@article{WilbertKrull2022, author = {Wilbert, J{\"u}rgen and Krull, Johanna}, title = {Die Bedeutung von Peers f{\"u}r die soziale Teilhabe von Lernenden mit Lern- und Verhaltensauff{\"a}lligkeiten in inklusiven Schulklassen}, series = {Aufwachsen mit Anderen : Peerbeziehungen als Bildungsfaktor}, journal = {Aufwachsen mit Anderen : Peerbeziehungen als Bildungsfaktor}, publisher = {Kohlhammer}, address = {Stuttgart}, isbn = {978-3-17-036680-0}, pages = {134 -- 149}, year = {2022}, language = {de} } @article{VietzeSchwarzenthalMoffittetal.2022, author = {Vietze, Jana and Schwarzenthal, Miriam and Moffitt, Ursula and Civitillo, Sauro}, title = {Beyond 'migrant background': how to select relevant, social justice oriented, and feasible social categories in educational research}, series = {European journal of psychology of education}, volume = {38}, journal = {European journal of psychology of education}, number = {1}, publisher = {Springer}, address = {New York}, issn = {0256-2928}, doi = {10.1007/s10212-022-00611-2}, pages = {389 -- 408}, year = {2022}, abstract = {Across continental Europe, educational research samples are often divided by 'migrant background', a binary variable criticized for masking participant heterogeneity and reinforcing exclusionary norms of belonging. This study endorses more meaningful, representative, and precise research by offering four guiding questions for selecting relevant, social justice oriented, and feasible social categories for collecting and analysing data in psychological and educational research. Using a preregistered empirical example, we first compare selected social categories ('migrant background', family heritage, religion, citizenship, cultural identification, and generation status) in their potential to reveal participant heterogeneity. Second, we investigate differences in means and relations between variables (discrimination experiences, perceived societal Islamophobia, and national identity) and academic motivation among 1335 adolescents in Germany (48\% female, M-age = 14.69). Regression analyses and multigroup SEM revealed differential experiences with and implications of discrimination for academic motivation. Results highlight the need for a deliberate, transparent use of social categories to make discrimination visible and centre participants' subjective experiences.}, language = {en} } @article{SchwarzenthalSchachnerJuang2022, author = {Schwarzenthal, Miriam and Schachner, Maja Katharina and Juang, Linda P.}, title = {F{\"u}r ein besseres Miteinander}, series = {Aufwachsen mit Anderen : Peerbeziehungen als Bildungsfaktor}, journal = {Aufwachsen mit Anderen : Peerbeziehungen als Bildungsfaktor}, publisher = {Kohlhammer}, address = {Stuttgart}, isbn = {978-3-17-036682-4}, pages = {176 -- 189}, year = {2022}, language = {de} } @article{ScherreiksKuhrWilbert2022, author = {Scherreiks, Lynn and Kuhr, Linda and Wilbert, J{\"u}rgen}, title = {Ver{\"a}nderung der selbsteingesch{\"a}tzten Kompetenz zur Diagnostik psychischer Auff{\"a}lligkeiten im Psychodiagnostischen Praktikum}, series = {Professionalisierung in Praxisphasen : Ergebnisse der Lehrerbildungsforschung an der Universit{\"a}t Potsdam (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 2)}, journal = {Professionalisierung in Praxisphasen : Ergebnisse der Lehrerbildungsforschung an der Universit{\"a}t Potsdam (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 2)}, number = {2}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-508-8}, issn = {2626-3556}, doi = {10.25932/publishup-57077}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-570779}, pages = {171 -- 193}, year = {2022}, abstract = {Dieser Beitrag diskutiert die diagnostischen Kompetenzen Lehramtsstudierender vor allem in Bezug auf internalisierende Verhaltensbesonderheiten. Da diese h{\"a}ufig weniger Einfluss auf den Verlauf des Schulalltags von Lehrpersonen haben als externalisierendes Erleben und Verhalten von Kindern, werden internalisierende Verhaltensbesonderheiten von Kindern h{\"a}ufig seltener wahrgenommen und seltener als p{\"a}dagogisch relevant eingestuft. Daher erfahren diese Kinder oft weniger f{\"o}rderdiagnostische Unterst{\"u}tzung. Mit dem Ziel der Entwicklung diesbez{\"u}glicher diagnostischer Kompetenzen der Studierenden wird das Psychodiagnostische Praktikum (PDP) mit praktischen Abschnitten und begleitenden Seminarsitzungen zeitgleich zum Praxissemester durchgef{\"u}hrt. Um Ver{\"a}nderungen in der Selbstwahrnehmung der Studierenden in Bezug auf ihre diagnostischen Kompetenzen im Rahmen des PDP abzubilden und damit das Gesamtkonzept zu evaluieren, wird ein selbstentwickelter Fragebogen verwendet. Der Beitrag stellt die konzeptuellen Gedanken des Fragebogens sowie die Ergebnisse einer ersten Pilotstudie vor.