Hedda Marx, Michael J. Boulton, Peter J. R. Macaulay
Given the crucial role of bystanders in combating bullying in schools, there is a need to understand the reasons why children may or may not intervene on behalf of a victimised peer. The aim of the present study was to explore the association between children’s expectations of general peer reactions versus the reactions of their friends on three subtypes of victim support: consoling the victim, addressing the bully, and getting adult help. A sample of 630 students (297 girls; 333 boys, Mage = 12.5) from three public secondary schools in Germany completed a 30-item questionnaire measuring expected peer reactions, expected friend reactions, past victim support experiences, and intentions to support victims. Results revealed the more influential role of expected reactions of friends over general peers in predicting victim support with expected negative consequences from friends reducing children’s willingness to engage in victim helping, irrespective of the three sub-types of support studied. Expected negative outcomes from peers were also found to significantly affect students’ intentions to approach a teacher for help. Boys were found to be more concerned about their friends’ and peers’ reactions to victim support than girls. The findings are discussed in relation to bystanders’ willingness to offer victim support and associated practical implications for addressing the widespread problem of bullying in schools.
{"title":"Predicting Adolescents’ Intentions to Support Victims of Bullying from Expected Reactions of Friends versus Peers","authors":"Hedda Marx, Michael J. Boulton, Peter J. R. Macaulay","doi":"10.3233/dev-230348","DOIUrl":"https://doi.org/10.3233/dev-230348","url":null,"abstract":"Given the crucial role of bystanders in combating bullying in schools, there is a need to understand the reasons why children may or may not intervene on behalf of a victimised peer. The aim of the present study was to explore the association between children’s expectations of general peer reactions versus the reactions of their friends on three subtypes of victim support: consoling the victim, addressing the bully, and getting adult help. A sample of 630 students (297 girls; 333 boys, Mage = 12.5) from three public secondary schools in Germany completed a 30-item questionnaire measuring expected peer reactions, expected friend reactions, past victim support experiences, and intentions to support victims. Results revealed the more influential role of expected reactions of friends over general peers in predicting victim support with expected negative consequences from friends reducing children’s willingness to engage in victim helping, irrespective of the three sub-types of support studied. Expected negative outcomes from peers were also found to significantly affect students’ intentions to approach a teacher for help. Boys were found to be more concerned about their friends’ and peers’ reactions to victim support than girls. The findings are discussed in relation to bystanders’ willingness to offer victim support and associated practical implications for addressing the widespread problem of bullying in schools.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":"27 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135219390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Honor refers to socially conferred self-worth, strong norms of reciprocity, and direct retaliation for transgressions. Honor norms have been discussed as relevant in explaining aggressive behavior, particularly for immigrant groups. In this study we examined the endorsement of honor norms and their association with aggressive behavior in a culturally diverse sample in Germany. Online questionnaire data were used from male adolescents aged 11–18 years (N = 774; Mage = 15.37, 34.2% with a migration background). Multiple linear regression analyses indicated that students of Turkish and Russian origin endorsed honor more than students without a migration background, whereas students of Polish origin did not differ. Within negative binomial regression models, honor endorsement was significantly positively related to aggressive behavior, while this effect did not differ between students from different migration backgrounds and students without migration background respectively. Thus, the internalization of honor norms emerged as a general risk for aggressive behavior among male adolescents.
