@article{JuangSchwarzenthalMoffittetal.2021,
  author    = {Juang, Linda P. and Schwarzenthal, Miriam and Moffitt, Ursula Elinor and Vietze, Jana},
  title     = {"No, where are you really from?"},
  series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie : Organ der Fachgruppen Entwicklungspsychologie und P{\"a}dagogische Psychologie der Deutschen Gesellschaft f{\"u}r Psychologie (DGPs)},
  volume    = {53},
  journal   = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie : Organ der Fachgruppen Entwicklungspsychologie und P{\"a}dagogische Psychologie der Deutschen Gesellschaft f{\"u}r Psychologie (DGPs)},
  number    = {3-4},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {0049-8637},
  doi       = {10.1026/0049-8637/a000242},
  pages     = {82 -- 93},
  year      = {2021},
  abstract  = {Being perceived as a foreigner regardless of one's generational status, citizenship, or self-identification is called foreigner objectification. This is a form of identity denial and is linked to psychological distress. To test how foreigner objectification could be measured in Europe, we assessed whether the Foreigner Objectification Scale demonstrated reliability and validity with German adolescents. The sample included 806 9th graders from 17 high schools. The results showed that the scale demonstrates good reliability, scalar measurement invariance across gender and citizenship status, and partial scalar measurement invariance across family heritage, generational status, and cultural self-identification. Adolescents who scored higher on the scale also reported greater school behavioral disengagement, lower life satisfaction, and stronger ethnic identity. Our findings suggest that the scale is psychometrically sound and is linked in theoretically consistent ways to adjustment and ethnic identity. We conclude that this scale offers another way to capture subtle discrimination experiences that add to a more comprehensive understanding of discrimination and the related implications in Europe.},
  language  = {en}
}
@article{SiepmannBalzerHechtetal.1999,
  author    = {Siepmann, Gerda and Balzer, Hans-Ulrich and Hecht, Karl and Salzberg-Ludwig, Karin},
  title     = {A disturbance of the circadian thythm or natural activation/deactivation regulation? : a pilot study on a 8- year-old children},
  year      = {1999},
  language  = {en}
}
@article{Kulawiak2021,
  author    = {Kulawiak, Pawel R.},
  title     = {Academic benefits of wearing noise-cancelling headphones during class for typically developing students and students with special needs},
  series = {Cogent education},
  volume    = {8},
  journal   = {Cogent education},
  number    = {1},
  publisher = {Taylor \& Francis},
  address   = {Abingdon},
  issn      = {2331-186X},
  doi       = {10.1080/2331186X.2021.1957530},
  pages     = {21},
  year      = {2021},
  abstract  = {Classroom noise impairs students' cognition and learning. At a first glance, it seems useful to prevent the negative effects of noise on academic learning by wearing noise-cancelling (NC) headphones during class. The literature and guidelines emphasize the academic benefits of wearing NC headphones (decreased auditory distraction, increased concentration, learning improvement, and decreased distress). These benefits are particularly expected for students with special needs. None of the recommendations to wear NC headphones during class refer to any empirical studies, indicating a potential research gap and lack of evidence. Therefore, the question arises: Is there any empirical evidence supporting academic benefits of wearing NC headphones during class for typically developing students or students with special needs? A total of 13 empirical studies (quantitative and qualitative) were identified through a systematic scoping review of the existing literature. A wide range of outcomes (cognition, learning, academic performance, behaviour, and emotions) were reported related to the use of NC headphones. Most of the studies refer to specific groups of students with special needs (learning disabilities, autism, ADHD, etc.). In view of the limited number of studies, small sample sizes, and lack of replication studies, all studies give the impression of being pilot studies on the academic benefits of wearing NC headphones. The practice of wearing NC headphones during class is an understudied topic. The current body of evidence does not meet the standards for evidence-based practices in both general and special education. Implications for educational practice and future research are discussed.},
  language  = {en}
}
@article{KunyuSchachnerJuangetal.2021,
  author    = {Kunyu, David Khisoni and Schachner, Maja and Juang, Linda P. and Schwarzenthal, Miriam and Aral, Tuğ{\c{c}}e},
  title     = {Acculturation hassles and adjustment of adolescents of immigrant descent},
  series = {New directions for child and adolescent development},
  volume    = {177},
  journal   = {New directions for child and adolescent development},
  editor    = {Eckstein, K. and Crocetti, E.},
  publisher = {Hindawi Limited},
  address   = {London},
  issn      = {1534-8687},
  doi       = {10.1002/cad.20408},
  pages     = {101 -- 121},
  year      = {2021},
