Sozialwesen (SW)
Refine
Year
- 2016 (212)
- 2017 (209)
- 2010 (197)
- 2015 (188)
- 2011 (185)
- 2014 (181)
- 2012 (176)
- 2018 (163)
- 2021 (163)
- 2019 (162)
- 2013 (151)
- 2022 (129)
- 2009 (126)
- 2020 (103)
- 2023 (95)
- 2008 (94)
- 2006 (84)
- 2007 (80)
- 2005 (68)
- 2004 (66)
- 2002 (48)
- 2000 (44)
- 2003 (40)
- 2001 (36)
- 1998 (29)
- 2024 (28)
- 1999 (25)
- 1996 (16)
- 1994 (13)
- 1997 (10)
- 1990 (9)
- 1992 (9)
- 1995 (8)
- 1987 (7)
- 1993 (7)
- 1989 (5)
- 1000 (4)
- 1973 (4)
- 1985 (4)
- 1984 (3)
- 1974 (2)
- 1977 (2)
- 1978 (2)
- 1981 (2)
- 1982 (2)
- 1986 (2)
- 1988 (2)
- 1991 (2)
- 1972 (1)
- 1976 (1)
- 1979 (1)
- 1980 (1)
- 1983 (1)
Publication Type
- Article (801)
- Part of a Book (685)
- Bachelor Thesis (680)
- Lecture (476)
- Book (317)
- Master's Thesis (92)
- Contribution to a Periodical (52)
- Report (32)
- Conference Proceeding (23)
- Other (18)
Language
- German (2852)
- English (225)
- Multiple languages (118)
- Spanish (7)
Keywords
- Kinder (50)
- Migration (49)
- Jugendliche (46)
- Erziehung (38)
- Jugendhilfe (37)
- Kommunikation (36)
- Schule (35)
- Beratung (34)
- Familie (34)
- Sucht (33)
Faculty
- Sozialwesen (SW) (3202) (remove)
Eine Frage des Erfolgs - Versuch einer Neujustierung der Koordinaten beruflicher Weiterbildung
(2011)
Einbeziehung Angehöriger in die Arbeit mit Alkoholabhängigen : Gründe, Ziele und Vorgehensweisen
(2019)
Ein Zuhause - kein Zuhause
(1992)
Ein Netzwerk entwickeln
(2009)
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.
Editorial
(2010)
Early Intervention in Gaming Disorder: What Can We Learn from Findings in the Substance Abuse Field?
(2018)
E-Learning im Sozialwesen?
(2003)