{"title":"Honor Endorsement in Male Youth: A General Risk Factor for Aggressive Behavior?","authors":"Marie Kollek, Renate Soellner","doi":"10.3233/dev-230343","DOIUrl":"https://doi.org/10.3233/dev-230343","url":null,"abstract":"Honor refers to socially conferred self-worth, strong norms of reciprocity, and direct retaliation for transgressions. Honor norms have been discussed as relevant in explaining aggressive behavior, particularly for immigrant groups. In this study we examined the endorsement of honor norms and their association with aggressive behavior in a culturally diverse sample in Germany. Online questionnaire data were used from male adolescents aged 11–18 years (N = 774; Mage = 15.37, 34.2% with a migration background). Multiple linear regression analyses indicated that students of Turkish and Russian origin endorsed honor more than students without a migration background, whereas students of Polish origin did not differ. Within negative binomial regression models, honor endorsement was significantly positively related to aggressive behavior, while this effect did not differ between students from different migration backgrounds and students without migration background respectively. Thus, the internalization of honor norms emerged as a general risk for aggressive behavior among male adolescents.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":"59 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135251854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Allard R. Feddes, Liesbeth Mann, Bertjan Doosje, Lars Nickolson, Naomi R.J. van Bergen
The aim of the present literature review is to provide a comprehensive overview of the empirical literature on radicalisation leading to extremism. Two research questions are asked: (1) Under what conditions are individuals receptive to extremist groups and their ideology? (2) Under what conditions do individuals engage in extremist acts? A theoretical framework is used to structure the findings. A systematic literature search was conducted including peer-reviewed articles containing primary qualitative or quantitative data. A total of 707 empirical articles were included which used quantitative or qualitative research methods. The findings clearly indicate that no single factor in itself predicts receptiveness to extremist ideas and groups, or engagement in violent behaviour. Rather, factors at different levels of analysis (micro-, meso- and macro-level) interplay in the radicalisation process.
{"title":"Extremist Thinking and Doing: A Systematic Literature Study of Empirical Findings on Factors Associated with (De)Radicalisation Processes","authors":"Allard R. Feddes, Liesbeth Mann, Bertjan Doosje, Lars Nickolson, Naomi R.J. van Bergen","doi":"10.3233/dev-230345","DOIUrl":"https://doi.org/10.3233/dev-230345","url":null,"abstract":"The aim of the present literature review is to provide a comprehensive overview of the empirical literature on radicalisation leading to extremism. Two research questions are asked: (1) Under what conditions are individuals receptive to extremist groups and their ideology? (2) Under what conditions do individuals engage in extremist acts? A theoretical framework is used to structure the findings. A systematic literature search was conducted including peer-reviewed articles containing primary qualitative or quantitative data. A total of 707 empirical articles were included which used quantitative or qualitative research methods. The findings clearly indicate that no single factor in itself predicts receptiveness to extremist ideas and groups, or engagement in violent behaviour. Rather, factors at different levels of analysis (micro-, meso- and macro-level) interplay in the radicalisation process.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135251855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sara Jahnke, Katharina Abad Borger, Lena Burgsmüller, Catalina Hoppe, Andreas Beelmann
Young people are particularly likely to engage in political violence, hold positive attitudes towards political violence, and show willingness to engage in political violence. The social environment in which young people are immersed is characterized by factors increasing and protecting against the risk of such outcomes. The present meta-analysis systematically summarizes the body of studies on the link between political violence outcomes and risk and protective variables in the following domains: a) parents and family (familial support, familial conflict, parental control, importance of family, parental violence), b) radical networks and peers (having friends with racist or violent attitudes, membership in political groups that oppose mainstream politics, general membership in a peer group), c) school (school attachment, school achievement), and d) socioeconomic status. A total of 288 effect sizes from 44 reference samples met the selection criteria. Findings were combined using two- and three-level meta-analytic models. Average effect sizes ranged between very small to small (|r| = .03 to |r| = .26), with the largest effect sizes detected for membership in a political group that opposes mainstream politics and having friends with racist or violent attitudes. The results are constrained by the low number of eligible samples and the significant level of heterogeneity for many of the meta-analyses.
