TY  - GEN
A1  - Seemann-Herz, Lisanne
A1  - Kansok-Dusche, Julia
A1  - Dix, Alexandra
A1  - Wachs, Sebastian
A1  - Krause, Norman
A1  - Ballaschk, Cindy
A1  - Schulze-Reichelt, Friederike
A1  - Bilz, Ludwig
T1  - Schulbezogene Programme zum Umgang mit Hatespeech
T1  - School-related programs to address hate speech
BT  - eine kriteriengeleitete Bestandsaufnahme
BT  - a criteria-based review
T2  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Der vorliegende Beitrag informiert über 14 deutschsprachige Programme zur Prävention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5–12). Inhalte und Durchführungsmodalitäten der Programme sowie Ergebnisse einer kriteriengeleiteten Qualitätseinschätzung anhand von fünf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und erörtert. Der Überblick über Schwerpunkte, Stärken und Entwicklungspotentiale schulbezogener Hatespeech-Programme ermöglicht Leser*innen eine informierte Entscheidung über den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit.
N2  - This article provides information on 14 German-language programs for the prevention and intervention of hate speech among children and adolescents (grades 5–12). The contents and implementation modalities of the programs as well as the results of a criteria-based quality assessment of five criteria are described and discussed regarding to their application in school practice. The overview of focal points, strengths and development potentials of school-related hate speech programs enables readers to make an informed decision about the use of the programs in schools and in open child and youth work.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 851 
KW  - Hatespeech
KW  - Schule
KW  - Prävention
KW  - Intervention
KW  - Kindes- und Jugendalter
KW  - hate speech
KW  - school
KW  - prevention
KW  - intervention
KW  - childhood and adolescence
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-602269
SN  - 1866-8364
IS  - 3
ER  - 
TY  - GEN
A1  - Wachs, Sebastian
A1  - Machimbarrena, Juan Manuel
A1  - Wright, Michelle F.
A1  - Gámez-Guadix, Manuel
A1  - Yang, Soeun
A1  - Sittichai, Ruthaychonnee
A1  - Singh, Ritu
A1  - Biswal, Ramakrishna
A1  - Flora, Katerina
A1  - Daskalou, Vassiliki
A1  - Maziridou, Evdoxia
A1  - Sung Hong, Jun
A1  - Krause, Norman
T1  - Associations between Coping Strategies and Cyberhate Involvement: Evidence from Adolescents across Three World Regions
T2  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Cyberhate represents a risk to adolescents’ development and peaceful coexistence in democratic societies. Yet, not much is known about the relationship between adolescents’ ability to cope with cyberhate and their cyberhate involvement. To fill current gaps in the literature and inform the development of media education programs, the present study investigated various coping strategies in a hypothetical cyberhate scenario as correlates for being cyberhate victims, perpetrators, and both victim–perpetrators. The sample consisted of 6829 adolescents aged 12–18 years old (Mage = 14.93, SD = 1.64; girls: 50.4%, boys: 48.9%, and 0.7% did not indicate their gender) from Asia, Europe, and North America. Results showed that adolescents who endorsed distal advice or endorsed technical coping showed a lower likelihood to be victims, perpetrators, or victim–perpetrators. In contrast, if adolescents felt helpless or endorsed retaliation to cope with cyberhate, they showed higher odds of being involved in cyberhate as victims, perpetrators, or victim–perpetrators. Finally, adolescents who endorsed close support as a coping strategy showed a lower likelihood to be victim–perpetrators, and adolescents who endorsed assertive coping showed higher odds of being victims. In conclusion, the results confirm the importance of addressing adolescents’ ability to deal with cyberhate to develop more tailored prevention approaches. More specifically, such initiatives should focus on adolescents who feel helpless or feel inclined to retaliate. In addition, adolescents should be educated to practice distal advice and technical coping when experiencing cyberhate. Implications for the design and instruction of evidence-based cyberhate prevention (e.g., online educational games, virtual learning environments) will be discussed.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 781 
KW  - cyberhate
KW  - hate speech
KW  - coping strategies
KW  - cross-national
KW  - counter-speech
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-561927
SN  - 1866-8364
SP  - 1
EP  - 14
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -