Praxis Der Kinderpsychologie Und Kinderpsychiatrie最新文献

TAGUNGSKALENDER und Aus dem Inhalt des nächsten Heftes. 每日日历和下一期的内容。

IF 0.2 4区医学

Praxis Der Kinderpsychologie Und Kinderpsychiatrie Pub Date : 2025-09-01 DOI: 10.13109/prkk.2025.74.6.559

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Das Teacher-ProGRESS-Instrument: Quantitative Messung gruppenanalytisch-pädagogischer Haltungen und Strategien zur Förderung der psychosozialen Entwicklung in Schulen. 教师进步工具：对促进学校心理社会发展的群体分析教学态度和策略的定量衡量。

IF 0.2 4区医学

Praxis Der Kinderpsychologie Und Kinderpsychiatrie Pub Date : 2025-09-01 DOI: 10.13109/prkk.2025.74.6.481

Lars Dietrich, Sebastian Franke

{"title":"Das Teacher-ProGRESS-Instrument: Quantitative Messung gruppenanalytisch-pädagogischer Haltungen und Strategien zur Förderung der psychosozialen Entwicklung in Schulen.","authors":"Lars Dietrich, Sebastian Franke","doi":"10.13109/prkk.2025.74.6.481","DOIUrl":"https://doi.org/10.13109/prkk.2025.74.6.481","url":null,"abstract":"The Teacher-ProGRESS Instrument: Quantitative Measurement of Group-Analytic Pedagogical Dispositions and Strategies to Further Psychosocial Development in Schools The (individual and collective) professional competence of teachers is probably the most important quality feature of schools. The Teacher-ProGRESS instrument was developed to support teachers in successfully developing their psychosocial support skills. A total of 14 dispositions and strategies as well as five group dynamics and emotions were inferred from groupanalytic pedagogical theory and practical experience, and operationalized via student questionnaires. The instrument's internal structure has already been examined and further adjusted three times using exploratory factor analyses. The confirmatory factor analyses now conducted represent the next step in the development of the instrument. Results of the data collected in five schools in NRW suggest an overall good internal psychometric structure of the 19 scales. Further confirmation of the psychometric quality of the instrument requires additional longitudinal studies that can build on the present results in order to evaluate the predictive and divergent validity of the instrument. Teachers can already use the Teacher-ProGRESS instrument to obtain feedback from their students on their own psychosocial support skills.","PeriodicalId":45178,"journal":{"name":"Praxis Der Kinderpsychologie Und Kinderpsychiatrie","volume":"74 6","pages":"481-502"},"PeriodicalIF":0.2,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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EDITORIAL. 社论。

IF 0.2 4区医学

Praxis Der Kinderpsychologie Und Kinderpsychiatrie Pub Date : 2025-09-01 DOI: 10.13109/prkk.2025.74.6.478

引用次数: 0

Evaluation eines schulbasierten Präventionsprojekts zur Förderung der psychischen Gesundheitskompetenz von Schülern der Sekundarstufe 1. 评估以学校为基础的预防项目，以提高中学生的心理健康知识。

IF 0.2 4区医学

Praxis Der Kinderpsychologie Und Kinderpsychiatrie Pub Date : 2025-09-01 DOI: 10.13109/prkk.2025.74.6.539

André Leonhardt, Manuela Gander, Kathrin Sevecke

{"title":"Evaluation eines schulbasierten Präventionsprojekts zur Förderung der psychischen Gesundheitskompetenz von Schülern der Sekundarstufe 1.","authors":"André Leonhardt, Manuela Gander, Kathrin Sevecke","doi":"10.13109/prkk.2025.74.6.539","DOIUrl":"https://doi.org/10.13109/prkk.2025.74.6.539","url":null,"abstract":"Evaluation of a School-Based Prevention Project to Promote Mental Health Literacy Among Secondary School Students Given the growing mental health issues faced by children and young people, targeted prevention approaches are needed. Schools are increasingly being recognised as a suitable setting for such initiatives. Thus, the GetFit4MentalHealth preventative pilot project was initiated by the University Clinic for Child and Adolescent Psychiatry and the University of Innsbruck. In the first phase of the project, secondary school teachers completed a university training programme that prepared them to independently design and deliver teaching sessions to promote the mental health literacy of their students. This evaluation examined changes in the stigmatisation of mental disorders (r-AQ), mental health literacy (UMHL-A) and psychopathological symptom burden (YSR) among the participating students (n = 315, mean age = 12.33 years) through a pre-post questionnaire survey. The results of the study did not indicate any significant changes in stigmatisation (r-AQ) or psychopathological symptom burden (YSR). The results showed a significant improvement in knowledge of mental disorders, which is a key aspect of mental health literacy. This finding demonstrates the potential for teachers to positively influence an important aspect of mental health literacy through the implementation of a low-threshold preventative approach. The project demonstrated the principal feasibility of an innovative, school-based prevention approach by teachers. Further research is needed to establish the conditions for the effective and practical implementation of school-based interventions designed to promote mental health literacy through teachers.","PeriodicalId":45178,"journal":{"name":"Praxis Der Kinderpsychologie Und Kinderpsychiatrie","volume":"74 6","pages":"539-554"},"PeriodicalIF":0.2,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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BUCHBESPRECHUNGEN. BUCHBESPRECHUNGEN .