{"title":"A Meta-Analysis on the Link Between Young People’s Social Environment, Socioeconomic Status, and Political Violence Outcomes","authors":"Sara Jahnke, Katharina Abad Borger, Lena Burgsmüller, Catalina Hoppe, Andreas Beelmann","doi":"10.3233/dev-230347","DOIUrl":"https://doi.org/10.3233/dev-230347","url":null,"abstract":"Young people are particularly likely to engage in political violence, hold positive attitudes towards political violence, and show willingness to engage in political violence. The social environment in which young people are immersed is characterized by factors increasing and protecting against the risk of such outcomes. The present meta-analysis systematically summarizes the body of studies on the link between political violence outcomes and risk and protective variables in the following domains: a) parents and family (familial support, familial conflict, parental control, importance of family, parental violence), b) radical networks and peers (having friends with racist or violent attitudes, membership in political groups that oppose mainstream politics, general membership in a peer group), c) school (school attachment, school achievement), and d) socioeconomic status. A total of 288 effect sizes from 44 reference samples met the selection criteria. Findings were combined using two- and three-level meta-analytic models. Average effect sizes ranged between very small to small (|r| = .03 to |r| = .26), with the largest effect sizes detected for membership in a political group that opposes mainstream politics and having friends with racist or violent attitudes. The results are constrained by the low number of eligible samples and the significant level of heterogeneity for many of the meta-analyses.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135251852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Special Issue Editorial: Political Socialization as Desiderata of Developmental Psychology","authors":"Andreas Beelmann, Sebastian Lutterbach","doi":"10.3233/dev-230351","DOIUrl":"https://doi.org/10.3233/dev-230351","url":null,"abstract":"","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135302717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Early childhood forms the fundamental basis for developing various social-emotional skills and represents a unique opportunity to lay the foundation for healthy development. Insensitive learning environments in early childhood may lead to social-emotional difficulties, increasing the risk of developing severe behavioral problems. However, professional development (PD) opportunities that support early childhood education professionals’ (ECEPs) knowledge and skills to promote young children’s social and emotional development are scarce. In Finland, notably, the increasing need to enhance competence through further training has been widely recognized. Therefore, this study introduced the POMPedaSens program in early childhood education and care (ECEC) in Finland. The program aims to promote children’s social-emotional learning (SEL) by supporting ECEPs’ engagement and emotional availability. As a universal intervention program, POMPedaSens includes all children in ECEC regardless of risk factors. The present study included 200 children (MAGE = 72.27 months, SD = 5.48; 53% girls) and 62 ECEPs (MAGE = 43.82 years, SD = 11.71; 95% female). ECEPs received the intervention training to implement the curriculum in their everyday daycare routine. The present study describes the program design, implementation, and results from a preliminary evaluation of the social validity of the POMPedaSens program, measured by the ECEPs’ satisfaction with the program. The results of the social validity evaluation suggested high teachers’ satisfaction and improved children’s SEL. These findings prove that the program may effectively build ECEPs’ capacity to promote children’s SEL.
{"title":"Keeping Early Social-Emotional Learning Developmental: The Development, Implementation, and Preliminary Evaluation of a Preventive Intervention Program for Early Childhood Education and Care","authors":"Maryam Zarra-Nezhad, Katja Suhonen, Nina Sajaniemi","doi":"10.3233/dev-220332","DOIUrl":"https://doi.org/10.3233/dev-220332","url":null,"abstract":"Early childhood forms the fundamental basis for developing various social-emotional skills and represents a unique opportunity to lay the foundation for healthy development. Insensitive learning environments in early childhood may lead to social-emotional difficulties, increasing the risk of developing severe behavioral problems. However, professional development (PD) opportunities that support early childhood education professionals’ (ECEPs) knowledge and skills to promote young children’s social and emotional development are scarce. In Finland, notably, the increasing need to enhance competence through further training has been widely recognized. Therefore, this study introduced the POMPedaSens program in early childhood education and care (ECEC) in Finland. The program aims to promote children’s social-emotional learning (SEL) by supporting ECEPs’ engagement and emotional availability. As a universal intervention program, POMPedaSens includes all children in ECEC regardless of risk factors. The present study included 200 children (MAGE = 72.27 months, SD = 5.48; 53% girls) and 62 ECEPs (MAGE = 43.82 years, SD = 11.71; 95% female). ECEPs received the intervention training to implement the curriculum in their everyday daycare routine. The present study describes the program design, implementation, and results from a preliminary evaluation of the social validity of the POMPedaSens program, measured by the ECEPs’ satisfaction with the program. The results of the social validity evaluation suggested high teachers’ satisfaction and improved children’s SEL. These findings prove that the program may effectively build ECEPs’ capacity to promote children’s SEL.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45730213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This thematic section editorial gives an overview of the three related articles introducing the programs Papilio-3to6, Papilio-U3, and Papilio-6to9. The essential, connecting elements are presented (developmentally appropriate prevention, social-emotional learning [SEL], and developmentally appropriate practice) and the relation between the three programs is explained in the context of an overarching educational approach from 0 to 9 to early childhood education and care (ECEC).
