Soziale und Emotionale Entwicklung in Rehabilitation und Pädagogik

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Strengthening emotional development and emotion regulation in childhood
(2022-03-27) Thümmler, Ramona; Engel, Eva-Maria; Bartz, Janieta
The following article deals with emotional development and the development of emotion regulation skills in children during early childhood education, focusing primarily on the importance of the early childhood teacher. Emotion regulation is important for success and wellbeing in further life. It is developed in interaction with parents as attachment figures. Teachers can also be important persons for the child in the context of bonding. This leads to the question of how early childhood teachers can support children learning to regulate their emotions. We analyze with the content analysis, four programs for promoting social and emotional skills that are currently used in Germany. The main question is if the programs include elements that increase teachers’ skills in supporting the children in regulating their emotions. The categories to analyze the programs are derived from theories of teacher-child interaction. In addition to programs for promoting emotional and social development, we will discuss aspects of shaping interaction as essential elements in promoting emotion regulation. The conclusion outlines some key implications for educational practice and the importance of developing professional behavior for qualitative teacher-child interactions.
Diversity is not the enemy
(2021-07-21) Bartz, Janieta; Kleina, Wibke
In today’s globalized world with dynamic processes of political, social, and societal change (Mergner et al., 2019) the university should be a place of encounter between people with different (cultural) backgrounds. The learning arrangement presented here therefore initiates intercultural exchange and aims to help students see diversity as an asset rather than a challenge (Roos, 2019). To this end, an intercultural project was initiated at TU Dortmund in Germany in 2017. In the context of different learning environments future teachers were invited to have encounters with young newcomers through a nearly completely self‐managed learning arrangement. The students were prepared for the encounters in focused courses dealing with theoretical backgrounds and didactic concepts. They would then prepare the lessons with the newcomers. In the context of this learning arrangement the following questions were important: What did the university students expect with regard to the encounter with newcomer students from schools? How did they prepare the lessons? What did students and newcomers think about the encounters later? What have they learned? And what do these reflections mean for inclusive and intercultural teacher education at universities? In the project we could observe that the didactic approach supports the students’ level of sensitivity towards differences and encourages future teachers to train the education of newcomers in a non‐judgmental framework (Bartz & Bartz, 2018). Based on a selection of qualitative empirical findings (ethnographic approach during six lessons in a period of two years and 147 interviews including the students’ and newcomers’ points of view about their learning encounters at TU Dortmund), this article discusses opportunities to create more innovative spaces for inclusive practices and cultures under the restricted terms of a mass university.
Recognizing and acknowledging worldview diversity in the inclusive classroom
(2018-11-07) Bartz, Janieta; Bartz, Thomas
In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worldview diversity? Does worldview diversity in schools exist, and if so, how can we recognize it in its plurality and complexity? How can we acknowledge different worldviews in the context of a changing inclusive school system? In this article, we would like to present the theoretical foundation, the research setting and the first findings of our ongoing pilot studies of worldview education at an inclusive German school. The experiments are part of a larger project context that is also described. The case study presented in this article, in which innovative language and machine learning technology was used for data analysis, illustrates the potential of inclusive methods and didactic concepts such as Universal Design for Learning, Learning in the Presence of the Other, and Reflexive Inclusion for inclusive worldview education in the context of a religiously pluralized and secularized society.
