying (2)
- Diskriminierung (2)
- Einsamkeit (2)
- Gesundheitsförderung (2)
- Gesundheitsverhalten (2)
- Gewalt (2)
- Gewalt an Schulen (2)
- Hassrede (2)
- Inklusion (2)
- Lehrer (2)
- Lehrer-Schüler-Beziehung (2)
- Life satisfaction (2)
- Multilevel modeling (2)
- Prevalences (2)
- School (2)
- Schülermobbing (2)
- Selbstwirksamkeitserwartung (2)
- Self-efficacy (2)
- Self-rated health (2)
- Students (2)
- aggression (2)
- classroom cohesion (2)
- counter speech (2)
- health (2)
- likelihood of intervention (2)
- measurement invariance (2)
- perpetration (2)
- relational bullying (2)
- school violence (2)
- schools (2)
- social norms (2)
- teacher competence (2)
- time trends (2)
- verbal bullying (2)
- Akkuratheit von Lehrerurteilen (1)
- Angst (1)
- BFLPE (1)
- Bewältigung (1)
- Bildungschancen (1)
- Bullying intervention (1)
- Bullying prevention (1)
- Bystander (1)
- Bystanders (1)
- COVID-19 (1)
- Cross-Sectional Study (1)
- Cyberbullying (1)
- Cybermobbing (1)
- Demokratiebildung (1)
- Digital Public Health (1)
- Distribution (1)
- Education (1)
- Emotional disorders (1)
- Emotionale Störung (1)
- Entwicklung im Jugendalter (1)
- Entwicklungspsychologie (1)
- Erziehungswissenschaft (1)
- Europe (1)
- Familiäre Unterstützung (1)
- Früherkennung (1)
- Gesprächsführung (1)
- Gesundheitsinformationen (1)
- Gewalt in der Familie (1)
- Gewalt in der Schule (1)
- Grundschule (1)
- Gründe (1)
- HBSC study (1)
- HBSC-study (1)
- Hatespeech-Verständnis (1)
- Health Monitoring (1)
- Health care utilization (1)
- Health complaints (1)
- Health equity (1)
- Health literacy (1)
- Health promotion (1)
- Health value (1)
- Heimunterricht (1)
- Inanspruchnahme von Gesundheitsleistungen (1)
- Inclusion (1)
- Interventionsbereitschaft (1)
- Interventionserfolg (1)
- Jugendgesundheit (1)
- Kinder und Jugendliche (1)
- Kindes- und Jugendalter (1)
- Klassenklima (1)
- Kommunikation (1)
- Konfliktverhalten (1)
- Körperliche Aktivität (1)
- Latent profile analysis (1)
- Lehrerausbildung (1)
- Lehrerexpertise (1)
- Lehrergesundheit (1)
- Lehrerkompetenz (1)
- Lehrerwahrnehmung (1)
- Lehrerüberzeugungen (1)
- Lehrkräftebildung (1)
- Life Satisfaction (1)
- Mental Health (1)
- Mobbing an Schulen (1)
- Mobbingintervention (1)
- Motive (1)
- Multilevel analysis (1)
- NEPS (1)
- National Educational Panel Study (1)
- Nutrition (1)
- Obst- und Gemüsekonsum (1)
- Physical activity (1)
- Prevalence (1)
- Professional experience (1)
- Prüfungsangst (1)
- Psychosomatic Complaints (1)
- Psychotherapieausbildung (1)
- Reference group effects (1)
- Rollenspiel (1)
- School bullying (1)
- School climate (1)
- School performance (1)
- Schülergewalt (1)
- Schülermobbing (1)
- Selbstkonzept (1)
- Sexueller Missbrauch (1)
- Social skills (1)
- Socioeconomic status (1)
- Sonderpädagogischer Förderbedarf (1)
- Soziale Angst (1)
- Special educational needs (1)
- Subjective Health (1)
- Teacher (1)
- Teacher health (1)
- Teachers (1)
- Trennungsangst (1)
- UCLA Loneliness Scale (1)
- Viktimisierung (1)
- Violence (1)
- Wohlbefinden (1)
- Zeitvergleich (1)
- accuracy of teacher judgements (1)
- adolescence (1)
- adolescent development (1)
- adult support (1)
- alexithymia (1)
- big-fish-little-pond-effect (1)
- bullies (1)
- bully-victim (1)
- bullying victimization (1)
- bystanders' responses (1)
- childhood (1)
- children (1)
- children and adolecents (1)
- civic education (1)
- class climate (1)