{"title":"Developmentally Appropriate Prevention of Behavioral and Emotional Problems, Social-Emotional Learning, and Developmentally Appropriate Practice for Early Childhood Education and Care – The Papilio Approach from 0 to 9","authors":"H. Scheithauer, Heidi Scheer","doi":"10.3233/dev-220337","DOIUrl":"https://doi.org/10.3233/dev-220337","url":null,"abstract":"This thematic section editorial gives an overview of the three related articles introducing the programs Papilio-3to6, Papilio-U3, and Papilio-6to9. The essential, connecting elements are presented (developmentally appropriate prevention, social-emotional learning [SEL], and developmentally appropriate practice) and the relation between the three programs is explained in the context of an overarching educational approach from 0 to 9 to early childhood education and care (ECEC).","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46091745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Asendorpf, Margit Averdijk, M. Azmitia, Robert A. Baron, Bill Bukowski, Ana Carolina de Campos, U. Cantner, Oliver Falck, Jerome A. Katz, Monika Knopf, Alexander Kritikos, Thomas Lang-von, Brigitte Latzko, Anne C. Petersen, R. Plomin, Andreas Rauch, Eva Schmitt-Rodermund, V. Skorikov, Michael Stuetzer, F. W. Vondracek, K. Weichold, P. Visscher
Seraphin Alava Johnie Allen Kamaldeep Bhui Ludwig Bilz Nils Böckler Rebecca Bondü Kurt Braddock Jon David Carpentieri Kyriakos Charalampous Carolin Donath Jerome Drevon Vivek Furtado David Gallardo-Pujol Paul Gill Katharina Götsch Gunter Groen Andrew Hales Shandon Harris-Hogan Ghayda Hassan Todd Herrenkohl Markus Hess Cheng Hong Dominik Irani Sarah Jahnke Marc Jambon Stephanie Jaursch Nadine Jukschat Ute Koglin Tobias Krettenauer Kelly Lee Vincenz Leuschner Arnold Lohaus Logan Macnair Inmaculada Marín-López Angela Mazzone Tia Murphy Loo Neo Luca Pancani Sonja Perren Daniela Pisoiu Patrick Pössel James Ray Martin Rettenberger Brigitte Rollett Neil Shortland Pete Simi Peter Smith Friederike Sommer Monika Sommer Ursula Staudinger Dagmar Strohmeier Jaan Valsiner Lisette van Zonneveld Sebastian Wachs Maria Walsh David Webber Steven Windisch
Seraphin Alava Johnie Allen Kamaldeep Bhui Ludwig Bilz Nils Böckler Rebecca BondüKurt Braddock Jon David Carpentieri Kyriakos Charalampous Carolin Donath Jerome Drevon Vivek Furtado David Gallardo Pujol Paul Gill Katharina Götsch Gunter Groen Andrew Hales Shandon Harris Hogan Ghayda Hassan Todd Herrenkohl Markus Hess Cheng Hong Dominik Irani Sarah Jahnke Marc Jambon Stephanie Jaursch NadineJukschat Ute Koglin Tobias Krettenauer Kelly Lee Vincenz Leuschner Arnold Lohaus Logan Macnair Inmaculada Marín-López Angela Mazzone Tia Murphy Loo Neo Luca Pancani Sonja Perren Daniela Pisoiu Patrick Pössel James Ray Martin Rettenberger Brigitte Rollett Neil Shortland Pete Simi Peter Smith Friederike Sommer Monika Sommer Ursula Staudinger Dagmar Strohmeier Jaan Valsiner Lisette van ZonneveldSebastian Wachs Maria Walsh David Webber Steven Windisch
{"title":"The IJDS Board of Editors wish to acknowledge, with gratitude, the following scholars","authors":"J. Asendorpf, Margit Averdijk, M. Azmitia, Robert A. Baron, Bill Bukowski, Ana Carolina de Campos, U. Cantner, Oliver Falck, Jerome A. Katz, Monika Knopf, Alexander Kritikos, Thomas Lang-von, Brigitte Latzko, Anne C. Petersen, R. Plomin, Andreas Rauch, Eva Schmitt-Rodermund, V. Skorikov, Michael Stuetzer, F. W. Vondracek, K. Weichold, P. Visscher","doi":"10.3233/dev-220352","DOIUrl":"https://doi.org/10.3233/dev-220352","url":null,"abstract":"Seraphin Alava Johnie Allen Kamaldeep Bhui Ludwig Bilz Nils Böckler Rebecca Bondü Kurt Braddock Jon David Carpentieri Kyriakos Charalampous Carolin Donath Jerome Drevon Vivek Furtado David Gallardo-Pujol Paul Gill Katharina Götsch Gunter Groen Andrew Hales Shandon Harris-Hogan Ghayda Hassan Todd Herrenkohl Markus Hess Cheng Hong Dominik Irani Sarah Jahnke Marc Jambon Stephanie Jaursch Nadine Jukschat Ute Koglin Tobias Krettenauer Kelly Lee Vincenz Leuschner Arnold Lohaus Logan Macnair Inmaculada Marín-López Angela Mazzone Tia Murphy Loo Neo Luca Pancani Sonja Perren Daniela Pisoiu Patrick Pössel James Ray Martin Rettenberger Brigitte Rollett Neil Shortland Pete Simi Peter Smith Friederike Sommer Monika Sommer Ursula Staudinger Dagmar Strohmeier Jaan Valsiner Lisette van Zonneveld Sebastian Wachs Maria Walsh David Webber Steven Windisch","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49577120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
