@techreport{KostakosKruegerVirchow2025, author = {Kostakos, Georgios and Kr{\"u}ger, Karsten and Virchow, Fabian}, title = {Policy Brief: Education for Responsible Democratic Citizenship. A European Vision. Submitted Version}, publisher = {DEMOCRAT}, doi = {10.5281/zenodo.17777838}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-60287}, pages = {17}, year = {2025}, abstract = {Democracy is the cornerstone of European identity, which is complementary to national identities. In view of the challenges democracy is currently facing, at both European and national level, such as growing polarisation, increasing threats to human security and expanding digitalisation, it is important to defend and consolidate it, as a sine-qua-non element of "the European way of life". Education for responsible democratic citizenship (RDC) or education for democracy (EfD) for short is a way of doing so. EfD strategies and tools to strengthen the democratic agency/capacity for action of citizens, the youth in particular, through transformative learning, has been the focus of the DEMOCRAT project (March 2023 to February 2026). This Policy Brief was initially drafted after the seven first months of the DEMOCRAT project but is now being finalised with the experience of two-and-a-half years of project implementation in mind. Key findings and proposed policy actions presented here include: · To safeguard democracy within the European Union, transformative education for democracy must be reinforced, also taking into account fast-moving digitalisation and fast-breached planetary boundaries. · The shift to transformative education for democracy should be based on a coherent competence framework defined in complementarity with the frameworks of citizenship competences proposed by the EU (Key Competences for Lifelong Learning) and the Council of Europe (Competences for Democratic Culture). The four key RDC competences identified by DEMOCRAT are: Solidary Participation, Deliberation, Judgement, and Democratic Resilience. · The above competence framework should be translated by EU member states and schools in different parts of Europe into a sample curriculum for responsible democratic citizenship adjusted to their education systems and societies. · Schools have to be laboratories of democratic practice on a daily basis and across subjects, not just for a few hours of civic education or education for democracy per week, and need to connect with a conducive local, regional, national, European, global and digital environment. · Students need to be aware of both their rights and responsibilities, and be guided to act on both, within their peer groups and in relation to their teachers, parents, local authorities and other relevant stakeholders. A crucial aspect of any approach to education for democracy is the competence of the teacher to create an environment in which the students can learn democracy in action and not just in words}, subject = {Demokratische Bildung}, language = {en} } @techreport{SchmidVirchowWinteretal.2026, author = {Schmid, Andreas and Virchow, Fabian and Winter, Jana and Bittner, Jennifer}, title = {Mediator Training: 3rd German Pilot Intervention Assessment Report}, publisher = {DEMOCRAT}, doi = {10.5281/zenodo.18383656}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-60295}, pages = {13}, year = {2026}, abstract = {The DEMOCRAT Project's work packages are built on each other. This evaluation report is the penultimate stage of the complex Education for democracy (EfD) process designed, tested, evaluated and shared for exploitation by the consortium. DEMOCRAT has outlined a European curriculum for EFD, based on a shared understanding of what democracy means, as well as a competence framework for responsible democratic citizenship (RDC). The curriculum has been piloted in a series of interventions in primary and secondary schools in the six EU member states in which DEMOCRAT has operated: Estonia, Finland, Germany, Ireland, Poland and Spain. In some countries, the testing stage also included interventions in teacher training at higher education institutes. The national activities were designed on the basis of the DEMOCRAT competence framework (included in D2.1), taking into account preliminary national reports on education inequalities and the state of the art in EfD (D3.1) in the six participating countries. The national and local work that is evaluated in the present deliverable is also based on DEMOCRAT deliverable D5.1. (Design of local pilot projects (LPPs)), as well as on subsequently developed tools (see Annexed Guides) and includes the self-assessment of the pilot participants. A final elaboration of the national pilot interventions will be done when they are compiled into the DEMOCRAT Toolbox (D6.1., under preparation). The results of the assessment of the national intervention were presented in the deliverable D5.2 and the results of the comparison of the intervention in the deliverable D5.3). It is worth noting that the various pilots/interventions, because of their limited scale and duration, are not considered as providing strictly scientific evidence about the efficiency and effectiveness of the learning approaches used in terms of RDC competence development. For the DEMOCRAT Project, the primary objective was to test and further develop the competence framework and the assessment tools, as well as to obtain insights of possible success and hindering factors for novel approaches in Education for Democracy. Pilots show that the school heads and teachers have a crucial role in education for democracy and that they can contribute significantly, as agents of research and development, as well as implementation. Here we present the results of the assessment of the German pilot interventions: Mediator Training.