68 research outputs found
Awareness and Mental Health Literacy of Teachers on Suicide Prevention and Intervention in Schools
No full textSuicide is the second leading cause of death among children and adolescents. Suicidal thoughts, expressions, and attempts are even more common among students. These often relate to mental health disorders (such as depression, trauma-related disorders, eating disorders, and delusional disorders), but can also occur independently and suddenly. Schools and teachers may therefore be confronted with the issue of suicidality. When teachers experience crises and emergencies involving students, questions arise regarding available support and responsibilities. Insufficient knowledge about students' suicidality and how to handle it can lead to helplessness, fear, and stress among teachers. It is assumed that teachers lack adequate knowledge about the responsibilities within Germany's fragmented help and treatment system. Project Goals The aim of the collaborative project is to systematically assess and analyze the knowledge and needs of teachers in this area. Another goal is to investigate the situation and needs of students regarding suicidality in schools through a participatory research approach. From this, the third goal is to develop practical models and modules for the training and continuing education of teachers, which will then be evaluated. Project Partners This research project is a collaboration between the City of Oldenburg and Carl von Ossietzky University of Oldenburg. The interdisciplinary and multi-professional team consists of Dr. Christina Vesterling (Project Lead) and Dr. Peter Orzessek from the City of Oldenburg, and Prof. Dr. Ute von Düring (Project Lead), Dr. Naska Goagoses, and Dr. Jessica Wilke from the Carl von Ossietzky University of Oldenburg
KLARpsy-Text: Wie hängen Schwierigkeiten von Kindern und Jugendlichen im Umgang mit ihren Gefühlen mit der Erziehung zusammen?
No full textKLARpsy-Texte sind kurze, lai:innengerechte, allgemeinverständliche und richtlinienbasierte Zusammenfassungen psychologischer Übersichtsarbeiten. Dieser KLARpsy-Text hat den Titel "Wie hängen Schwierigkeiten von Kindern und Jugendlichen im Umgang mit ihren Gefühlen mit der Erziehung zusammen?". Er wurde von einer Autorin der Übersichtsarbeit, Naska Goagoses, und Mitarbeitenden des Leibniz-Instituts für Psychologie verfasst. Als testlesende Person war Sabrina beteiligt. Der KLARpsy-Text befasst sich mit folgenden Inhalten: Schwierigkeiten im Umgang mit den eigenen Gefühlen führen bei Kindern und Jugendlichen häufig zu psychischen und Verhaltensproblemen. Um solchen Schwierigkeiten vorbeugen zu können, ist es wichtig, zu verstehen, welche Rolle Erziehungsstile der Eltern dabei spielen. Ein positiver Erziehungsstil zeichnet sich dadurch aus, dass Eltern häufiger Zuneigung zeigen, die Kinder zur Selbstständigkeit ermutigen und ihnen eine verlässliche Umgebung bieten. Ein negativer Erziehungsstil ist dadurch gekennzeichnet, dass Eltern häufig ablehnend, unberechenbar und übermäßig kontrollierend sind. Hängen die Erziehungsstile der Eltern damit zusammen, wie gut Kinder und Jugendliche mit ihren eigenen Gefühlen umgehen können? Wenn Eltern ihren Kindern Wärme und Fürsorglichkeit geben, können Kinder und Jugendliche tendenziell besser mit ihren Gefühlen umgehen. Wenn Eltern ablehnend oder unberechenbar sind, viel drohen oder bestrafen, haben die Kinder eher Probleme im Umgang mit ihren Gefühlen.https://klarpsy.de/hintergrundunknownunknow
A Low-cost Flexible IoT System Supporting Elderly's Healthcare in Rural Villages
No full textWe propose to create a system that, by exploiting the possibilities provided by the Internet of Things (IoT), offers a cheap and affordable solution to prevent and control health problems of people, especially elderly, living in rural villages, where assessing good health facilities is a major concern. The system consists of a heterogeneous combination of apps and Arduino-based devices that connect patients and healthcare service providers remotely located. An important feature from the interaction point of view is that the system is easily configurable by non-technical people, e.g., caregivers
Die Verwendung von mentalem Kontrastieren vor persuasiven Botschaften: die Effekte auf Einstellungsänderungen
No full textMental contrasting is a self-regulation strategy in which fantasies about a positive future are juxtaposed to images of the relevant obstacles in the present reality (Oettingen, 2012). The current research investigated whether engaging in mental contrasting before receiving a persuasive message effects attitude change. We present three empirical studies, in which participants did not fantasize (control), indulged, or mentally contrasted about fulfilling an interpersonal wish (Study 1), an achievement wish (Study 2), or a graduation wish (Study 3). Thereafter, the participants received a persuasive message regarding the implementation of new foster care policies (Study 1, Study 2; Briñol, Petty, & Barden, 2007), or a senior comprehensive exam (Study 3; Petty & Cacioppo, 1979). The persuasive message was supported by either weak or strong arguments. A general pattern emerged, showing that participants in the control and indulging conditions were dependent on argument quality; they reported significantly more favorable attitudes when presented with strong arguments than with weak arguments. As hypothesized, participants who engaged in mental contrasting were less dependent on the quality of the arguments. In all three studies, they reported attitudes that did not significantly differ between participants who received strong arguments and those who received weak arguments. The theoretical and practical implications for mental contrasting and persuasion are discussed