IF 0.2 4区医学

Praxis Der Kinderpsychologie Und Kinderpsychiatrie Pub Date : 2025-09-01 DOI: 10.13109/prkk.2025.74.6.556

引用次数: 0

Elterliches Mentalisieren und psychosoziale Entwicklung von Kindern im Vorschulalter. 学前儿童的心理和社会发展。

IF 0.2 4区医学

Praxis Der Kinderpsychologie Und Kinderpsychiatrie Pub Date : 2025-09-01 DOI: 10.13109/prkk.2025.74.6.503

Paula Dees, Hannah Daniel, Anna Georg, Nicola-Hans Schwarzer

{"title":"Elterliches Mentalisieren und psychosoziale Entwicklung von Kindern im Vorschulalter.","authors":"Paula Dees, Hannah Daniel, Anna Georg, Nicola-Hans Schwarzer","doi":"10.13109/prkk.2025.74.6.503","DOIUrl":"https://doi.org/10.13109/prkk.2025.74.6.503","url":null,"abstract":"Parental Reflective Functioning and Psychosocial Development in Preschool Children Parental reflective functioning (PRF) is considered an important predictor of children's emotion regulation and psychosocial development. In German-speaking countries, there is a lack of studies that focus on the preschool age, include both parents and consider children's emotion regulation as a mediator between PRF and psychosocial development. The aim of this cross-sectional study was to analyse the associations between PRF and child´s psychosocial development, taking emotion regulation as a mediator into account. Study 1 (78 mothers, 34 fathers; child´s age M=4.25 years) showed that higher PRF was associated with fewer psychological difficulties and greater prosocial behavior in preschool-aged children. Study 2 (109 mothers, 21 fathers; child's age M=2.92 years) confirmed these findings, and based on preliminary results, identified children's emotion regulation as a potential mediator. Overall, the results suggest that both PRF and emotion regulation represent key targets for early preventive interventions aimed at promoting psychosocial development.","PeriodicalId":45178,"journal":{"name":"Praxis Der Kinderpsychologie Und Kinderpsychiatrie","volume":"74 6","pages":"503-520"},"PeriodicalIF":0.2,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

MYNEEDZ – Befriedigung psychischer Grundbedürfnisse in den Lebenswelten Familie und Schule aus Sicht von Sekundarstufenschüler:innen im deutsch-italienischen Vergleich. MYNEEDZ -从中学学生的角度满足家庭和学校的基本心理需求：在德国和意大利的比较。

IF 0.2 4区医学

Praxis Der Kinderpsychologie Und Kinderpsychiatrie Pub Date : 2025-09-01 DOI: 10.13109/prkk.2025.74.6.521

