Alle Publikationen
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2017
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(2017): Efficacy of an individualized social competence training for children with Oppositional Defiant Disorders/Conduct Disorders. In: Psychotherapy research : journal of the Society for Psychotherapy Research 27 (3), S. 326-337. DOI: 10.1080/10503307.2015.1094587
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26522864 Abstract: OBJECTIVES Group-based Cognitive-Behavioral Therapy of children with aggressive behavior has resulted in significant reductions of behavior problems with small to medium effect sizes. We report the efficacy of an individualized Treatment Program for Children with Aggressive Behavior. METHOD A within-subject design with two phases (waiting, treatment) was chosen. Sixty boys aged 6-12 years with peer-related aggressive behavior were included. The course of the outcome measures (growth rates) during a 6-week waiting phase was compared with those in the subsequent treatment phase (24 weekly child sessions together with an average of 8 parent contacts) by multilevel modeling. Primary outcome was peer-related aggressive behavior rated by parents. Further outcome measures included parent ratings and patient self-reports of aggressive and prosocial behavior. RESULTS During the treatment, growth rates for all parent-rated outcome measures were significant (p < .001) and comparison with the waiting phase indicated a stronger decrease in aggressive behavior and a stronger increase in prosocial behavior. For all self-rated outcome measures, growth rates during the treatment were significant (p < .01), but comparison with the waiting phase indicated a stronger decrease only for disturbance of social interaction. CONCLUSIONS The treatment program is an effective intervention for children with peer-related aggressive behavior.
Keywords: Aggression, Attention Deficit and Disruptive Behaviour, Child, Cognitive Therapy, Conduct Disorder, Disziplin, Group, Humans, Kinder, Male, Mensch mit Behinderung, Methods, Nonverbale Kommunikation, Outcome Assessment (Health Care), Peer Group, physiology, Postkasten, Psychologie, Psychotherapy, social competence training, social competences, Social Skills, Soziale Angemessenheit, Sozialkompetenz, SvA, Therapy, Wartezeit vor einem Akt körperlicher Aggression 2016
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(2016): Gender Stereotypes and Discrimination. How Sexism Impacts Development. In: Advances in child development and behavior 50, S. 105-133. DOI: 10.1016/bs.acdb.2015.11.001
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26956071 Abstract: In this chapter, we summarize and integrate some of the latest developmental science research on gender stereotypes and discrimination in childhood and adolescence. We focus on five forms of sexism: (a) stereotypes and discrimination against boys regarding their school behaviors and disciplinary actions; (b) stereotypes and discrimination against girls in science, technology, engineering, and mathematics (STEM) domains; (c) stereotypes and discrimination in sports; (d) peer gendered harassment, including sexual harassment and teasing because of gender atypicality or nonconformity; and (e) sexualized gender stereotypes that sexually objectify girls and assume boys are sexually voracious. First, we document each type of sexism and examine children's awareness and perceptions of that bias, including their own self-reports and attributions. We examine the implications of this sexism for children and adolescents' developmental health (i.e., social, academic, and psychological well-being). We then draw connections between these various areas of research, focusing on how these different forms of sexism interact to reduce equity and justice among children and negatively impact positive developmental outcomes. The chapter concludes with suggestions for future research.
2015
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(2015): Moral Identity and Adolescent Prosocial and Antisocial Behaviors. Interactions with Moral Disengagement and Self-regulation. In: Journal of youth and adolescence 44 (8), S. 1542-1554. DOI: 10.1007/s10964-014-0172-1
DOI: https://doi.org/10.1007/s10964-014-0172-1 Abstract: Moral identity has been positively linked to prosocial behaviors and negatively linked to antisocial behaviors; but, the processes by which it is linked to such outcomes are unclear. The purpose of the present study was to examine moral identity not only as a predictor, but also as a moderator of relationships between other predictors (moral disengagement and self-regulation) and youth outcomes (prosocial and antisocial behaviors). The sample consisted of 384 adolescents (42 % female), ages 15–18 recruited from across the US using an online survey panel. Latent variables were created for moral identity, moral disengagement, and self-regulation. Structural equation models assessed these latent variables, and interactions of moral identity with moral disengagement and self-regulation, as predictors of prosocial (charity and civic engagement) and antisocial (aggression and rule breaking) behaviors. None of the interactions were significant predicting prosocial behaviors. F or antis ocial behaviors, the interaction between moral identity and moral disengagement predicted aggression, while the interaction between moral identity and self-regulation was significant in predicting aggression and rule breaking. Specifically, at higher levels of moral identity, the positive link between moral disengagement and aggression was weaker, and the negative link between self-regulation and both antisocial behaviors was weaker. Thus, moral identity may buffer against the maladaptive effects of high moral disengagement and low self-regulation. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Adolescent, Adolescent Behavior, Aggression, Antisocial Personality Disorder, Female, Humans, Internal-External Control, Male, Moral, Moral Development, Pädagogische Psychologie, Peer Group, Personality, PSYCHOLOGY, Psychology, Adolescent, Self Concept, Surveys and Questionnaires, United States, Verhaltensforschung 2014
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(2014): Children's norm enforcement in their interactions with peers. In: CHILD DEVELOPMENT 85 (3), S. 1108-1122. DOI: 10.1111/cdev.12178
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24138135 Abstract: This study investigates how children negotiate social norms with peers. In Study 1, 48 pairs of 3- and 5-year-olds (N = 96) and in Study 2, 48 pairs of 5- and 7-year-olds (N = 96) were presented with sorting tasks with conflicting instructions (one child by color, the other by shape) or identical instructions. Three-year-olds differed from older children: They were less selective for the contexts in which they enforced norms, and they (as well as the older children to a lesser extent) used grammatical constructions objectifying the norms ("It works like this" rather than "You must do it like this"). These results suggested that children's understanding of social norms becomes more flexible during the preschool years.