}, language = {de} } @article{NiemeyerLorbeerMohretal.2022, author = {Niemeyer, Helen and Lorbeer, Noemi and Mohr, Jil and Baer, Ella and Knaevelsrud, Christine}, title = {Evidence-based individual psychotherapy for complex posttraumatic stress disorder and at-risk groups for complex traumatization}, series = {Journal of affective disorders : an official publication of the International Society for Affective Disorders, ISAD}, volume = {299}, journal = {Journal of affective disorders : an official publication of the International Society for Affective Disorders, ISAD}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0165-0327}, doi = {10.1016/j.jad.2021.12.056}, pages = {610 -- 619}, year = {2022}, abstract = {Background: The current meta-review of meta-analyses on psychotherapy research for complex post-traumatic stress disorder (CPTSD) and samples at risk of complex traumatization has three aims: first, to provide an overview of efficacy of individual psychotherapies; second, to compare the quality of the meta-analyses; and third, to assess statistical power. Methods: The literature search was conducted until August 2020. Meta-analyses providing individual treatment effect estimates focusing on CPTSD or samples at risk of complex traumatization (i.e., victims of childhood sexual abuse (CSA), war or torture, refugees, and veterans with PTSD) were eligible for inclusion. The effect sizes were classified according to Cohen as small, medium, or large. The "A MeaSurement Tool to Assess systematic Reviews" (AMSTAR) was applied to assess the quality of the meta-analyses, and power was assessed post-hoc. Results: Twenty-four meta-analyses were suitable for inclusion. The efficacy of the interventions varied (g = -0.04 (CI -0.39; 0.48), controlled, to d = 2.73 (1.69; 3.76), uncontrolled). Overall, 16 effect estimates were large. On average, the quality of the meta-analyses was good (average AMSTAR total score 7.71 points (range 3-11). Considering quality assessments and power together, nine meta-analyses were evaluated as high quality. Limitations: No meta-analysis for CPTSD was eligible and the number of individuals with complex traumatization was not directly assessed in the at-risk groups. Conclusions: For at-risk groups for complex traumatization, on average, good-quality empirical evidence exists. Given the limited research on CPTSD, future studies are needed to further investigate the efficacy of interventions.}, language = {en} } @misc{KunyuJuangMorenoHerrera2022, author = {Kunyu, David Khisoni and Juang, Linda P. and Moreno Herrera, L{\´a}zaro}, title = {Evaluating the implementation quality of a vocational education intervention for youth in Dadaab refugee camp in Kenya}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {824}, issn = {1866-8364}, doi = {10.25932/publishup-58578}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-585781}, pages = {16}, year = {2022}, abstract = {Refugee youth in protracted humanitarian contexts are faced with limited access to quality education. They may sustain traumatic experiences from conflicts and discrimination yet have limited psychosocial support access. Comprehending the magnitude and effects of these challenges is vital for designing and executing educational interventions in such contexts. This study evaluates the implementation quality of the Youth Education Pack intervention through the lens of the Inter-agency Network for Education in Emergencies minimum standards framework. It explores the types of discrimination experienced by refugee youth in the Dadaab refugee camp in Kenya. Nine participants comprising refugee students (N = 2), former refugee students (N = 2), teachers (N = 3), and project supervisors (N = 2) participated in the study. The first author conducted interviews and observations in the camp. The data were qualitatively coded deductively and analysed in Nvivo 12. We found that the YEP intervention faced contextual challenges that hindered the achievement of the implementation quality standards outlined in the INEE minimum standards for education. Refugee youth and refugee teachers experienced various forms of discrimination, including at individual, institutional, and structural levels. We conclude that providing refugee youth with an inclusive and high-quality education is central to providing secure and long-term solutions to their challenges and adversities and may promote their psychosocial wellbeing.