@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}
}