@article{ReesKurtenbachReesetal.2022, author = {Rees, Yann P. M. and Kurtenbach, Sebastian and Rees, Jonas H. and Zick, Andreas}, title = {Intergroup contact and conflict in a climate of exklusion: An interview study in the ethnically super-homogenous German town of Bautzen}, series = {Journal of Applied Social Psychology}, journal = {Journal of Applied Social Psychology}, doi = {10.1111/jasp.12875}, pages = {1 -- 11}, year = {2022}, language = {en} } @misc{HorstmannMuehlKoeppenetal.2022, author = {Horstmann, Aike C. and M{\"u}hl, Lisa and K{\"o}ppen, Louisa and M{\"o}ssing, Wanja and Lindhaus, Maike and Storch, Dunja and B{\"u}hren, Monika and R{\"o}ttgers, Hanns R{\"u}diger and Krajewski, Jarek}, title = {AI-Enhanced Communication Between Robots and Children with Autism Spectrum Disorder: Requirements for a Robotic Learning Assistant}, year = {2022}, language = {en} } @article{HorstmannMuehlKoeppenetal.2022, author = {Horstmann, Aike C. and M{\"u}hl, Lisa and K{\"o}ppen, Louisa and Lindhaus, Maike and Storch, Dunja and B{\"u}hren, Monika and R{\"o}ttgers, Hanns R{\"u}diger and Krajewski, Jarek}, title = {Important Preliminary Insights for Designing Successful Communication between a Robotic Learning Assistant and Children with Autism Spectrum Disorder in Germany}, series = {Robotics}, volume = {11}, journal = {Robotics}, number = {6}, doi = {10.3390/robotics11060141}, year = {2022}, abstract = {Early therapeutic intervention programs help children diagnosed with Autism Spectrum Disorder (ASD) to improve their socio-emotional and functional skills. To relieve the children's caregivers while ensuring that the children are adequately supported in their training exercises, new technologies may offer suitable solutions. This study investigates the potential of a robotic learning assistant which is planned to monitor the children's state of engagement and to intervene with appropriate motivational nudges when necessary. To analyze stakeholder requirements, interviews with parents as well as therapists of children with ASD were conducted. Besides a general positive attitude towards the usage of new technologies, we received some important insights for the design of the robot and its interaction with the children. One strongly accentuated aspect was the robot's adequate and context-specific communication behavior, which we plan to address via an AI-based engagement detection system. Further aspects comprise for instance customizability, adaptability, and variability of the robot's behavior, which should further be not too distracting while still being highly predictable.}, language = {en} } @article{ReesKurtenbachRosenbergeretal.2022, author = {Rees, Yann P.M. and Kurtenbach, Sebastian and Rosenberger, Katrin and K{\"u}chler, Armin}, title = {Towards Digital Social Infrastructure? Digital Neighborly Connectedness as a Social Resource}, series = {Urban Planning}, journal = {Urban Planning}, publisher = {Cogitatio}, issn = {2183-7635}, doi = {10.25974/fhms-15409}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:836-opus-154096}, year = {2022}, language = {en} } @misc{Loehe2022, author = {L{\"o}he, Julian}, title = {Climate Change, Social Work and Social Management: Are we heading for a dead end?! Lecture at the International Week of SeAMK Sein{\"a}joki, University of Applied Sciences. Sein{\"a}joki, Finland.}, year = {2022}, language = {en} } @article{LandmannGaschlerRohmannetal.2022, author = {Landmann, Helen and Gaschler, Robert and Rohmann, Anette and Weissinger, Stephan and Mazziotta, Agostino}, title = {Context matters - Social context moderates the association between indirect intergroup contact and attitudes towards refugees}, series = {Social Psychology}, volume = {53}, journal = {Social Psychology}, number = {6}, issn = {1864-9335}, doi = {10.1027/1864-9335/a000505}, pages = {341 -- 356}, year = {2022}, abstract = {Based on an integration of socioecological systems and intergroup contact theory, we hypothesized that the context in which intergroup contact takes place moderates its association with attitudes toward refugees. To test this prediction, majority members in Germany reported in three studies (Ntotal = 695) how often they have had positive and negative direct and indirect contact with refugees in different contexts and their attitudes toward refugees. While the association between direct contact and intergroup attitudes was relatively context-independent, the association between indirect contact and attitudes toward refugees strongly depended on context. Indirect contact was more strongly associated with attitudes toward refugees in contexts with close relationships (family and friends) than in contexts with distanced relationships (newspaper and TV).