Francesco Ciociola

{"title":"MYNEEDZ – Befriedigung psychischer Grundbedürfnisse in den Lebenswelten Familie und Schule aus Sicht von Sekundarstufenschüler:innen im deutsch-italienischen Vergleich.","authors":"Francesco Ciociola","doi":"10.13109/prkk.2025.74.6.521","DOIUrl":"https://doi.org/10.13109/prkk.2025.74.6.521","url":null,"abstract":"MYNEEDZ - Satisfaction of Basic Psychological Needs in the Youth Life Areas of Family and School from the Perspective of Secondary School Students in a German-Italian Comparison The study analyses the basic psychological needs of adolescents in the youth life areas of family and school in Germany and Italy. The theoretical basis is the consistency theory according to Grawe (2004). Using the specially developed MYNEEDZ questionnaire, whose psychometric quality has been confirmed by confirmatory factor analyses and reliability parameters, N = 1.317 adolescents aged 13 to 18 (Germany: N = 789; Italy: N = 528) from various types of school were surveyed on their self-perceived satisfaction of their basic psychological needs. Non-parametric methods (Mann-Whitney-U, Kruskal-Wallis test) were used to test the hypotheses. The results show that adolescents in Italy report a significantly higher level of basic psychological needs satisfaction in the family and school areas than adolescents in Germany. Within the German sample, there were significant differences between the school types. Young people at special schools reported higher values than their peers at \"Hauptschulen\" and \"Realschulen\". In addition, there were gender-specific differences in favour of male adolescents living in Italy. The findings point to the influence of cultural relationship patterns, school structural conditions and gender-specific experiences of stress on the satisfaction of basic psychological needs. This has practical implications for culturally sensitive school development and for gender-sensitive educational approaches in school contexts.","PeriodicalId":45178,"journal":{"name":"Praxis Der Kinderpsychologie Und Kinderpsychiatrie","volume":"74 6","pages":"521-538"},"PeriodicalIF":0.2,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

BUCHBESPRECHUNGEN. BUCHBESPRECHUNGEN .

IF 0.4 4区医学

Praxis Der Kinderpsychologie Und Kinderpsychiatrie Pub Date : 2025-07-01 DOI: 10.13109/prkk.2025.74.5.462

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Psychische Auffälligkeiten und Versorgungslage bei Schülerinnen und Schülern mit Problemverhalten aus dem Autismus-Spektrum (ASS) an Förderschulen Emotionale und soziale Entwicklung (EsE). 自闭症儿童的心理健康和社会发展（ESD）。

IF 0.4 4区医学

Praxis Der Kinderpsychologie Und Kinderpsychiatrie Pub Date : 2025-07-01 DOI: 10.13109/prkk.2025.74.5.440

Franziska Schmitz, Thomas Hennemann, Tatjana Leidig, Marie Schottel, Katrin Eiben, Ulrike Vögele, Michaela Jung, Silke Gerlach, Charlotte Hanisch

{"title":"Psychische Auffälligkeiten und Versorgungslage bei Schülerinnen und Schülern mit Problemverhalten aus dem Autismus-Spektrum (ASS) an Förderschulen Emotionale und soziale Entwicklung (EsE).","authors":"Franziska Schmitz, Thomas Hennemann, Tatjana Leidig, Marie Schottel, Katrin Eiben, Ulrike Vögele, Michaela Jung, Silke Gerlach, Charlotte Hanisch","doi":"10.13109/prkk.2025.74.5.440","DOIUrl":"https://doi.org/10.13109/prkk.2025.74.5.440","url":null,"abstract":"Mental Health Problems and Care Situation in Students with Problem Behaviour from the Autism Spectrum (ASD) at Special Schools for Emotional and Behavioral Disorder (EBD) Children Children and adolescents with ASD often require specific support both inside and outside of school. The majority of these children are educated at special schools for emotional and behavioral disorder (EBD). There is no data available on how often ASD problems occur at EBD special schools, what other emotional and behavioral problems are shown, and how the students are supported. In the study, teachers at EBD special schools were surveyed on their pupils' mental health problems, including ASD, and the use of care services (N = 551). 19.0 % were rated as having problems in the autism spectrum, 16.7 % as having slight problems, and 64.3 % as having no problems in the autism spectrum. Pupils with behavioral problems in the autism spectrum were considered to be more affected by symptoms of depression, anxiety, compulsions and tics, among others. The values for functional impairment and distress were also significantly higher. Furthermore, children with elevated scores in the ASD spectrum receive significantly less psychotherapy and significantly more school support and speech therapy. Pupils with ASD symptoms make slightly more use of support services than other children, despite much higher levels of strain. There seems to be a gap in care that is relevant for the adaptation of conditions in schools and medical- and therapeutic services.","PeriodicalId":45178,"journal":{"name":"Praxis Der Kinderpsychologie Und Kinderpsychiatrie","volume":"74 5","pages":"440-459"},"PeriodicalIF":0.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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EDITORIAL. 社论。

IF 0.4 4区医学

Praxis Der Kinderpsychologie Und Kinderpsychiatrie Pub Date : 2025-07-01 DOI: 10.13109/prkk.2025.74.5.394

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