Dysfunktionale Internet- und Computerspielnutzung im Jugendalter unter besonderer Berücksichtigung der Eltern-Kind-Beziehung
(2017) Stetinova-Popitz, Katerina; Käppler, Christoph; Borg-Laufs, Michael
Hintergrund: Die Nutzung des Internets ist in unserer Gesellschaft alltäglich geworden. Das Spielen von Computerspielen stellt ein weitverbreitetes Phänomen in der Jugend dar. Ab wann eine klinisch auffällige Internet- und Computerspielnutzung beginnt, wird in der aktuellen Forschung kontrovers diskutiert (Drogenbeauftrage der Bundesregierung, 2016). Im Jahr 2013 erhielt die Forschungsdiagnose „Internet Gaming Disorder“ Einzug in das „Diagnostic and Statistical Manual of Mental Disorders“ (APA, 2013), welches der nosologischen Einordnung in das Konzept der Verhaltenssucht (Wölfling, Müller, 2009) zuzuordnen ist. Im deutschsprachigen Raum wird zudem das Konzept der „Beziehungs- und Verhaltensstörung“ vertreten, welches die individuellen Entwicklungsprozesse unter Rückbezug der Bindungstheorie in den Fokus rückt. Fragestellung: Im Rahmen der Arbeit wurde die Fragestellung des direkten und indirekten Einflusses der aktuell vorliegenden Eltern-Kind-Beziehung auf die dysfunktionale Internet- und Computerspielnutzung formuliert. Es wurde angenommen, dass sich Jugendliche, welche eine auffällige oder eine abhängige bzw. dysfunktionale Internet- und Computerspielnutzung aufweisen, in ihrem Beziehungserleben und ihrer Identifikation zu den Eltern von Jugendlichen mit einer unauffälligen Internetnutzung unterscheiden. Zudem wurde angenommen, dass Jugendliche mit einer auffälligen oder abhängigen bzw. dysfunktionalen Internet- und Computerspielnutzung häufiger Verhaltensprobleme, emotionale Probleme, Symptome von Hyperaktivität, Probleme mit Peers und eine geringe Selbstkongruenz aufweisen. Ein Zusammenhang der erlebten Beziehung zu den Eltern auf die emotionalen Probleme und Verhaltensauffälligkeiten, Probleme mit Peers sowie der geringen Selbstkongruenz wurde vermutet. Methodik: 2324 Jugendliche zwischen 11 und 21 Jahren (Durchschnittsalter 15.4 Jahre) wurden mittels der Screeninginstrumente ISS-20, CSAS, EBF-KJ, FIT und SDQ zu ihrer Internet- und Computerspielnutzung sowie der Eltern-Kind-Beziehung und ihren Stärken und Schwächen befragt. Ergebnisse: Innerhalb der Substichprobe der Computerspieler (n = 1763) erleben 4% ihr Spielen als dysfunktional und 8,3% als auffällig. Nach den Abhängigkeitskriterien werden 2,1% als abhängig klassifiziert und 7,8% als auffällig. Innerhalb der Substichprobe der Internetnutzer wurden 0,4% als abhängig identifiziert und 1,3% als auffällig. Zwischen den Nutzergruppen konnten in einigen Bereichen der Eltern-Kind-Interaktion Unterschiede ermittelt werden. Es konnte eine statistisch signifikante negative Korrelation zwischen der erlebten Beziehung zu den Eltern und der dysfunktionalen Internet- und Computerspielnutzung identifiziert werden. Innerhalb der Gruppen ließen sich Unterschiede in Ausprägung der Verhaltensprobleme, Probleme mit Peers, Hyperaktivität und der Selbstkongruenz finden. Mittels eines Strukturgleichungsmodells konnten die theoretisch angenommenen direkten und indirekten Einflüsse der erlebten Beziehung zu den Eltern auf die dysfunktionale Computerspielnutzung teilweise bestätigt werden. Diskussion: Insgesamt erwiesen sich die ermittelten statistisch signifikanten Zusammenhänge als sehr gering bis moderat. Zudem liegt keine Normalverteilung vor, sodass die Nutzergruppen unterschiedliche Probandengrößen aufweisen. Mittels spezifischer statistischer Testverfahren wurde versucht, auf die vorliegenden Bedingungen einzugehen. In der zukünftigen Forschung wäre es dementsprechend wichtig die klinisch relevanten Subgruppen stärker in den Fokus zu setzen.
