Open Access
Refine
Year of publication
- 2017 (33) (remove)
Is part of the Bibliography
- yes (33)
Keywords
- elderly (3)
- Längsschnittstudie (2)
- Mannheim Study of Children at Risk (2)
- Mannheimer Risikokinderstudie (2)
- adolescence (2)
- cardiac rehabilitation (2)
- force production (2)
- gait (2)
- healthy lifestyle (2)
- longitudinal study (2)
- physical activity (2)
- primary prevention (2)
- reliability (2)
- risk factors (2)
- social rejection (2)
- telemedicine (2)
- wh-in-situ (2)
- 2nd langauge (1)
- 2nd-language acquisition (1)
- Athletes (1)
- Calorimetry (1)
- Child Behavior Checklist-Dysregulation Profile (1)
- Child Behavior Checklist-Dysregulationsprofil (1)
- Energy requirement (1)
- Entwicklungspsychopathologie (1)
- Fat-free mass (1)
- Feedback (1)
- GATI (1)
- Germany (1)
- Graphic Assessment of TPACK Instrument (1)
- Non-fluent aphasia (1)
- Nutritional counseling (1)
- Pathological Narcissism Inventory (1)
- Psychosoziales Risiko (1)
- Psychotherapeutische Ausbildung (1)
- Psychotherapeutische Kompetenzen (1)
- Qualitative Inhaltsanalyse (1)
- Risikofaktoren (1)
- Risikoforschung (1)
- SD3 (1)
- Schutzfaktoren (1)
- Standard Indonesian (1)
- Supervision (1)
- TPACK (1)
- Turkish-German bilingualism (1)
- academic failure (1)
- acceleration (1)
- acute coronary event (1)
- adaptation (1)
- affect (1)
- aggressive peers (1)
- anterior knee pain (1)
- assessment (1)
- back pain (1)
- bilingual aphasia (1)
- blood glucose (1)
- childhood (1)
- chronic low back pain (1)
- chronic stress (1)
- clinical supervision (1)
- cognitive impairment (1)
- cognitive/motor interference (1)
- construct validity (1)
- continuous glucose monitoring (1)
- cultural diversity (1)
- cultural pluralism (1)
- dementia (1)
- design parameters (1)
- developmental psychopathology (1)
- diabetes (1)
- disability (1)
- discounting (1)
- dyslexia (1)
- dyslexia assessment (1)
- early adversity (1)
- early parent-child relationship (1)
- elite athletes (1)
- english (1)
- equality and inclusion (1)
- evaluation (1)
- exercise (1)
- experience (1)
- feedback (1)
- frailty (1)
- frühe Eltern-Kind-Beziehung (1)
- function (1)
- grade skipping (1)
- gratton effect (1)
- hip (1)
- hip fracture (1)
- impulsivity (1)
- intervention (1)
- intraclass correlation (1)
- invalidation (1)
- language-acquisition (1)
- large-scale assessment (1)
- learning styles (1)
- maturational constraints (1)
- meta-cognitive prompts (1)
- motivation (1)
- multilevel models (1)
- muscle endurance (1)
- muscle strength (1)
- muscle strengthening (1)
- musculoskeletal (1)
- narcissism (1)
- nomological network (1)
- number processing (1)
- nursing homes (1)
- osteoporosis (1)
- patient education (1)
- perception (1)
- personality trait (1)
- physical performance (1)
- plantar fascia (1)
- postural balance (1)
- postural sway (1)
- prevalence (1)
- proactive/reactive balance (1)
- professional development (1)
- protective factors (1)
- psychotherapeutic competencies (1)
- psychotherapy training (1)
- qualitative content analysis (1)
- random forest algorithm (1)
- reactive/proactive aggression (1)
- reflective practice (1)
- risk research (1)
- scale construction (1)
- school (1)
- sentence comprehension (1)
- shared magnitude representation (1)
- short dark triad (1)
- single/dual tasking (1)
- size-congruity effect (1)
- social pain (1)
- sonography (1)
- spatial-numerical associations (1)
- speech (1)
- star excursion balance test (1)
- steady-state balance (1)
- stress-resistance (1)
- student achievement (1)
- teacher attitudes (1)
- teacher beliefs and practices (1)
- teacher knowledge (1)
- transparent orthography (1)
- validity (1)
- visual word recognition (1)
- wh- movement (1)
- wh- questions (1)
- wh-movement (1)
- wh-questions (1)
- young athletes (1)
Institute
- Humanwissenschaftliche Fakultät (33) (remove)
Theoretischer Hintergrund: Einflüsse von therapeutenorientiertem Kompetenz-Feedback in der Psychotherapieausbildung wurden bislang wenig untersucht.
Fragestellung: Wie gehen Ausbildungstherapeuten mit Feedback um? Welchen Einfluss hat ein regelmäßiges Kompetenz-Feedback auf die Qualität psychotherapeutischer Behandlungen (insbesondere Therapiesitzungen, therapeutische Beziehung, Person des Therapeuten, Supervision)?
