TY - JOUR A1 - Rees, Yann P. M. A1 - Kurtenbach, Sebastian A1 - Rees, Jonas H. A1 - Zick, Andreas T1 - Intergroup contact and conflict in a climate of exklusion: An interview study in the ethnically super-homogenous German town of Bautzen JF - Journal of Applied Social Psychology Y1 - 2022 U6 - http://dx.doi.org/10.1111/jasp.12875 SP - 1 EP - 11 ER - TY - GEN A1 - Horstmann, Aike C. A1 - Mühl, Lisa A1 - Köppen, Louisa A1 - Mössing, Wanja A1 - Lindhaus, Maike A1 - Storch, Dunja A1 - Bühren, Monika A1 - Röttgers, Hanns Rüdiger A1 - Krajewski, Jarek T1 - AI-Enhanced Communication Between Robots and Children with Autism Spectrum Disorder: Requirements for a Robotic Learning Assistant KW - Autismus, Roboter, Mensch-Technik-Interaktion, autismusspezifische Verhaltenstherapie Y1 - 2022 ER - TY - JOUR A1 - Horstmann, Aike C. A1 - Mühl, Lisa A1 - Köppen, Louisa A1 - Lindhaus, Maike A1 - Storch, Dunja A1 - Bühren, Monika A1 - Röttgers, Hanns Rüdiger A1 - Krajewski, Jarek T1 - Important Preliminary Insights for Designing Successful Communication between a Robotic Learning Assistant and Children with Autism Spectrum Disorder in Germany JF - Robotics N2 - 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. KW - autism spectrum disorder KW - social robot KW - robotic learning assistant KW - human robot interaction KW - human-machine communication Y1 - 2022 U6 - http://dx.doi.org/10.3390/robotics11060141 VL - 11 IS - 6 ER - TY - JOUR A1 - Rees, Yann P.M. A1 - Kurtenbach, Sebastian A1 - Rosenberger, Katrin A1 - Küchler, Armin T1 - Towards Digital Social Infrastructure? Digital Neighborly Connectedness as a Social Resource JF - Urban Planning Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:836-opus-154096 SN - 2183-7635 PB - Cogitatio ER - TY - GEN A1 - Löhe, Julian T1 - Climate Change, Social Work and Social Management: Are we heading for a dead end?! Lecture at the International Week of SeAMK Seinäjoki, University of Applied Sciences. Seinäjoki, Finland. KW - Climate Change KW - Social Management KW - Social Work Y1 - 2022 ER - TY - JOUR A1 - Landmann, Helen A1 - Gaschler, Robert A1 - Rohmann, Anette A1 - Weissinger, Stephan A1 - Mazziotta, Agostino T1 - Context matters - Social context moderates the association between indirect intergroup contact and attitudes towards refugees JF - Social Psychology N2 - 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). Y1 - 2022 U6 - http://dx.doi.org/10.1027/1864-9335/a000505 SN - 1864-9335 VL - 53 IS - 6 SP - 341 EP - 356 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 - Kurtenbach, Sebastian T1 - 'I fear only the neighbourhood and the Lord!' Youth violence in marginalized spaces JF - European Journal of Criminology N2 - 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. KW - Bulgaria; code of the street; Roma; urban criminology, youth violence Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:836-opus-131780 SP - 1 EP - 17 ER - TY - JOUR A1 - Greischel, Henriette A1 - Zimmermann, Julia A1 - Mazziotta, Agostino A1 - Rohmann, Anette T1 - Validation of a German Version of the Cultural Intelligence Scale JF - International Journal of Intercultural Relations Y1 - 2021 U6 - http://dx.doi.org/10.1016/j.ijintrel.2020.10.002 VL - 80 SP - 307 EP - 320 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 -