TY - JOUR A1 - Staats, Hermann A1 - Taubner, S. T1 - “Wirklich erwachsen werden?” BT - Entwicklungspsychologie des „Emerging Adulthood“ JF - Die Psychodynamische Psychotherapie N2 - In westlichen Industrienationen verlängert und differenziert sich der Übergang von der Adoleszenz ins Erwachsenenalter. Beschrieben werden veränderte gesellschaftliche Anforderungen und soziale Realitäten, die zu einer ausgedehnten Zeit des Lernens mit noch geringen sozialen Verpflichtungen führen. Die Ablösung von der Herkunftsfamilie, das Eingehen einer dauerhaften Partnerschaft, Elternschaft und Berufseintritt nehmen häufig das dritte Lebensjahrzehnt in Anspruch. Zwischen Adoleszenz und Erwachsenenalter wird daher eine Zeit des „Emerging Adulthood“ beschrieben. Kernaufgabe dieser Lebensphase ist die Identitätsexploration, die vor dem Hintergrund des Einflusses digitaler Medien diskutiert wird. Nicht für alle Menschen bleibt diese Zeit ein Durchgangsstadium. Als subjektives Lebensgefühl und im Lebensvollzug können Aspekte dieser Phase bis in ein höheres Alter beibehalten werden. Eine klare Abgrenzung zwischen Adoleszenz, „Emerging Adulthood“ und Erwachsenenalter hilft bei der Differenzierung von Entwicklungsverzögerungen, phasentypischen Konflikten, Krisen und psychopathologischen Auffälligkeiten im jungen Erwachsenenalter. KW - Psychotherapie KW - Entwicklungspsychologie KW - Jugendlicher KW - Adoleszenz KW - Identität KW - Sozialisation Y1 - 2015 SN - 1618-7830 VL - 14 IS - 4 SP - 203 EP - 213 PB - Schattauer CY - Stuttgart ER - TY - CHAP A1 - Steffan, Werner ED - Bienemann, Georg ED - Hasebrink, Marianne ED - Nikles, Bruno W. T1 - Straßensozialarbeit (Streetwork) BT - Grundlagen, Kontexte, Arbeitsfelder T2 - Handbuch des Kinder- und Jugendschutzes KW - Streetwork KW - Sozialarbeit KW - Zielgruppe KW - Lebensbedingungen Y1 - 1995 SN - 3-926549-83-1 SP - 404 EP - 406 PB - Votum CY - Münster ER - TY - CHAP A1 - Steffan, Werner ED - Fleisch, Elmar ED - Haller, Reinhard ED - Heckmann, Wolfgang T1 - Niedrigschwellige, lebensweltnahe Drogenarbeit BT - Lehrbuch zur Vorbeugung, Beratung und Therapie T2 - Suchtkrankenhilfe KW - Sozialarbeit KW - Drogenberatung KW - Lebensbedingungen KW - Zielgruppe KW - Drogentherapie Y1 - 1997 SN - 3-407-55798-1 SP - 223 EP - 236 PB - Beltz CY - Weinheim ER - TY - CHAP A1 - Steffan, Werner T1 - Streetwork T2 - Fachlexikon der sozialen Arbeit KW - Sozialarbeit KW - Streetwork KW - Begriff KW - Definition Y1 - 1997 SN - 3-17-006782-6 SP - 886 PB - Kohlhammer CY - Stuttgart ET - 4 ER - TY - CHAP A1 - Steffan, Werner T1 - Mobile Jugendarbeit T2 - Fachlexikon der sozialen Arbeit KW - Mobile Jugendarbeit KW - Sozialarbeit KW - Begriff KW - Definition Y1 - 1997 SN - 3-17-006782-6 SP - 602 PB - Kohlhammer CY - Stuttgart ET - 4 ER - TY - BOOK A1 - Stein, Margit A1 - Stummbaum, Martin T1 - Kindheit und Jugend im Fokus aktueller Studien N2 - Ziel des Buches ist es, die strukturellen Bedingungen des Aufwachsens in Deutschland und die damit verknüpften psychischen Befindlichkeiten Heranwachsender zu beleuchten. KW - Kind KW - Jugend KW - Lebenswelt KW - Psychosoziale Situation KW - Lebensbedingungen Y1 - 2011 SN - 978-3-7815-1820-9 PB - Klinkhardt CY - Bad Heilbrunn ER - TY - JOUR A1 - Steinkeller, Annika von A1 - Große, Gerlind T1 - Children are more social when playing analog games together than digital games JF - Computers in Human Behavior Reports N2 - Digital media are being used more and more frequently by children and for a wide variety of functions. However, there are no studies to date that examine the effect of such use on peer interactions and the occurrence of prosocial behavior in peers. For parents, it has been found that when using digital media only few parents respond responsively to their children’s attempts at interaction and also very rarely, they communicate with them verbally and nonverbally. In the present study, we investigated how playing a game in a digital versus analog form influences interactions (especially prosocial behavior) of peers. We used an experimental situation, where 24 dyads of 4-10-year-old children were examined. Each of the dyads was randomly assigned