Methode: Elf Therapeuten wurden mithilfe eines halbstrukturierten Interviewleitfadens befragt. Die Auswertung erfolgte mittels qualitativer Inhaltsanalyse nach Mayring (2015).
Ergebnisse: Das auf Basis der Interviews erstellte Kategoriensystem umfasste die Kategorien „Erwartungen an das Feedback“, „Wahrnehmung des Feedbacks“, „Verarbeitung von und Umgang mit Feedback“, „Folgen, Auswirkungen und Veränderungen durch Feedback“ sowie „Verbesserungswünsche“.
Schlussfolgerungen: Therapeuten streben eine Umsetzung des Feedbacks an, welches sich auf die Behandlung, die Supervision, die eigene Person und die therapeutische Beziehung auswirkt.
In einer prospektiven Längsschnittstudie wurden Auswirkungen früher psychosozialer Risiken bis ins junge Erwachsenenalter untersucht und dabei die Rolle von affektiver und behavioraler Dysregulation im Kindesalter als vermittelndem Faktor überprüft. Drei Monate nach der Geburt wurde das Vorliegen von 11 psychosozialen Belastungsfaktoren erfasst. Im Alter von 8 – 15 Jahren wurde dreimal das Child Behavior Checklist-Dysregulationsprofil (CBCL-DP) erhoben. Mit 25 Jahren wurde ein Strukturiertes Klinisches Interview durchgeführt und 309 der Teilnehmer füllten den Young Adult Self-Report aus. Frühe psychosoziale Risiken gingen mit einem erhöhten Risiko für das Vorliegen eines Substanzmissbrauchs im jungen Erwachsenenalter sowie mit erhöhtem externalisierendem und internalisierendem Problemverhalten einher. Der Zusammenhang zwischen frühen psychosozialen Risiken und späterem externalisierendem bzw. internalisierendem Problemverhalten wurde durch das CBCL-DP vermittelt.
Anhand von Daten der Mannheimer Risikokinderstudie, die sich mit der langfristigen Entwicklung von Kindern mit unterschiedlichen Risikobelastungen beschäftigt, wird gezeigt, wie Schutzfaktoren aufseiten des Kindes und seines familiären Umfelds im Verlauf der Entwicklung wirksam werden und zur Entstehung von Resilienz beitragen können. Eine besondere Rolle kommt dabei positiven frühen Eltern-Kind-Beziehungen zu (sowohl Mutter- als auch Vater-Kind-Interaktionen). Daneben spielen auch Interaktionserfahrungen im Alter von zwei Jahren des Kindes eine bedeutsame Rolle; diese schützen Risikokinder davor, eine ungünstige Entwicklung zu nehmen und tragen dazu bei, dass sich Kinder, die in psychosozialen Hochrisikofamilien aufwachsen, trotz ungünstiger „Startbedingungen“ positiv entwickeln. Neben Merkmalen der sozialen Umwelt nehmen auch sprachliche, sozial-emotionale und internale Kompetenzen des Kindes im Entwicklungsverlauf eine wichtige Rolle ein. Diese Kompetenzen ermöglichen es Risikokindern auch unter widrigen Lebensumständen (psychosoziale Hochrisikofamilien, Aufwachsen in Armutsverhältnissen) erfolgreich zu bestehen. Darüber hinaus zeigt die Arbeit, dass Resilienz ein Persönlichkeitsmerkmal ist, das ab dem frühen Erwachsenenalter eine hohe Stabilität besitzt. Mit diesen Befunden verweist die Arbeit auf die große Bedeutung der Resilienz bei der Vorhersage der langfristigen Entwicklung von Risikokindern.
This two-wave longitudinal study identified configurations of social rejection, affiliation with aggressive peers, and academic failure and examined their predictivity for reactive and proactive aggression in a sample of 1,479 children and adolescents aged between 9 and 19 years. Latent profile analysis yielded three configurations of risk factors, made up of a non-risk group, a risk group scoring high on measures of social rejection (SR), and a risk group scoring high on measures of affiliation with aggressive peers and academic failure (APAF). Latent path analysis revealed that, as predicted, only membership in the SR group at T1 predicted reactive aggression at T2 17 months later. By contrast, only membership in the APAF group at T1 predicted proactive aggression at T2.
Many studies demonstrated interactions between number processing and either spatial codes (effects of spatial-numerical associations) or visual size-related codes (size-congruity effect). However, the interrelatedness of these two number couplings is still unclear. The present study examines the simultaneous occurrence of space- and size-numerical congruency effects and their interactions both within and across trials, in a magnitude judgment task physically small or large digits were presented left or right from screen center. The reaction times analysis revealed that space- and size-congruency effects coexisted in parallel and combined additively. Moreover, a selective sequential modulation of the two congruency effects was found. The size-congruency effect was reduced after size incongruent trials. The space-congruency effect, however, was only affected by the previous space congruency. The observed independence of spatial-numerical and within magnitude associations is interpreted as evidence that the two couplings reflect Different attributes of numerical meaning possibly related to orginality and cardinality.