}, language = {en} } @article{DomschRuhmlandLissmann2022, author = {Domsch, Holger and Ruhmland, Martina and Lissmann, Ilka}, title = {Effective but Not Feasible—What Support Staff in All-Day Primary Schools Think of Pedagogical Interventions with Regard to Children with ADHD}, series = {Sustainability}, volume = {14}, journal = {Sustainability}, number = {3}, doi = {10.3390/su14031393}, pages = {1393}, year = {2022}, abstract = {Children with attention deficit/hyperactivity disorder (ADHD) are faced with multiple challenges both in the classroom and in the homework situation. While there are many studies on pedagogical interventions by teachers in the classroom, this is hardly the case when it comes to support staff in after-school homework supervision. In this study, 196 support staff with different qualifications were asked not only about their knowledge of ADHD, their subjective level of stress, and whether they felt trained enough to work with children with ADHD, but also to assess the effectiveness and feasibility of 25 interventions in homework supervision. Overall, the respondents rated effectiveness higher than feasibility. Higher qualifications, greater knowledge, and better preparation went hand in hand with higher ratings of effectiveness. The more stressed the support staff feel themselves to be, the less feasible they rate the measures. The results underline the necessity of employing well-trained pedagogical staff to supervise children with ADHD. A number of interventions can be identified that the support staff deem to be both effective and feasible, and that promise a high level of implementation in practice. At the same time, more attention should be given to potential obstacles to using recommended measures in training and further education.}, language = {en} } @article{Kurtenbach2021, author = {Kurtenbach, Sebastian}, title = {'I fear only the neighbourhood and the Lord!' Youth violence in marginalized spaces}, series = {European Journal of Criminology}, journal = {European Journal of Criminology}, doi = {10.25974/fhms-13178}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:836-opus-131780}, pages = {1 -- 17}, year = {2021}, abstract = {Male juveniles in segregated poor neighbourhoods are at increased risk of violence. The code of the street approach is commonly used to understand the context informing street violence in such marginalized spaces, but the concept is mainly used in Western countries, especially in African American communities in the US. This study investigates whether the code of the street is also applicable to the largest Roma neighbourhood in Europe, located in Bulgaria, through guided interviews with male juveniles. The results show that some elements of the code work are applicable in this space, but clear differences also emerge. These findings affect the generalizability of the approach and the understanding of street violence.}, language = {en} } @article{GreischelZimmermannMazziottaetal.2021, author = {Greischel, Henriette and Zimmermann, Julia and Mazziotta, Agostino and Rohmann, Anette}, title = {Validation of a German Version of the Cultural Intelligence Scale}, series = {International Journal of Intercultural Relations}, volume = {80}, journal = {International Journal of Intercultural Relations}, doi = {10.1016/j.ijintrel.2020.10.002}, pages = {307 -- 320}, year = {2021}, language = {en} } @article{DomschRuhmlandLissmann2021, author = {Domsch, Holger and Ruhmland, Martina and Lissmann, Ilka}, title = {Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools}, series = {Sustainability}, journal = {Sustainability}, publisher = {MDPI}, doi = {10.25974/fhms-13824}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:836-opus-138246}, year = {2021}, abstract = {(1) Background: Schools report a high number of schoolchildren with poor attention and hyperactive behavior, with 5\% being diagnosed with attention deficit/hyperactivity disorder (ADHD). This causes specific problems during homework and classroom times, and the extension of all-day schooling in German primary schools makes this a challenge for support staff working in the after-school programs. Such staff have a very wide variety of qualifications, ranging from no formal teacher training to full teaching qualifications. (2) Methods: This study documents the knowledge of 196 support staff working in all-day primary schools about ADHD, and their subjective view of whether they feel competent with regard to homework situations in general and ADHD in particular. (3) Results: Those with an educational background have significantly more knowledge than those without such a background, staff feel less prepared to supervise children with ADHD, and there is a small but significant correlation here with knowledge about ADHD. (4) Conclusions: The importance of trained pedagogical staff in the supervision of children with concentration problems is emphasized.}, language = {en} }