}, language = {en} } @article{KunyuJuangMorenoHerrera2022, author = {Kunyu, David Khisoni and Juang, Linda P. and Moreno Herrera, L{\´a}zaro}, title = {Evaluating the implementation quality of a vocational education intervention for youth in Dadaab refugee camp in Kenya}, series = {Frontiers in human dynamics}, volume = {4}, journal = {Frontiers in human dynamics}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2673-2726}, doi = {10.3389/fhumd.2022.898081}, pages = {16}, year = {2022}, abstract = {Refugee youth in protracted humanitarian contexts are faced with limited access to quality education. They may sustain traumatic experiences from conflicts and discrimination yet have limited psychosocial support access. Comprehending the magnitude and effects of these challenges is vital for designing and executing educational interventions in such contexts. This study evaluates the implementation quality of the Youth Education Pack intervention through the lens of the Inter-agency Network for Education in Emergencies minimum standards framework. It explores the types of discrimination experienced by refugee youth in the Dadaab refugee camp in Kenya. Nine participants comprising refugee students (N = 2), former refugee students (N = 2), teachers (N = 3), and project supervisors (N = 2) participated in the study. The first author conducted interviews and observations in the camp. The data were qualitatively coded deductively and analysed in Nvivo 12. We found that the YEP intervention faced contextual challenges that hindered the achievement of the implementation quality standards outlined in the INEE minimum standards for education. Refugee youth and refugee teachers experienced various forms of discrimination, including at individual, institutional, and structural levels. We conclude that providing refugee youth with an inclusive and high-quality education is central to providing secure and long-term solutions to their challenges and adversities and may promote their psychosocial wellbeing.}, language = {en} } @article{KiaKeatingJuang2022, author = {Kia-Keating, Maryam and Juang, Linda P.}, title = {Participatory Science as a Decolonizing Methodology}, series = {Cultural diversity \& ethnic minority psychology : official journal of American Psychological Association Division 45}, volume = {28}, journal = {Cultural diversity \& ethnic minority psychology : official journal of American Psychological Association Division 45}, number = {3}, publisher = {American Psychological Association}, address = {Washington}, issn = {1099-9809}, doi = {10.1037/cdp0000514}, pages = {299 -- 305}, year = {2022}, abstract = {Public Significance Statement As we have entered an age of unprecedented mass displacement, global solutions are necessary. Participatory science offers an opportunity for a transformative shift toward equitable partnerships between researchers and communities toward innovation and may provide a key to unsolved problems, as well as tap into the possibilities for progress and growth. This special issue on participatory research with immigrant and refugee communities offers a roadmap for advancing the field of psychology. Objectives: The major global problems of our day, including mass displacement, climate change, violence, and pandemic, necessitate global solutions. In a world where injustice and inequities are rampant, psychologists stand at the precipice of social change and action, with an opportunity to unambiguously decolonize our research methodologies, and engage in scholarship that provides immediate benefits to communities. Method: Participatory methods offer an opportunity to co-create an empowering, equitable, inclusive, and ethical science in partnership with communities. Results: This special issue on Collaborative and Participatory Research to Promote Engagement, Empowerment, and Resilience for Immigrant and Refugee Youth, Families, and Communities highlights exemplary interdisciplinary work that has emerged in learning from and working in partnership with immigrant and refugee youth, families, and communities. Conclusions: The special issue offers six major components of participatory methodologies that provide a roadmap to decolonizing psychological science, recognize the potentials for innovation and impact, and advance the field.