2008
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(2008): Die Rechtfertigung abweichenden Verhaltens von Heranwachsenden im sozialen Kontext. In: Soziale Probleme 19 (2), S. 194-218. Online verfügbar unter https://www.ssoar.info/ssoar/bitstream/document/24470/1/ssoar-soziprobleme-2008-2-zdun-die_rechtfertigung_abweichenden_verhaltens_von_194-218.pdf
Abstract: 'Der Beitrag behandelt die von der Neutralisationsforschung weitgehend vernachlässigte Fragestellung, inwiefern Rechtfertigungen sich selbst und verschiedenen Umfeldern (Freunde und Eltern) gegenüber sowie bei bestimmten Vergehen variieren. Die quantitative Studie ist dabei auf das Rechtfertigungsverhalten von Heranwachsenden aus sozial benachteiligten Stadtgebieten zugeschnitten, die vielfach durch Vergehen der Straßenkriminalität auffallen. Es zeigen sich etliche Konsistenzen und Inkonsistenzen im Rechtfertigungsverhalten gegenüber den verschiedenen Umfeldern, die sowohl auf eine teilweise Anerkennung von Gewaltdelikten der Eltern in diesem Milieu hindeuten als auch auf eine Scham des Individuums bei anderen Delikten.' (Autorenreferat) zitiert von 3
Keywords: Abweichendes Verhalten, adolescence, Adolescent, Adoleszenz, Anthropologie, Benachteiligung, Bundesrepublik Deutschland, delict, Delikt, Deprivation, descriptive study, deskriptive Studie, Deviant behavior, empirical, empirisch, empirisch-quantitativ, Federal Republic of Germany, Gewaltkriminalität, Jugendlicher, Jugendsoziologie, Peer Group, quantitative empirical, Selbstbild, self-image, social focal point, social milieu, Social Problems, Social problems and services, Sociology & anthropology, Sociology of Childhood, Sociology of the Youth, soziale Probleme, Soziale Probleme und Sozialdienste, sozialer Brennpunkt, soziales Milieu, Soziologie, Soziologie der Kindheit, Verhaltensforschung, Violent Crime 2005
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Kupersmidt, Janis B.; Dodge, Kenneth A. (Hg.) (2005): Children's peer relations. From development to intervention. Washington, DC: American Psychological Association (Decade of behavior)
Keywords: Child, Çocuklarda davranış bozuklukları, Comportement, Troubles du, chez l'enfant, Conduct Disorder, Conduct disorders in children, Interpersonal Relations, Interpersonal relations in children, Kişilerarası ilişkiler, çocuklarda, Peer Group, Psychologie, Reddetme(Psikoloji), çocuklarda, Rejection (Psychology), Rejection (Psychology) in children, Rejet chez l'enfant, Relations humaines chez l'enfant 1997
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(1997): Aggressivität und soziale Stellung in der Klassengemeinschaft. In: Zeitschrift fur Kinder- und Jugendpsychiatrie und Psychotherapie 25 (3), S. 139-150
Abstract: Both aggressive behavior and an outsider position in the peer group can be regarded as risk factors for the social development and long-term adjustment of children. The aim of the present investigation was to analyze the influence of these two factors on the social experiences of students in secondary school. The presence of aggressive behavior was determined by means of peer ratings and self-ratings. Classroom climate, i.e. the quality of the sense of community in a class, was considered as a modifying factor. In a first step, from 96 classes in the first and third grades of secondary school two extreme groups of 24 classes each were formed on the basis of student evaluations of the cohesion in the class and the frequency of aggressive arguments between students. At this time the students also rated other aspects of their social experiences at school. In a second step, sociometric data were obtained in the selected classes on the most liked and least liked classmates and on certain behaviors to determine the social position of the students in their peer group and their involvement in aggressive arguments. The social experiences attitudes and values of the students were highly correlated with the frequency of their involvement in aggressive arguments. There were some marked discrepancies between peer ratings and self-ratings of behavior, but both types of rating appear to have some clinical relevance. Beside the social status in the peer group the classroom climate had considerable impact on the social experiences of aggressive children. In addition, there were indications that the classroom climate plays a role in the social status of aggressive students in the class. zitiert von 27
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