- counterspeech (1)
- cross-national (1)
- cyberbully-victims (1)
- cyberhate speech (1)
- cybervictimization (1)
- desensitization (1)
- early identification (1)
- emotion and stress (1)
- frequency (1)
- gender (1)
- gender differences (1)
- gender inequality (1)
- general aggression model (1)
- hate crimes (1)
- health behaviour (1)
- health complaints (1)
- health determinants (1)
- health literacy (1)
- health monitoring (1)
- health promotion (1)
- immigrants (1)
- inclusion (1)
- injunctive norms (1)
- internalisierende Störung (1)
- intervention strategies (1)
- intervention success (1)
- life satisfaction (1)
- mediation (1)
- mental disorders (1)
- mental health (1)
- mental well-being (1)
- migration background (1)
- motives (1)
- multilevel analysis (1)
- online discrimination (1)
- openness to diversity (1)
- parent-child relationship (1)
- peer pressure (1)
- prevalence (1)
- prevention (1)
- primary school (1)
- prosocial educational goals (1)
- psychische Gesundheit (1)
- racism (1)
- regulatory mode (1)
- school closures (1)
- school health promotion (1)
- school mental health (1)
- school performance (1)
- self concept (1)
- self-regulation (1)
- social comparision (1)
- social dominance orientation (1)
- social inequalities (1)
- social perspective-taking (1)
- social skills (1)
- social support (1)
- soziale Ungleichheiten (1)
- student violence (1)
- student well-being (1)
- students (1)
- subjective health (1)
- systematic review (1)
- teacher intervention (1)
- teacher support (1)
- teacher training (1)
- teacher well-being (1)
- teacher-student relationship (1)
- teachers’ understanding of violence (1)
- traditionelles Mobbing (1)
- trends (1)
- validity (1)
- victimisation (1)
- violence (1)
- violence in schools (1)
- well-being (1)
- youth (1)
Institute
Obwohl seit vielen Jahr bekannt ist, dass Lehrkräfte für die Reduzierung von Mobbing wichtig sind, bestehen insbesondere in der deutschsprachigen Mobbingforschung viele Lücken zu der Frage, wie Lehrkräfte bei Mobbing eingreifen und was sie brauchen, um erfolgreich intervenieren zu können. Der folgende Beitrag gibt einen Überblick über den aktuellen Stand der Forschung.
Mobbing ist eine spezifsche 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 Häufgkeit von (Cyber-)Mobbing in Deutschland vor. Im vorliegenden Beitrag wird untersucht, wie verbreitet Mobbing und Cybermobbing an Schulen in Deutschland im Jahr 2018 waren,
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 2017/18 (N = 4.347 Lernende, 53,0 % weiblich) sowie der vorangegangenen Erhebungswellen analysiert. Jungen gaben 2018 häufger als Mädchen an, Mobbing ausgeübt zu haben, berichteten aber
genauso häufg davon, selbst gemobbt worden zu sein. 15-Jährige berichteten häufger als 11- und 13-Jährige, andere gemobbt zu haben und seltener, selbst gemobbt worden zu sein. Schülerinnen und Schüler an Gymnasien gaben am seltensten an, in Mobbing involviert gewesen zu sein. Nur wenige Kinder und Jugendliche berichteten von Cybermobbing.
Im Vergleich zu allen vorherigen Erhebungsjahren berichteten 2018 die wenigsten Heranwachsenden davon, andere zu mobben. Die Häufgkeit der berichteten Erfahrung, gemobbt zu werden, hat sich dagegen kaum verändert. Die Befunde verdeutlichen die Notwendigkeit, evidenzbasierte präventive Anti-Mobbing-Programme und Interventionsmaßnahmen an allen allgemeinbildenden Schulformen und in allen Altersgruppen einzusetzen.
