Praxis Der Kinderpsychologie Und Kinderpsychiatrie最新文献

Attachment and Psychological Distress in Adolescents from Schools and Care Practices During and After the Covid-19 Pandemic The COVID-19 pandemic had a substantial impact on the mental health of children and adolescents. Internalizing symptoms such as anxiety and depression emerged early on, particularly among those with high pre-pandemic vulnerability. This study investigates the development of psychological difficulties (internalizing, externalizing, and social problems) among adolescents in rural areas after returning to in-person schooling, comparing a non-clinical school-based sample with a clinical sample from child and adolescent mental health services. The study examines whether symptoms persist over time, the role of attachment quality, and the potential buffering effect of early therapeutic intervention. At two time points, 46 adolescents (M_T1_age = 14.65 years, SD = 1.08; M_T2_age = 16.05 years, SD = 1.24) were assessed using the Adolescent Separation Anxiety Interview (ASAI) and the Youth Self Report (YSR/ 11-18). Findings indicate that participants were highly affected by pandemic-related measures such as lockdowns, homeschooling, and social isolation. Adolescents with insecure-preoccupied attachment reported the highest symptoms. Symptoms persisted beyond the end of public health restrictions. In contrast, connection to a care network emerged as a resilience factor. These results underscore the urgent need for expanded and more targeted support for youth in coping with crisis-related stress.

Experience of Participation of Patients in the (Day) Inpatient Child and Adolscent Psychiatry The participation of patients in child and adolescent psychiatry is increasingly coming into focus, both due to child protection aspects and because of its effects on the success and quality of treatment. The study therefore investigated the experience of participation of patients in (day) inpatient child and adolescent psychiatry, its effect on treatment satisfaction and the connection with self-efficacy expectations. A quantitative questionnaire study was conducted using a cross-sectional design. The experience of participation and treatment satisfaction were measured using the instrument developed by Zerbe et al. (2021). To assess self-efficacy expectations, the General Self-Efficacy Expectation Scale developed by Jerusalem and Schwarzer (2003) was used. In total, data of 45 patients from the Child and Adolescent Psychiatry Department at the District Hospital Landshut were analyzed. The respondents were between 9 and 18 years old with an average age of 15.18 years. Regarding gender, 68.9 % of respondents stated "female", 24.4 % "male" and 6.7 % "diverse". Depending on the treatment setting and the admission modality (voluntary or emergency), children and adolescents experienced their participation differently. There was also a significant decrease in the experience of participation in the decision-making process. Patients felt well informed and perceived conversation about treatment options, but they felt significantly less involved in the decisionmaking itself. The experience of participation, especially in the decision-making process, had a significant influence on treatment satisfaction. Regarding the relationship between the three constructs of participation experience, self-efficacy expectation and treatment satisfaction, the study showed that, in addition to participation experience, self-efficacy expectation also had a significant influence on treatment satisfaction, although participation experience predicted treatment satisfaction significantly better.

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.

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.

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.

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.