Eva-Maria Schiller

Cyber-victimization and popularity in early adolescence: Stability and predictive associations

The present study examined: (1) the one-year stability of cyber-victimization; (2) the temporal sequence of cyber-victimization and traditional victimization; and (3) popularity and perceived popularity as possible antecedents and consequences of cyber-victimization and traditional victimization. The sample comprised 665 early adolescents (356 boys, 309 girls) aged 11.63 (SD = 0.84) at Time 1. Data were collected using self- and peer reports. To test for the temporal sequence a cross-lagged panel design was used. Traditional victimization, popularity and perceived popularity were moderately stable for both boys and girls. Cyber-victimization was neither stable during a one-year period, nor could it be predicted by traditional victimization, popularity or perceived popularity. Instead, cyber-victimization fostered popularity in girls. The implications of these findings are discussed.

ViSC Social Competence Program.

The ViSC Social Competence Program has been implemented in Austrian schools within the scope of a national strategy plan, Together Against Violence. The program is a primary preventive program designed for grades 5 to 8. The prevention of aggression and bullying is defined as a school development task, and the initial implementation of the program lasts one school year. The program consists of universal and specific actions that are implemented through in-school teacher training and a class project for students. The program was evaluated with a randomized intervention control group design. Data were collected from teachers and students. Results suggest that the program reduces aggression in schools.

Preventing Sexual Violence in Adolescence: Comparison of a Scientist-Practitioner Program and a Practitioner Program Using a Cluster-Randomized Design:

Numerous school-based prevention programs have been developed by scientists and practitioners to address sexual violence in adolescence. However, such programs struggle with two major challenges. First, the effectiveness of many well-established practitioner programs has not been rigorously evaluated. Second, effective scientific programs may be hard to implement into everyday school practice. Combining the knowledge of scientists and practitioners in a scientist-practitioner program could be a helpful compromise. The aim of the present study is to evaluate the effects of a scientist-practitioner program and a practitioner program using a cluster-randomized experimental design. Twenty-seven school classes were randomly assigned to either one of two programs or a control group. Outcome variables (knowledge, attitudes, behavior, and iatrogenic effects) were assessed at pretest, posttest, and a 6-month follow-up for 453 adolescents (55% female, Mage = 14.18). Short-term effects were found in both programs regarding general knowledge, knowledge of professional help, and victim-blaming attitudes. Long-term effects were found in both programs regarding general knowledge and knowledge of professional help and, in the practitioner program, in a reduction of victimization. No other effects were found on attitudes and behavior. No iatrogenic effects in the form of increased anxiety were found. Both the scientist-practitioner and the practitioner program show promise for the prevention of sexual violence in adolescence; in particular, the practitioner program may be a more cost-effective method.

Beratung mit Familien aus unterschiedlichen kulturellen Kontexten: Ein Prozessmodell zur kultursensitiven Beratung für Familien mit Säuglingen und Kleinkindern

Vorstellungen uber die Entwicklung und Erziehung von Kindern konnen je nach kulturellem Kontext erheblich variieren. Ebenso unterscheiden sich Erwartungen von KlientInnen an Beratungsprozesse abhangig von kulturellen Hintergrunden und Vorerfahrungen. Beides ist in hohem Mase relevant fur Beratungstatigkeiten, bei denen Entwicklungsperspektiven und -zusammenhange bedeutsam sind. In diesem Artikel befassen wir uns mit Beratungsprozessen von Familien mit Sauglingen und Kleinkindern. Deren Anliegen beziehen sich haufig auf exzessives Sauglingsschreien, Schlaf- und Futterschwierigkeiten sowie exzessives Trotzverhalten von Kleinkindern. Das vorgestellte Prozessmodell gibt Anhaltspunkte fur eine kultursensitive Beratung. Ziel ist es, Anschlussfahigkeit an unterschiedliche familiare Hintergrunde zu sichern. Damit wird ein Referenzsystem geschaffen, das es BeraterInnen erlaubt, die Prozesse mit Klienten und Klientinnen kultursensitiv zu planen und zu gestalten. Im Prozess werden mithilfe einer ausfuhrlichen Exploration und einer darauf aufbauenden Fit-Misfit-Analyse die kulturspezifischen Ideale der Familie zur Erziehung und Entwicklung von Kindern mit der Realitat der aktuellen Lebenswelt in Beziehung gesetzt und mogliche Entwicklungskonsequenzen ausgelotet. Zugleich stehen eine kultursensitive Haltung und Prozessgestaltung sowie eine entsprechend abgestimmte Wahl der Interventionen im Mittelpunkt.