In diesem Band werden die Ergebnisse der HBSC-Gesundheitsstudie 2018 in Brandenburg vorgestellt. Bei der HBSC-Studie (»Health Behaviour in School-aged Children«) handelt es sich um ein internationales kooperatives Forschungsvorhaben, das von der Weltgesundheitsorganisation (WHO) seit 36 Jahren unterstützt wird. Grundlage des Ergebnisberichts sind repräsentative Daten von über 3.000 Schülerinnen und Schülern der Jahrgangsstufen 5, 7 und 9 an allen Schulformen des Landes Brandenburg. Die Jugendlichen haben bei dieser Befragung Auskunft über ihre Gesundheit, ihr Gesundheitsverhalten und ihre Lebensumstände gegeben. Zusätzlich zu den Ausprägungen der Gesundheitsindikatoren werden Unterschiede in Abhängigkeit von Geschlecht, Altersgruppe sowie Schulform berichtet, Vergleiche mit den bundesweiten HBSC-Daten hergestellt und Verbindungen zu sozialen Determinanten der Gesundheit aus den Bereichen Familie, Schule und Gleichaltrigengruppe analysiert. Die aktuellen Ergebnisse der HBSC-Studie Brandenburg können von Entscheidungsträgern aus den Bereichen Gesundheit, Bildung und Soziales auf verschiedenen Ebenen genutzt werden, um die Gesundheit junger Menschen in Brandenburg zu schützen und zu fördern.
There are scarce studies on bystanders’ responses to racist hate speech. The present study was rooted in the general aggression model to examine the direct and indirect associations between witnessing racist hate speech and bystanders’ active defending behaviors. Moreover, we examined if these associations varied as a function of the immigration background of bystanders. The sample included 3,225 7th, 8th, and 9th graders (51.7% girls, 37.2% with an immigrant background) from 40 schools in Switzerland and Germany. A multilevel mediation path model revealed that witnessing racist hate speech negatively predicted bystanders’ active defending. It also had indirect associations with bystanders’ active defending via low levels of empathy. Finally, associations were not observed in students with an immigrant background. The findings regarding the potential contribution of these results to preventing hate speech in school are discussed.
Our understanding of how bystanders respond to hate speech is limited. This may be due, in part, to the lack of available measurement tools. However, understanding adolescents’ responses to hate speech is critical because this kind of research can support schools in empowering students to exhibit courageous moral behavior. Thus, the purpose of the present study was to investigate the psychometric properties of the newly developed Multidimensional Bystander Responses to Hate Speech Scale (MBRHS) and to explore demographic differences and correlates of bystander behavior in school hate speech. The sample consisted of 3225 seventh to ninth graders from Germany and Switzerland. Exploratory and confirmatory factor analyses supported a model with seven factors. We found that adolescents with immigrant background and boys showed particularly unfavorable response patterns. In addition, our study suggests that empathy is positively correlated with the factors comforting the victim, seeking help at school, and countering hate speech but negatively correlated with helplessness, revenge, reinforcing, and ignoring. Moral disengagement showed the opposite correlational pattern. The findings indicate that the MBRHS is a psychometrically valid and reliable measure that could aid in measuring varied responses to hate speech. In addition, this work highlights the relevance of empathy and moral engagement training in anti‐hate speech prevention programs.
Background: Many studies have identified health inequalities in childhood and adolescence. However, it is unclear how these have developed in recent years, particularly since the COVID-19 pandemic.
Methods: Analyses are based on the German data from the international Health Behaviour in School-aged Children (HBSC) study from 2009/10 (n = 5,005), 2013/14 (n = 5,961), 2017/18 (n = 4,347), and 2022 (n = 6,475). A total of 21,788 students aged approximately between 11 and 15 years were included. Socioeconomic status (SES) was assessed using the Family Affluence Scale (FAS). Several health indicators were analysed stratified by gender using bivariate and multivariate analysis methods.
Results: In 2022, there are clear socioeconomic inequalities in life satisfaction, self-rated health, fruit and vegetable consumption, and physical activity. These inequalities remained largely constant or increased between 2009/10 and 2022. Between 2017/18 and 2022, no significant changes in inequalities were found.
Conclusions: Health inequalities are persistent and reduce the chances of growing up healthy. There is no evidence that inequalities in the analysed outcomes have changed during the pandemic period (between 2017/18 and 2022). Rather, the changes in the health indicators seem to affect all adolescents in a similar way.