V. Lechner, Niklas Ortelbach, H. Scheithauer, C. Peter
Children face increased demands for interpersonal as well as learning-related social skills, especially by the vulnerable stage of school entry, due to the more structured setting, new academic requirements, and the fact that children are supposed to interact successfully within a larger and heterogeneous peer group. Although a plethora of social-emotional learning (SEL) programs for elementary school students have been developed, there is a lack of empirically evaluated programs suitable for implementation in field-based settings, especially in Germany. The universal-selective, school-based prevention program Papilio-6to9 aims at facilitating the transition from preschool to elementary school, improving social-emotional competences, and preventing behavior and emotional problems. As a universal-selective prevention program, Papilio-6to9 includes all children in elementary school classes regardless of risk factors (universal prevention) whereby also children with risk factors are targeted without being stigmatised (selective prevention). The program targets elementary school children aged about six to nine and their teachers who receive a three-day training followed by two collegial supervisions to implement the program in and during regular school classes. Papilio-6to9 is part of an approach combining findings from developmentally appropriate practice, positive psychology, social-emotional learning, and developmentally appropriate prevention, and aligns with the early childhood education and care (ECEC)
{"title":"Developmentally Appropriate Prevention of Behavior and Emotional Problems and Promotion of Social and Emotional Skills in Elementary School – Overview of Program Theory and Measures of the Preventive Intervention Program ‘Papilio-6to9’","authors":"V. Lechner, Niklas Ortelbach, H. Scheithauer, C. Peter","doi":"10.3233/dev-220335","DOIUrl":"https://doi.org/10.3233/dev-220335","url":null,"abstract":"Children face increased demands for interpersonal as well as learning-related social skills, especially by the vulnerable stage of school entry, due to the more structured setting, new academic requirements, and the fact that children are supposed to interact successfully within a larger and heterogeneous peer group. Although a plethora of social-emotional learning (SEL) programs for elementary school students have been developed, there is a lack of empirically evaluated programs suitable for implementation in field-based settings, especially in Germany. The universal-selective, school-based prevention program Papilio-6to9 aims at facilitating the transition from preschool to elementary school, improving social-emotional competences, and preventing behavior and emotional problems. As a universal-selective prevention program, Papilio-6to9 includes all children in elementary school classes regardless of risk factors (universal prevention) whereby also children with risk factors are targeted without being stigmatised (selective prevention). The program targets elementary school children aged about six to nine and their teachers who receive a three-day training followed by two collegial supervisions to implement the program in and during regular school classes. Papilio-6to9 is part of an approach combining findings from developmentally appropriate practice, positive psychology, social-emotional learning, and developmentally appropriate prevention, and aligns with the early childhood education and care (ECEC)","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41841396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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