The Role of Social Goals in Academic Success: Recounting the Process of Conducting a Systematic Review
No full textPerceived social support and alcohol consumption during adolescence: a path-analysis with internalizing and externalizing behaviour problems
No full textThe aim of the current study was to investigate the relationship between adolescents’ social support, their internalising and externalising behaviour problems, and their alcohol consumption. Adolescents attending Grade 7–10 (N = 329), answered questionnaires regarding their perceived social support (from parents, teachers, classmates, and friends), internalising (emotional and peer problems) and externalising behaviour problems (hyperactivity and conduct problems), and alcohol consumption (monthly frequency of consumption, beverage consumption on the weekend, and problematic consumption). Building a structural equation model, we found negative associations between parent support and all internalising and externalising behaviour problem scales. Furthermore, social support from classmates was negatively associated with the internalising behaviour problem scales. In turn, peer problems were negatively associated with alcohol consumption, and conduct problems were positively associated with alcohol consumption. Both parent and teacher support had a direct effect on alcohol consumption, and parent support also had an indirect effect via behaviour problems. The findings highlight the importance of parents and teachers for alcohol consumption during adolescence
Morality in middle childhood: the role of callous-unemotional traits and emotion regulation skills
No full textAbstract Background The development of morality is vital for fostering prosocial behavior and enhancing both individual and societal well-being. Clarifying what contextual and individual factors play a role in moral processes during childhood can contribute to our understanding of the development of morality. Given the previous acknowledgment of importance, yet lack of existing empirical findings, the study focused on the significance of callous-unemotional traits (i.e., an affective-interpersonal personality trait, related to psychopathy in adulthood) and emotion regulation (i.e., an essential part of socio-emotional competence, and a transdiagnostic factor in the development of psychopathology) for moral emotions and cognitions during middle childhood. The concrete aim was to examine direct and indirect effects of callous-unemotional trait dimensions (callousness, uncaring, unemotionality) onto immoral emotional attribution (i.e., feeling good after immoral decisions) and admissibility of immoral actions (i.e., evaluating immoral actions as being okay) via emotion regulation skills. Methods A cross-sectional study was conducted with 194 children attending Grades 1 to 4, and their primary caregivers. The children completed the Inventory of Callous-Unemotional Traits and caregivers completed the Emotion Regulation Checklist. The children were also presented with a set of moral dilemma vignettes, and asked about the emotions of protagonists who acted immoral, and the admissibility of their actions. Results Path-model analysis revealed (1) negative direct effects of emotion regulation skills onto immoral emotional attribution and admissibility of immoral actions, (2) positive direct effects of the dimensions callousness and uncaring onto immoral emotional attribution and admissibility of immoral actions, and (3) negative direct effects of dimensions callousness and uncaring onto emotion regulation skills. Indirect effects, indicating that emotion regulation skills mediate the association between the callous-unemotional trait dimensions and morality, were also found. Conclusion The findings address a knowledge gap and indicate that emotion regulation skills, callousness, and uncaring play an important role in morality in middle childhood and should be included in frameworks of moral decision-making and development
Entwicklung der Rechenflüssigkeit in der 5. Klasse und relevante Einflussfaktoren
No full textHintergrund: Rechenflüssigkeit ist die Fähigkeit, in einem umgrenzten Zeitraum möglichst viele richtige Lösungen bei der Berechnung von einfachen Additions-, Subtraktions-, Multiplikations- und Divisionsaufgaben mit einstelligen Zahlen zu erzielen. Eine gute Rechenflüssigkeit geht mit einer reduzierten Belastung des Arbeitsgedächtnisses einher und führt zu besseren Leistungen bei anspruchsvol- leren mathematischen Kompetenzen (u.a. Bruchrechnung). Trotz dieser hohen Bedeutung liegen bisher kaum Befunde aus dem deutschspra- chigen Raum vor. Methode: Die vorliegende Untersuchung erhebt die Rechenflüssigkeit innerhalb der fünften Jahrgangsstufe zu vier Messzeit- punkten. Der Einfluss von Intelligenz, Leseflüssigkeit, Lernverhalten (eingeschätzt durch die Lehrkraft), Geschlecht sowie sozioökonomischer Status wird analysiert. Ergebnisse und Diskussion: Die Forschungsergebnisse zeigen, dass sich die Rechenflüssigkeit in der fünften Jahrgangs- stufe signifikant steigert.Der größte Teil der Varianz wird einerseits durch die frühere Rechenflüssigkeit erklärt, als auch durch die Leseflüs- sigkeit als signifikanter Prädiktor. Zukünftige Studien sollten die Bedeutung der Rechenflüssigkeit für weitere mathematische Kompetenzen in der Sekundarstufe sowie den Einfluss von spezifischen Prädiktoren betrachten
Substance Use and Addiction during Adolescence
No full textA quantitative cross-sectional study aiming to examine adolescents’ substance use and problem behaviors, as well as potential protective and risk factors
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