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Mindfulness training in Swiss elementary schools: Effectiveness and role of implementation quality in a cluster-randomized trial
Full text linkBackground
Despite the growing interest in school-based mindfulness training (SBMT) and its evaluation, evidence on the effectiveness of SBMT is still limited and somewhat inconsistent. Further, knowledge on the role of implementation quality, which is essential for a more widespread use of SBMT, is scarce.
Objective
This study examined effects of two established 8-week SBMTs and the role of implementation quality. Interventions were hypothesized to enhance emotion regulation, social well-being, and emotional well-being. Furthermore, higher responsiveness of participants and quality of delivery were hypothesized to be associated with better program effectiveness.
Method
Nineteen elementary school classes (second through sixth grade) from German-speaking regions of Switzerland, with 246 students (aged 9 to 12 years), chose to implement either intervention and were then randomly assigned to the intervention or a waitlist control group (cluster-randomized).
Results
Multilevel modeling revealed that SBMT enhanced some aspects of social well-being (self-reported social participation), and further partially stabilized emotion regulation (self-reported anger control). However, there were also unexpected effects (enhanced self-reported stress vulnerability and hiding of emotions, as well as reduced parent-reported social participation and prosocial behavior). Effects were small, quite robust when controlling for covariates, and not consistent across informants and SBMTs. No robust associations between higher quality of delivery and better effectiveness of SBMT were found, and higher responsiveness of participants was only associated with higher anger control after the intervention.
Conclusions
We discuss in-depth the reasons for unexpected findings and provide directions for future research
Effects of cultural stressors and family etiologic factors on behavioral and mental health among Mexican and other Latino/a immigrant parents in the United States
No full textAs the Latino/a population in the United States continues to grow, disparities among subgroups within this population are becoming more evident. Understanding how cultural stressors and family dynamics relate to behavioral and mental health outcomes among Latino/a immigrants offers valuable insights for addressing inequities among specific Latino/a subgroups. As a result, we conducted a moderated-mediation analysis, using a multi-group path analysis approach, to examine the extent to which cultural stressors and family etiologic factors relate to hazardous alcohol use and mental health symptoms among Mexican and other Latino/a immigrant (i.e., Argentina, Chile, Colombia, Peru, Uruguay, Venezuela, Cuba, Dominican Republic, Costa Rica, Guatemala, Honduras, Nicaragua, Panama, and El Salvador) parents in the United States. Additionally, we explored the extent to which cultural stressors would indirectly relate to hazardous alcohol use and mental health symptoms
through elevated family risk factors and compromised family functioning among both subgroups. The sample consisted of 827 Latino/a immigrant parents with children aged 8 to 16 years, including 287 (35 %) Mexican (M=38.9 years, 61 % female) and 540 (65 %) other Latino/a (M=40.8 years, 72 % female). Variables assessed in this study, and self-reported by participants, included cultural stress, family conflict, poor family management, positive attitudes toward drug use, family functioning, hazardous alcohol use, and symptoms of anxiety and depression. We conducted a series of multiple linear regressions, as well as a multigroup path analysis adjusting for covariates. Scores on all study variables (except family functioning, which evidenced the opposite pattern) were significantly greater in Mexicans than in other Latino/a individuals. We found that hazardous alcohol use was more closely related to family and cultural level predictors among Mexicans, but that links of family and cultural level predictors with mental health indicators were similar between the two subgroups. Grouping Mexicans into a homogenous ethnic group along with other Latino/a subgroups might undermine our understanding of the associations of cultural stress and family-level etiologic factors vis-`a-vis the incidence and prevention of hazardous alcohol use and mental health among different subgroups of Latino/a immigrant families, especially those of Mexican origin. Our findings highlight the critical need for tailored interventions aimed at Latino/a immigrant subgroups to ensure equitable substance use and mental health outcomes in the United States
Spoilt for choice - Intercomparison of four different urban climate models
Full text linkIn recent years, different models to simulate urban climate variables have been applied to various cities. As the model outputs are usually validated individually, this raises the question about which urban climate model to choose for what specific purpose. The present study aims to find answers to this by intercomparing air temperature outputs of four different urban climate models that have been applied in the city of Bern, Switzerland. This includes a geostatistical land use regression model and the numerical models MUKLIMO_3, PALM, and FITNAH 3D. Using data from 70 stations of an urban air temperature measurement network, we intercompare the four models by focusing on the modeled urban air temperature variability. MUKLIMO_3 outputs show a weak urban air temperature variability, while strong small-scale temperature gradients are modeled by FITNAH 3D. PALM outputs are the only ones that reproduce the impact of a large-scale ventilation pattern, but have a large positive bias. The most accurate estimates of the urban air temperature variability are obtained from the land use regression model. For future applications of urban climate models, we reinforce the need of validation with in-situ measurements, since the outputs (and subsequent policies) depend substantially on the selection of the model
Von wegen zu jung für (Sozial)politik!
