TY - JOUR A1 - Dillenburger, Karola A1 - Keenan, Mickey A1 - Gallagher, Stephen A1 - Byrne, Tony A1 - Martin, Neil A1 - Stromgren, Borge A1 - Pérez-González, Luis A1 - Röttgers, Hanns Rüdiger A1 - Brugger, Bernhard T1 - STAMPPP for Europe: Multi-Media, Multi-Lingual, Multi-Everything! JF - Abstracts des 5. Kongresses der European Association for Behaviour Analysis, Kreta, 21. bis 24. September 2010 Y1 - 2010 ER - TY - JOUR A1 - Dillenburger, Karola A1 - Keenan, Mickey A1 - Gallagher, Stephen A1 - Byrne, Tony A1 - Martin, Neil A1 - Stromgren, Borge A1 - Pérez-González, Luis A1 - Röttgers, Hanns Rüdiger A1 - Brugger, Bernhard T1 - STAMPPP for Europe: Multi-Media, Multi-Lingual, Multi-Everything! JF - Abstracts des 5. Kongresses der European Association for Behaviour Analysis, Kreta, 21. bis 24. September 2010 Y1 - 2010 ER - TY - JOUR A1 - Domsch, Holger A1 - Lohaus, Arnold A1 - Thomas, Hoben T1 - Influences of information processing and disengagement in infants looking behaviour JF - Infant and Child Developement Y1 - 2010 U6 - http://dx.doi.org/10.1002/icd.647 SN - 1522-7219 VL - 19 IS - 2 SP - 161 EP - 174 ER - TY - JOUR A1 - Domsch, Holger A1 - Lohaus, Arnold A1 - Thomas, Hoben T1 - Learning and retention in 3- and 6-month-old infants: A comparison of different experimental paradigms JF - European Journal of Developmental Psychology Y1 - 2009 U6 - http://dx.doi.org/10.1080/17405620701269409 SN - 1740-5629 VL - 6 IS - 3 SP - 396 EP - 407 ER - TY - JOUR A1 - Domsch, Holger A1 - Lohaus, Arnold A1 - Thomas, Hoben T1 - Prediction of childhood cognitive abilities from a set of early indicators of information processing capabilities JF - Infant Behavior and Development Y1 - 2009 SN - 0163-6383 VL - 32 IS - 1 SP - 91 EP - 102 ER - TY - JOUR A1 - Domsch, Holger A1 - Ruhmland, Martina A1 - Lissmann, Ilka T1 - Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools JF - Sustainability N2 - (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. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:836-opus-138246 PB - MDPI ER - TY - JOUR A1 - Domsch, Holger A1 - Ruhmland, Martina A1 - Lissmann, Ilka T1 - Effective but Not Feasible—What Support Staff in All-Day Primary Schools Think of Pedagogical Interventions with Regard to Children with ADHD JF - Sustainability N2 - 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. KW - ADHD KW - after-school programme KW - primary school KW - classroom management strategies KW - homework Y1 - 2022 U6 - http://dx.doi.org/10.3390/su14031393 VL - 14 IS - 3 SP - 1393 ER - TY - JOUR A1 - Domsch, Holger A1 - Thomas, Hoben A1 - Lohaus, Arnold T1 - Infant attention, heart rate, and loooking time during habituation/dishabituation JF - Infant Behaviour and Development Y1 - 2010 SN - 0163-6383 VL - 33 IS - 3 SP - 321 EP - 329 ER - TY - JOUR A1 - El-Mafaalani, Aladin T1 - Treat the unequal as unequal! Inclusion means thinking differently JF - Vocational Training in Research and Practice (BWP - Special Edition) Y1 - 2013 SP - 50 EP - 53 ER - TY - JOUR A1 - Ernst, Johanna Christine A1 - Beierlein, Volker A1 - Romer, Georg A1 - Möller, Birgit A1 - Koch, Uwe A1 - Bergelt, Corinna T1 - Use and need for psychosocial support in cancer patients: a population-based sample of patients with minor children JF - Cancer N2 - BACKGROUND Cancer patients and their minor children have been shown to experience psychological distress. The objectives of the current study were to 1) describe the need for and use of psychosocial support and 2) determine predictors of family-centered support use in patients with minor children. METHODS A population-based sample of 1809 patients was recruited via 2 cancer registries. The eligibility criteria were age 25 years to 55 years, an initial diagnosis received no longer than 6 years before this survey, and having at least 1 minor child. Medical characteristics and self-report measures were used. RESULTS Overall, approximately 38% cases were identified as being borderline or probable anxiety cases and 16% were identified as being borderline or probable depression cases. Since diagnosis, 44% of the patients had used psychosocial support and 9% had received family-focused and child-focused support. These patients perceived a lower quality of life and poorer family functioning. Approximately 73% of patients with children wanted information concerning or psychosocial services to support their children or parenting. Use of family-centered support was not found to be predicted by disease-related factors (eg, cancer staging) but rather by subjective needs (eg, mental health and having a distressed child in the family). CONCLUSIONS The results of the current study emphasize the importance of child and parenting concerns in psychosocial care in oncology. Screenings for children and appropriate training programs for health care may increase awareness of this issue. KW - Adult KW - Anxiety Disorders/psychology KW - Child KW - Depressive Disorder/psychology KW - Family/psychology KW - Female KW - Germany KW - Health Services Needs and Demand KW - Humans KW - Male KW - Middle Aged KW - Neoplasms/psychology KW - Parenting/psychology KW - Registries KW - Social Support KW - Socioeconomic Factors Y1 - 2013 U6 - http://dx.doi.org/10.1002/cncr.28021 VL - 119 SP - 2333 EP - 2341 ER -