}, language = {en} } @article{JuangSchwarzenthalAraletal.2022, author = {Juang, Linda P. and Schwarzenthal, Miriam and Aral, Tuğ{\c{c}}e and Pevec-Zimmer, Sharleen}, title = {Youth experiences of racism and family ethnic-racial socialization in Germany}, series = {Infant and child development : an international journal of research}, volume = {31}, journal = {Infant and child development : an international journal of research}, number = {1}, publisher = {Wiley}, address = {New York}, issn = {1522-7219}, doi = {10.1002/icd.2301}, pages = {14}, year = {2022}, abstract = {In 1988 the youth-led movement "Schools without racism, schools with courage" was established in Belgium and quickly spread throughout Europe. German schools adopted this movement in 1995. Decades later, racism is not yet a strong developmental science research topic for studies of youth in Germany and Europe. In this commentary we argue that it should be. With increasing hate crimes and harassment, there is also a need to understand how families are socializing young people to be prepared for, cope with, resist, and disrupt racism. This type of ethnic-racial socialization affects important developmental processes-adolescent ethnic-racial identity development and intergroup and institutional understanding and relations-and requires a more prominent place of study in a migration-diverse Germany. Studying these issues in this particular sociohistorical context will also contribute to a more context-specific understanding of youth experiences of racism.}, language = {en} } @book{JennekRotherToschetal.2022, author = {Jennek, Julia and Rother, Stefanie and Tosch, Frank and Wendland, Mirko and Kludt, Steffen and Krauskopf, Karsten and Kitschke, Dorothea and Maar, Verena and Knigge, Michel and Gn{\"a}dig, Susanne and Seidel, Astrid and Siehr, Karl-Heinz and Wienecke, Maik and G{\"u}nther, Claudia-Susanne and Reitz-Koncebovski, Karen and Klöpping, Peter M. and K{\"u}choll, Denise and Lazarides, Rebecca and Westphal, Andrea and Scherreiks, Lynn and Kuhr, Linda and Wilbert, J{\"u}rgen and Gronostaj, Anna and Vock, Miriam and Zaruba, Nicole and Ahlgrimm, Frederik and Link, J{\"o}rg-Werner and K{\"o}rner, Dorothea and Barseghyan, Anahit and Glowinski, Ingrid}, title = {Professionalisierung in Praxisphasen}, series = {Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung}, journal = {Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung}, number = {2}, editor = {Jennek, Julia}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-508-8}, issn = {2626-3556}, doi = {10.25932/publishup-50096}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-500964}, publisher = {Universit{\"a}t Potsdam}, pages = {321}, year = {2022}, abstract = {Schulpraktika bilden die zentrale Grundlage der Lehrerbildung in Potsdam. Bereits im Potsdamer Modell der Lehrerbildung (1993) sind sie festgehalten, seit der Integration des Schulpraktikums (Praxissemesters) 2008 absolvieren alle Potsdamer Lehramtsstudierenden f{\"u}nf Pflichtpraktika. W{\"a}hrend die Ziele der Praktika klar beschrieben sind, sind die tats{\"a}chlichen Lernerfolge nicht immer klar - ebenso wenig, wie die Begleitung der Praktika aussehen muss, um die Studierenden bestm{\"o}glich zu unterst{\"u}tzen. Auch die Integration in weitere Lehrveranstaltungen des Studiums ist ein noch offenes Feld, das weiterer Betrachtung verdient. Die unterschiedliche Ausrichtung der Potsdamer Praktika, Perspektivwechsel im Orientierungs-/Integriertem Eingangspraktikum, Selbstreflektion im Praktikum in p{\"a}dagogisch-psychologischen Handlungsfeldern, Unterricht als Profession in den Fachdidaktischen Tagespraktika, Anwendung von Diagnostik im psychodiagnostischen Praktikum und die Synthese all dessen im Schulpraktikum, bieten daf{\"u}r zahlreiche Ansatzpunkte. Schulpraktika sind nicht nur ein zentraler und von Studierenden hoch gesch{\"a}tzter Bestandteil des Studiums, sondern werden auch zunehmend f{\"u}r die Bildungsforschung interessant. Fragen nach der Kompetenzentwicklung, Selbsteinsch{\"a}tzungen und der Entwicklung der Reflexionsf{\"a}higkeit von Studierenden stehen dabei ebenso im Fokus wie die Einsch{\"a}tzung der universit{\"a}ren Begleitung und der Einbindung ins weitere Studium. Der vorliegende Band versammelt Studien von Wissenschaftlerinnen und Wissenschaftler der Universit{\"a}t Potsdam, die die f{\"u}nf Pflichtpraktika im Lehramtsstudium unter unterschiedlichen Blickwinkel beforschen. Besonders hervorzuheben ist, dass die Wissenschaftlerinnen und Wissenschaftler aus unterschiedlichen Disziplinen stammen und somit die Praktika mit verschiedenen Instrumenten und aus unterschiedlichen Blickwinkeln betrachten. Die pr{\"a}sentierten Ergebnisse bilden eine gute Grundlage, um die Praktika in Potsdam und an anderen Standorten weiterzuentwickeln.}, language = {de} }