  abstract  = {Despite evidence that acculturation hassles (such as discrimination and language hassles) relate to poorer adjustment for adolescents of immigrant descent, we know less about the psychological processes underlying these associations. In this study, we test whether reduced psychological needs satisfaction in terms of a lower sense of belonging, autonomy, and competence, mediates the associations of acculturation hassles with psychological distress and academic adjustment. Our sample included 439 seventh graders from 15 schools in Germany (51\% female, M-age = 12.4 years, SD = .73). Results revealed that adolescents who experienced greater discrimination and language hassles showed a lower sense of belonging with classmates and subsequently, greater psychological distress. Those who experienced greater language hassles also exhibited a lower sense of perceived competence, and ultimately poorer academic adjustment. We conclude that self-determination theory (SDT) provides an important framework to explain key processes underlying the links between acculturation hassles with psychological distress and academic (mal-)adjustment. Strengthening belonging and competence among adolescents of immigrant descent may enhance their well-being in the face of acculturation hassles.},
  language  = {en}
}
@book{LinderkampHennigSchramm2023,
  author    = {Linderkamp, Friedrich and Hennig, Timo and Schramm, Satyam Antonio},
  title     = {ADHS bei Jugendlichen},
  edition   = {2.},
  doi       = {10.25932/publishup-60872},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-608723},
  publisher      = {Universit{\"a}t Potsdam},
  year      = {2023},
  abstract  = {ADHS galt lange als eine St{\"o}rung des Kindesalters. Aber bis zu 80 \% der Patienten sind auch noch als Jugendliche betroffen. Gerade sie brauchen Hilfe bei ihren Problemen! In der Schule m{\"u}ssen sie {\"o}fter die Klasse wiederholen, im sozialen und emotionalen Bereich gibt es Konflikte mit Gleichaltrigen und Eltern. Unbehandelt drohen psychische St{\"o}rungen, Drogenmissbrauch oder delinquentes Verhalten. Das vorliegende Lerntraining ist das erste multimodale Behandlungskonzept f{\"u}r Jugendliche im Alter von 12 bis 17 Jahren. Es werden konkrete Probleme und Aufgaben aus Schule und Umwelt behandelt, um daran allgemeine Strategien herzuleiten. Eltern und Lehrer werden intensiv in die Behandlung mit einbezogen.},
  language  = {de}
}
@book{MackowiakSchramm2016,
  author    = {Mackowiak, Katja and Schramm, Satyam Antonio},
  title     = {ADHS und Schule},
  editor    = {Grewe, Norbert and Scheithauer, Herbert and Schubarth, Wilfried},
  publisher = {Kohlhammer},
  address   = {Stuttgart},
  isbn      = {978-3-17-029994-8},
  pages     = {194},
  year      = {2016},
  abstract  = {Aufmerksamkeits- und Hyperaktivit{\"a}tsst{\"o}rungen (ADHS) z{\"a}hlen zu den h{\"a}ufigsten Verhaltensst{\"o}rungen des Kindes- und Jugendalters (ca. 5-7 \%). Neben Lern- und Leistungsschwierigkeiten kann dadurch vor allem die Interaktion mit Gleichaltrigen und Erwachsenen problematisch sein. Lehrkr{\"a}fte und Eltern sind somit beim Vorliegen einer ADHS besonders herausgefordert. Das Buch liefert auf der Grundlage klinisch-entwicklungspsychologischer und (sonder-)p{\"a}dagogischer Theorien sowie empirischer Befunde grundlegendes Wissen zur Symptomatik, Entstehung und Diagnostik von ADHS. Darauf aufbauend werden praktische Handlungsempfehlungen und evaluierte Maßnahmen im Umgang mit Kindern und Jugendlichen mit ADHS sowie Beratungsaufgaben im Kontext Schule vorgestellt. Das Ganze wird angereichert durch Fallbeispiele und Materialien (Checklisten, Beobachtungsb{\"o}gen usw.).},
  language  = {de}
}
@misc{Goetze1998,
  author    = {Goetze, Herbert},
  title     = {Ahrbeck, B., Konflikt und Vermeidung, psychoanalytische {\"U}berlegungen zu aktuellen Erziehungsfragen; Neuwied, Luchterhand, 1997},
  year      = {1998},
  language  = {de}
}
@article{RomingerFinkWeissetal.2017,
  author    = {Rominger, Christian and Fink, Andreas and Weiss, Elisabeth M. and Bosch, Jannis and Papousek, Ilona},
  title     = {Allusive thinking (remote associations) and auditory top-down inhibition skills differentially predict creativity and positive schizotypy},
  series = {Cognitive neuropsychiatry},
  volume    = {22},
  journal   = {Cognitive neuropsychiatry},
  number    = {2},
  publisher = {Taylor \& Francis},
  address   = {Abingdon},
  issn      = {1354-6805},
  doi       = {10.1080/13546805.2016.1278361},
  pages     = {108 -- 121},
  year      = {2017},
  abstract  = {Introduction: Positive schizotypy and creativity seem to be linked. However, the question still remains why they are related, and what may make the difference? As creative ideation is hypothesised as a dual process (association and inhibition), the propensity for remote associations might be a shared mechanism. However, positive schizotypy and creative thinking might be differentially linked to inhibition. Therefore, this study investigated a potentially overlapping feature of positive schizotypy and creativity (remote associations) as well as a potential dissociative factor (auditory inhibition). Methods: From a large screening sample, 46 participants covering a broad range of positive schizotypy were selected. Association proneness was assessed via two association tasks, auditory inhibition skill with the forced-left condition of the Dichotic Listening Test, and creative thinking by means of two creative ideation tests. Results: Positive schizotypy and creative thinking were positively associated. Both traits were linked to lower rates of common associations. However, creative thinking was associated with higher and positive schizotypy with lower inhibitory control in the auditory domain. Conclusions: While creativity and positive schizotypy shared some variance (related to remote associations), profound inhibition skills may be vital for creative performance and may coincide with lower levels of positive schizotypy.},
  language  = {en}
}
@article{Siepmann1999,
  author    = {Siepmann, Gerda},
  title     = {Anforderungen an die Sonderp{\"a}dagogik},
  year      = {1999},
  language  = {de}
}
@article{Martius1993,
  author    = {Martius, Wolfgang},
  title     = {Anforderungen an Fort- und Weiterbildungsmaßnahmen bei Sonderp{\"a}dagogen unter Ber{\"u}cksichtigung von Erkenntnissen des Lernens Erwachsener},
  year      = {1993},
  language  = {de}
}