With its transparent orthography, Standard Indonesian is spoken by over 160 million inhabitants and is the primary language of instruction in education and the government in Indonesia. An assessment battery of reading and reading-related skills was developed as a starting point for the diagnosis of dyslexia in beginner learners. Founded on the International Dyslexia Association’s definition of dyslexia, the test battery comprises nine empirically motivated reading and reading-related tasks assessing word reading, pseudoword reading, arithmetic, rapid automatized naming, phoneme deletion, forward and backward digit span, verbal fluency, orthographic choice (spelling), and writing. The test was validated by computing the relationships between the outcomes on the reading-skills and reading-related measures by means of correlation and factor analyses. External variables, i.e., school grades and teacher ratings of the reading and learning abilities of individual students, were also utilized to provide evidence of its construct validity. Four variables were found to be significantly related with reading-skill measures: phonological awareness, rapid naming, spelling, and digit span. The current study on reading development in Standard Indonesian confirms findings from other languages with transparent orthographies and suggests a test battery including preliminary norm scores for screening and assessment of elementary school children learning to read Standard Indonesian.
Die Mannheimer Risikokinderstudie untersucht die psychische Entwicklung und ihre Störungen bei Kindern mit unterschiedlich ausgeprägten Risiken mit dem Ziel, Empfehlungen für die Verbesserung der Prävention, Früherkennung und Frühbehandlung von psychischen Störungen bei Kindern abzuleiten. Dazu begleitet sie eine Kohorte von anfangs 384 Kindern in ihrer Entwicklung von der Geburt bis zum Erwachsenenalter. Die Erhebungen fanden in regelmäßigen Abständen statt, beginnend im Alter von 3 Monaten, mit 2 Jahren, 4;6, 8, 11, 15, 19, 22, 23 und 25 Jahren. Geplant ist eine weitere Erhebung mit ca. 30 Jahren.
This research was designed to adapt and investigate the psychometric properties of the Short Dark Triad measure (Jones and Paulhus Assessment, 21(1), 28-41, 2014) in a German sample within four studies (total N = 1463); the measure evaluates three personality dimensions: narcissism, psychopathy, and Machiavellianism. The structure of the instrument was analysed by Confirmatory Factor Analyses procedure. It indicated that the three-factor structure had the best fit to the data. Next, the Short Dark Triad measure was evaluated in terms of construct, convergent and discriminant validity, internal consistency (≥ .72), and test-retest reliability during a 4-week period (≥ .73). Concurrent validity of the SD3 was supported by relating its subscales to measures of the Big Five concept, aggression, and self-esteem. We concluded that the Short Dark Triad instrument presented high cross-language replicability. The use of this short inventory in the investigation of the Dark Triad personality model in the German language context is suggested.
The purpose of the project was to develop the Discounting Inventory (DI), a measure of individual differences in delay, probability, effort, and social discounting, all related to behavioral impulsivity. Over 400 items relating to four types of discounting were generated. Next, a study followed by a series of psychometric analyses of data obtained from a group of 2843 individuals was conducted. Principal Component Analysis yielded a four-factor structure of data, reflecting the four types of discounting. The results of Confirmatory Factor Analysis showed good fit of the four-factor model to data. Through several iterations of retaining and deleting items on the basis of their component loadings, item intercorrelations, and contribution to coefficient alphas, the total number of items was reduced to 48. The final 48-item version of the inventory has satisfactory psychometric characteristics, including Cronbach’s alpha and test–retest stability. In addition, significant correlations were observed between the DI and traditional discounting instruments, suggesting that the DI measures a construct similar to the behavioral discounting process. The development of the tool was based on the assumption that discounting is a personality trait. However, the present data suggest that discounting may reflect more a state than trait function.
Is there an ideal time window for language acquisition after which nativelike
representation and processing are unattainable? Although this question has
been heavily debated, no consensus has been reached. Here, we present
evidence for a sensitive period in language development and show that it is
specific to grammar. We conducted a masked priming task with a group of
Turkish-German bilinguals and examined age of acquisition (AoA) effects on
the processing of complex words. We compared a subtle but meaningful
linguistic contrast, that between grammatical inflection and lexical-based
derivation. The results showed a highly selective AoA effect on inflectional
(but not derivational) priming. In addition, the effect displayed a discontinuity
indicative of a sensitive period: Priming from inflected forms was nativelike
when acquisition started before the age of 5 but declined with increasing
AoA. We conclude that the acquisition of morphological rules expressing
morphosyntactic properties is constrained by maturational factors.