@article{HoferichterKulakowHufenbach2021,
  author    = {Hoferichter, Frances and Kulakow, Stefan and Hufenbach, Miriam Catrin},
  title     = {Support from parents, peers, and teachers is differently associated with middle school students' well-being},
  series = {Frontiers in psychology},
  volume    = {12},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2021.758226},
  pages     = {12},
  year      = {2021},
  abstract  = {Parents, peers, and teachers provide a powerful context for school students' well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students' well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (M-age = 13.97, SD = 0.41, 52\% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students' self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.},
  language  = {en}
}
@inproceedings{WendtHufenbach2021,
  author    = {Wendt, Julia and Hufenbach, Miriam Catrin},
  title     = {Trait anxiety and conditioned responding: role of the US work-up procedure?},
  series = {Psychophysiology : journal of the Society for Psychophysiological Research},
  volume    = {58},
  booktitle = {Psychophysiology : journal of the Society for Psychophysiological Research},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {1469-8986},
  pages     = {S61 -- S61},
  year      = {2021},
  language  = {en}
}
@article{WendtHufenbachKoenigetal.2020,
  author    = {Wendt, Julia and Hufenbach, Miriam Catrin and K{\"o}nig, J{\"o}rg and Hamm, Alfons O.},
  title     = {Effects of verbal instructions and physical threat removal prior to extinction training on the return of conditioned fear},
  series = {Scientific Reports},
  volume    = {10},
  journal   = {Scientific Reports},
  publisher = {Macmillan Publishers Limited, part of Springer Nature},
  address   = {London},
  issn      = {2045-2322},
  doi       = {10.1038/s41598-020-57934-7},
  pages     = {14},
  year      = {2020},
  abstract  = {Instructions given prior to extinction training facilitate the extinction of conditioned skin conductance (SCRs) and fear-potentiated startle responses (FPSs) and serve as laboratory models for cognitive interventions implemented in exposure-based treatments of pathological anxiety. Here, we investigated how instructions given prior to extinction training, with or without the additional removal of the electrode used to deliver the unconditioned stimulus (US), affect the return of fear assessed 24 hours later. We replicated previous instruction effects on extinction and added that the additional removal of the US electrode slightly enhanced facilitating effects on the extinction of conditioned FPSs. In contrast, extinction instructions hardly affected the return of conditioned fear responses. These findings suggest that instruction effects observed during extinction training do not extent to tests of return of fear 24 hours later which serve as laboratory models of relapse and improvement stability of exposure-based treatments.},
  language  = {en}
}
@misc{WendtHufenbachKoenigetal.2020,
  author    = {Wendt, Julia and Hufenbach, Miriam Catrin and K{\"o}nig, J{\"o}rg and Hamm, Alfons O.},
  title     = {Effects of verbal instructions and physical threat removal prior to extinction training on the return of conditioned fear},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {599},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-44479},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-444796},
  pages     = {16},
  year      = {2020},
  abstract  = {Instructions given prior to extinction training facilitate the extinction of conditioned skin conductance (SCRs) and fear-potentiated startle responses (FPSs) and serve as laboratory models for cognitive interventions implemented in exposure-based treatments of pathological anxiety. Here, we investigated how instructions given prior to extinction training, with or without the additional removal of the electrode used to deliver the unconditioned stimulus (US), affect the return of fear assessed 24 hours later. We replicated previous instruction effects on extinction and added that the additional removal of the US electrode slightly enhanced facilitating effects on the extinction of conditioned FPSs. In contrast, extinction instructions hardly affected the return of conditioned fear responses. These findings suggest that instruction effects observed during extinction training do not extent to tests of return of fear 24 hours later which serve as laboratory models of relapse and improvement stability of exposure-based treatments.},
  language  = {en}
}