}, subject = {Demokratische Bildung}, language = {en} } @incollection{Bleck2026, author = {Bleck, Christian}, title = {Healthy (Health-Equitable) Cities: Approaches to Participation and Inclusion in the Neighborhood}, series = {Chronic Care - Science and Practice}, booktitle = {Chronic Care - Science and Practice}, editor = {Schmitz, Daniela and Fiedler, Manfred and Becker, Heike and Habetur, Simone and Ortloff, Jan-Hendrik}, publisher = {Springer Nature}, address = {Berlin, Heidelberg}, isbn = {9783662722978}, doi = {10.1007/978-3-662-72298-5_50}, pages = {403 -- 413}, year = {2026}, subject = {Gesundheitsf{\"o}rderung}, language = {en} } @incollection{Mueller2020, author = {M{\"u}ller, Regine}, title = {Professionalisation and academisation of social work in the process of transformation: Opening Remarks}, series = {Social glocalisation and education. social work, health sciences and practical theology perspectives on change}, booktitle = {Social glocalisation and education. social work, health sciences and practical theology perspectives on change}, editor = {Hobelsberger, Hans}, publisher = {Verlag Barbara Budrich}, address = {Leverkusen}, isbn = {978-3-8474-1512-1}, pages = {267 -- 269}, year = {2020}, language = {en} } @incollection{Mueller2020, author = {M{\"u}ller, Regine}, title = {Negotiating with social problems. Professionalism in combatting child poverty in Germany}, series = {Social glocalisation and education. social work, health sciences and practical theology perspectives on change}, booktitle = {Social glocalisation and education. social work, health sciences and practical theology perspectives on change}, editor = {Hobelsberger, Hans}, publisher = {Verlag Barbara Budrich}, address = {Leverkusen}, isbn = {978-3-8474-1512-1}, pages = {279 -- 286}, year = {2020}, language = {en} } @incollection{Mueller2025, author = {M{\"u}ller, Regine}, title = {Die dokumentarische Interpretation von Professionalit{\"a}t - {\"U}berlegungen zu Erweiterungen und Eingrenzungen der Typenbildung der Dokumentarischen Methode [im Erscheinen]}, series = {Jahrbuch Dokumentarische Methode}, booktitle = {Jahrbuch Dokumentarische Methode}, year = {2025}, language = {en} } @incollection{GraessleMueller2026, author = {Gr{\"a}ßle, Kathrin and M{\"u}ller, Regine}, title = {Freie Tr{\"a}ger [Im Erscheinen]}, series = {Taschenw{\"o}rterbuch Soziale Arbeit}, booktitle = {Taschenw{\"o}rterbuch Soziale Arbeit}, editor = {Thole, Werner and H{\"o}blich, Davina and Ahmed, Sarina}, edition = {3. {\"u}berarbeitete Auflage}, publisher = {Julius Klinkhardt}, address = {Bad Heilbrunn}, year = {2026}, language = {en} } @book{OPUS4-5949, title = {Child Protection in Europe: Von den Nachbarn lernen - Kinderschutz qualifizieren}, editor = {M{\"u}ller, Regine and N{\"u}sken, Dirk}, publisher = {Waxmann}, address = {M{\"u}nster, New York, M{\"u}nchen, Berlin}, isbn = {9783830924036}, pages = {336}, year = {2010}, subject = {Kinderschutz}, language = {en} } @inproceedings{BoegeleinBrinkmannAckermannetal.2018, author = {B{\"o}gelein, Silke and Brinkmann, Fabian and Ackermann, David and Weinzierl, Stefan}, title = {Localization Cues of a Spherical Head Model [Abstract]}, series = {Fortschritte der Akustik - DAGA 2018 - 44. Jahrestagung f{\"u}r Akustik 19.-22. M{\"a}rz 2018, M{\"u}nchen}, booktitle = {Fortschritte der Akustik - DAGA 2018 - 44. Jahrestagung f{\"u}r Akustik 19.-22. M{\"a}rz 2018, M{\"u}nchen}, publisher = {Deutsche Gesellschaft f{\"u}r Akustik e.V.}, isbn = {978-3-939296-13-3}, pages = {347 -- 350}, year = {2018}, language = {en} } @article{MuellerKoehlerHenningetal.2025, author = {M{\"u}ller, Romina and K{\"o}hler, Denis and Henning, Julia and Josupeit, Jan and Neher, Frederic and Hagen, Susanne}, title = {Well-Being, Quality of Life, and Personality in German Heart Transplant Patients}, series = {Open Journal of Medical Psychology}, volume = {14}, journal = {Open Journal of Medical Psychology}, number = {4}, issn = {2165-9389}, doi = {10.4236/ojmp.2025.144016}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-57415}, pages = {286 -- 297}, year = {2025}, abstract = {Background: Heart transplantation constitutes not only a profound physiological impact but also imposes immense psychological strain, necessitating a deeper comprehension and optimal promotion of subjective well-being. Objective: Quantitative data collection of relationships between the subjective well-being of heart transplant patients and selected influencing factors was investigated. Material and Methods: In a random sample of 97 heart transplant patients, quality of life was measured with the MLDL, subjective well-being with the HSWBS, social support with the SUCE-4, social activities, personality traits with the BFI-10 and the UGTS, as well as disease management according to the EFK, and physical complaints with the ERSD-SC TM were determined using an online survey. Results: In addition to physical well-being, social life, personality traits, the type of disease (chronic or spontaneous), and functional capacity have a significant impact on subjective well-being. Conclusion: In addition to physical well-being, psychosocial monitoring should also be established in transplantation medicine, and the long-term involvement of psychotherapists, psychiatrists, and social workers should be considered. After a heart transplantation, caring for the mind is just as essential as caring for the body, as subjective well-being is a product of the reciprocal influences of physical and psychological states.}, subject = {Herztransplantation}, language = {en} }