to a condition where they played either a digital or analog game together. Various interaction parameters and prosocial behavior during and after the game were analyzed. Results show that children in the analog condition communicated verbally with each other more often, responded more often to interaction attempts of their partners and showed less often negative forms of interaction and more often positive forms of interaction than children in the digital condition. However, the type of medium had no influence on prosocial behavior after the game situation. These results suggest that the format of a game (digital vs. analog) has a decisive influence on peer interactions concerning their communication during but not their prosocial behavior after the game situation. Y1 - 2022 U6 - https://doi.org/10.1016/j.chbr.2022.100195 SN - 2451-9588 VL - 6 PB - Elsevier CY - Amsterdam ER - TY - RPRT A1 - Stolz, Peter T1 - Rechtliche und finanzielle Aspekte der Familienpflege T2 - Endbericht zum Modellprojekt Betreuung psychisch kranker Menschen in Gastfamilien - psychiatrische Familienpflege im Land Brandenburg KW - Sozialarbeit KW - Familienpflege KW - Psychosoziale Betreuung KW - Finanzlage KW - Rechtsfrage KW - Gastfamilie Y1 - 2002 SN - 3-935619-07-3 N1 - (Arbeitsmaterialien des Fachbereichs Sozialwesen der Fachhochschule Potsdam ; Nr. 19) SP - 170 EP - 174 PB - Fachhochschule CY - Potsdam ER - TY - JOUR A1 - Streubel, Berit A1 - Gunzenhauser, Catherine A1 - Große, Gerlind A1 - Saalbach, Henrik T1 - Emotion-specific vocabulary and its contribution to emotion understanding in 4- to 9-year-old children JF - Journal of Experimental Child Psychology N2 - Positive associations between children’s general language skills and emotion understanding are well documented. Concurrently, research from other domains highlights the importance of domain-specific language skills for conceptual development. The current study examined the relative contributions of emotion-specific and general vocabulary to individual differences in multiple early-acquired components of emotion understanding (e.g., facial emotion recognition) and later-acquired components (e.g., knowledge of emotion regulation strategies) in 4- to 9-year-old children (N = 86). Emotion-specific vocabulary was measured by size (i.e., number of emotion words children use) and depth (i.e., adult-like use of emotion words). Findings emphasize the role of children’s emotion-specific vocabulary rather than general vocabulary for early-acquired and later-acquired components of emotion understanding, especially when measured by expressive tasks. At preschool age, the size of emotion-specific vocabulary explains children’s knowledge of emotion regulation strategies. In primary school, however, the depth of emotion-specific vocabulary becomes relevant for individual differences in emotion understanding. KW - Sprachkompetenz KW - Kleinkind KW - Kind KW - Gefühlsempfindung Y1 - 2020 U6 - https://doi.org/10.1016/j.jecp.2019.104790 SN - 0022-0965 VL - 193 PB - Elsevier CY - Amsterdam ER - TY - CHAP A1 - Szczepanska, Timo A1 - Priebe, Max A1 - Schröder, Tobias T1 - Teaching the Complexity of Urban Systems with Participatory Social Simulation T2 - Advances in Social Simulation N2 - We describe how we use social simulation as a core method in a new master’s program designed to teach future leaders of urban change to deal with the complexity inherent in current societal transformations. We start by depicting the challenges with regard to cross-disciplinary knowledge integration and overcoming value-based, rigid thinking styles that inevitably arise in the process of solving ecological, technological, or social problems in cities new and old. Next, we describe a course based on urban modeling and participatory approaches, designed to meet those challenges. We reflect on our first experience with this approach and discuss future developments and research needs. KW - Participatory modeling KW - Verstädterung KW - Komplexität KW - Hochschulbildung Y1 - 2020 SN - 978-3-030-34127-5 U6 - https://doi.org/10.1007/978-3-030-34127-5_43 SP - 427 EP - 439 PB - Springer CY - Cham ER -