Religiosität, psychische Gesundheit und Kohärenzsinn
(2015) Zehnder Grob, Sabine; Käppler, Christoph; Morgenthaler, Christoph
Effective identity work, gender, body experience, and their impact on the mental health of adolescents in Switzerland and Germany
(2016) Christl, Taylor L. A.; Käppler, Christoph; Kiegelmann, Mechthild
In a short longitudinal study with 1102 male and female adolescents from Southern Germany and German-speaking Switzerland, a quantitative operationalisation of elements from Keupp et al.'s (2002) theory on identity construction was developed and evaluated with the goal of creating a measure of identity formation that accounts for some of the challenges to identity associated with the postmodern era. The Effective Identity Work Inventory (EIWI) aims to assess individuals' experiences of themselves in their social environments in their day-to-day identity work, focusing specifically on life coherence, authenticity, self-acceptance, acceptance and recognition from others, integration of discrepant expectations, and agency. Factor analyses produced a four-factor solution (Life Coherence, Authenticity, Acceptance, Integration). Using the factor scores in cluster analysis, three unique patterns of effective identity work were identified. Discriminant analysis showed that, in particular, the factors Authenticity and Integration were most important for distinguishing between the three groups. Consequently, the three patterns of effective identity work were named: Low Authenticity - Moderate Integration, High Authenticity - Low Integration, and High Authenticity - High Integration. Both the individual aspects of effective identity work and the three patterns were examined more closely with respect to gender, positive body experience and mental health. Findings suggest that the aspects of effective identity work have a positive predictive relationship with positive body image and a negative predictive relationship with mental health problems. Results on gender suggest that girls experience more authenticity than boys, that boys show slightly more positive body image than girls, and that in general girls and boys experience mental health issues to a similar degree, though emotional problems are more prevalent in girls and conduct problems more prevalent in boys. Suggestions for revisions to the EIWI are made and implications for its use in identity research are discussed.
Development of a virtual forum for people with spina bifida and their families
(2015) Favoretto, Naira Beatriz:; Käppler, Christoph; Castro, Fabiana Faleiros Santana
Spina bifida and intermittent bladder catheterization in the context of rehabilitation
(2012-07-10) Castro, Fabiana Faleiros Santana; Käppler, Christoph; Pontes, Fernando Augusto Ramos
For the majority of individuals with spina bifida (SB) is the intermittent bladder catheterization (IC) required. Identifying the factors involved in IC, especially selfcatheterization is fundamental in the development of effective training programs and public policies consistent with patient reality. This study sought to contribute to this end, describing and comparing the technical, bio-psycho-social and familial factors related to the use of IC. The study included 100 Brazilian individuals and 100 German individuals, of which 108 were female and 92 were male, with an age range of 0 to 55 years and a mean age of 14 years. Data were collected using questionnaires, printed (Brazil) and online (Germany), and analyzed using statistical tests, i.e. multivariate logistical regression and analysis of variance. Predictive factors for self-catheterization were defined, such as having six years of schooling or more, not having hydrocephalus, having a lower level of SB (sacral and lumbar), and differences related to country. The study also demonstrated that the non-application of IC was directly influenced by temporary interruptions of the procedure, the daily frequency of IC and the existence of technical difficulties. Also, it is important to note that continence, even partial, was achieved by 61.5% of the participants and that self-catheterization was responsible for increasing the likelihood of continence up to 3 times. The benefits of IC were statistically proven, such as reducing the number of UTIs (urinary tract infections), which were on average higher in Germans than in Brazilians. Interestingly, there was no difference in the number of UTIs among the Germans who performed disinfection (octenidine, polyhexanide), those who cleaned with soap and water and those who did not perform any cleaning before the introduction of the urethral catheter. The preparation of the transition to adulthood starts in childhood also for individuals with SB. Self-catheterization is part of the process of autonomy in self-care and social participation, and therefore deserves to be studied. Cooperative studies between different countries and cultures contribute to understanding the development and rehabilitation of people with SB.

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