No full textJugendliche und junge Menschen sucht man in Parlamenten und politischen Ämtern meist vergeblich. Ein häufiges Vorurteil: mangelndes Interesse und (noch) keine ausgereiften politischen Meinungen. Doch eine neue Studie mit über 1’500 Schweizer Jugendlichen zu sozialpolitischen Themen zeichnet ein ganz anderes Bild – mit überraschenden Erkenntnissen zum Sozialstaat und seinen Bezugsgruppen und einem möglichen Blick in die Zukunft des Sozialstaates
VidNuT-Konzeptions-Manual: Videovignettendreh,-schnitt, -bearbeitung und -finishing
Full text linkDie vielschichtigen Aufgaben von Lehrpersonen geben bereits im Lehramtsstudium einen engen Takt vor. Umso wichtiger sollte die Verzahnung von universitären Studieninhalten und praxisnahen Umsetzungserfahrungen fokussiert werden. Unterrichtsvideovignetten bieten die Möglichkeit beim Einsatz in der Lehre zugleich auf Praxis vorbereitende Aspekte eingehen zu können. Diese können unter einer jeweiligen Perspektive fachdidaktisch, pädagogisch oder fachwissenschaftlich beleuchtet werden. Dieses Konzeptions-Manual richtet sich an all diejenigen, die sich innerhalb der Aus- Fort- und Weiterbildung von Lehrpersonen der Thematik Einsatz von Videovignetten annehmen wollen. Dazu wird beginnend der Hintergrund des Projektes VidNuT (Videovignetten in Naturwissenschaft, Technik und Textil) beschrieben, bevor eine ausführliche Anleitung zur Entwicklung von Videovignetten dargelegt wird. Der Aufbau unterteilt sich in den Rahmen gebenden Design Thinking-Ansatz zur Videovignettenentwicklung sowie technische Inhalte wie Kameraeinstellungen, Videoschnitt und –finishing, Komposition und Storyboardingerstellung
Successful integration of refugees in vocational education and training: Experiences from a new pre-vocational programme
No full textThe Swiss labour market is highly structured and relies on standardised vocational education and training (VET) qualifications. Generally, a Federal VET diploma (three- or four-year apprenticeship) or a Federal VET certificate (two-year apprenticeship) is a basic requirement for taking up qualified work. Asylum migrants, and in particular refugees and temporarily admitted persons (RE/TA) without a recognised qualification, thus struggle to find employment, and even several years after their arrival, their employment rate is lower than those of Swiss citizens and other migrants (Aerne & Bonoli, 2021; Spadarotto et al., 2014). Including RE/TA, first, in vocational education and training is, therefore, a key strategy to accelerate their employability. However, the implementation of this strategy is challenging. Research consistently shows that adolescents and young adults with migration backgrounds and learners with special education needs struggle to transition to upper secondary education and stable jobs (Kammermann et al., 2011; Scharnhorst & Kammermann, 2020). Such difficulties in accessing vocational education and training are more pronounced for RE/TA, as they often do not fulfil the prerequisites for beginning an apprenticeship, such as the necessary language skills or sufficient knowledge of local culture, norms, and values (Barabasch et al., 2021; Schaffner et al., 2022). Moreover, many refugees and temporarily admitted persons come from countries with low-standing VET pathways. Hence, they are unaware of the importance and meaningfulness of VET as a successful way to employment (Billett et al., 2022). All these findings highlight the importance of pre-vocational measures to support RE/TA in finding access to initial VET programmes. The “pre-apprenticeship programme to support integration” PAI, examined in more detail in this chapter, is one of those measures
Die Inklusion von Kindern mit Behinderungen unterstützt digitale Chancengerechtigkeit. Ausgewählte Resultate der MEKiSmini-Studie in Schweizer Kindertagesstätten
No full textDigitale Medien sind von Geburt an Teil der kindlichen Lebenswelt. Entsprechend müssen Kinder bereits im Vorschulalter im Umgang mit diesen begleitet werden. Nicht alle Eltern haben die gleichen Möglichkeiten, diese Begleitung sicherzustellen. Kitas könnten dieser Ungleichheit entgegenwirken, indem sie das Thema in der Elternarbeit aufgreifen und die betreuten Kinder an eine kreative und bildungsorientierte Mediennutzung heranführen. Die Schweizer MEKiSmini-Studie zeigt, dass diese Aufgabe von Kitas, die 20 oder mehr Prozent Kinder mit Behinderungen betreuen, stärker wahrgenommen wird als von Kitas, die von weniger Kindern mit Behinderungen besucht werden. Die Inklusion von Kindern mit Behinderungen kann somit zur digitalen Chancengerechtigkeit beitragen
How Do Attitudes and Self-Efficacy Predict Teachers’ Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany, Greece, Italy, and Switzerland
Full text linkInclusive education is a key goal of modern educational reforms, yet its implementation is complex. This study examines the roles of teacher attitudes and self-efficacy in predicting their intentions to use inclusive practices across five western countries: Canada, Germany, Greece, Italy, and Switzerland. The study identified both significant differences and commonalities in prediction patterns across these countries. For instance, beliefs about inclusion varied in their significance, being the most influential predictor among Italian teachers, while managing challenging behaviour was a key predictor for Swiss teachers only. For the other predictors, no significant differences were found, and self-efficacy in collaboration was the strongest predictor nominally. The study suggests that, while aspects such as collaboration seem generally important across countries, effective strategies for promoting inclusive education may also need to be tailored to each country’s unique context, considering aspects of historical background of inclusive education, teacher training, and support. It also emphasizes the need to consider domain-specific aspects of teacher self-efficacy, as different facets differently affect teachers’ intentions
Die Bedeutung sozialer Interaktionen für die Gesundheit von Lehrpersonen
Full text linkHerausfordernde Interaktionen gelten als einer der Hauptrisikofaktoren für die Gesundheit von Lehrpersonen. Nun zeigen aber neuste Studien (unter anderem die PAUL-Studie): Es ist weniger das tatsächliche herausfordernde Schülerverhalten, welches Lehrpersonen belastet. Entscheidend ist vielmehr, wie Lehrpersonen das Verhalten vor dem Hintergrund ihrer Persönlichkeit und ihrer Bewältigungsstrategien wahrnehmen. Gelingende soziale Interaktionen sind eine wichtige Ressource für die Gesundheit von Lehrpersonen. Gute Lehrer-Schüler-Beziehungen, eine adaptive Klassenführung und eine ausreichende Unterstützung im Schulteam wirken ungünstigen physiologischen Stressfolgen bei Lehrpersonen entgegen