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Compares the family-centeredness of East and West Berliners with primary school-aged children shortly after the breakdown of East Germany by examining parental attitudes regarding friendship among children. Observes that while parents in East Berlin exerted greater control than those in West Berlin, children's integration into their extrafamilial peer groups was similar. (DSK)

Studies one generation of West Berlin (West Germany) students and their transition from elementary to secondary schools in an attempt to identify possible mechanisms of social discrimination. Analyzes variables such as sex, socioeconomic status, and nationality and their relationship to scholastic achievement. Contends that discrimination persists despite educational reforms. (RW)

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Copyright of Sozialer Fortschritt is the property of Duncker & Humblot GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Forschungsjournal Soziale Bewegungen is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sozialer Fortschritt is the property of Duncker & Humblot GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article, we provide a systematic overview of developments in European social policy under the first von der Leyen Commission (vdL Commission). We analyse the developments in the areas of regulatory, distributive and coordinative social policy of the European Union (EU). Building on this, we examine the role of the vdL Commission as a social policy actor by analysing its ability to formulate and implement innovative policies. The analysis shows that the vdL Commission was able to set accents in all areas that have further strengthened the revitalisation of Social Europe begun under the Juncker Commission, with the result of reducing, but not eliminating, the institutional asymmetry between economic and social integration. The vdL Commission proved to be a central actor, albeit supported by a specific political constellation in the COVID-19 pandemic, socially committed Council presidencies and close coordination with European trade union actors. [ABSTRACT FROM AUTHOR]

Background: People with severe mental illnesses are often excluded from working life and would like support to (re)enter the general labor market as part of the psychiatric treatment. Individual placement and support (IPS) is an effective method of finding and retaining work in the general labor market. The aim of the study was to determine the integration rates of IPS into the general labor market in acute and postacute psychiatric settings, identifying patient, setting and program characteristics associated with (re)entering work. Method: A retrospective chart review (RCR) of routine clinical data between 2016 and 2021 was carried out. The IPS program adherence was rated using the IPS fidelity scale. Results: A total of 375 patients participated in the IPS with at least 4 appointments. The (re)integration rate into the general labor market was 51.7%. A shorter time period to the last working day, diagnosis of F1, F2, F3 (vs. F4), change of treatment setting and IPS in the psychiatric institute outpatient department (PIA), IPS fidelity and the number of IPS coaching sessions were positively correlated with (re)integration into work. Conclusion: The implementation of IPS in clinical mental healthcare is possible and leads to high integration rates in the open labor market. An early start of IPS during the clinical treatment can promote social inclusion. [ABSTRACT FROM AUTHOR]

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About one-fifth of all children and adolescents display mental health problems, but only a small proportion of those receive professional help. Often, mental impairments are accompanied by serious difficulties at school. Here, we investigated whether certain characteristics of a student's school situation can provide information about their mental health. For this purpose, 185 students at specialized hospital schools and 387 students at regular schools were interviewed about their school situation. In addition, the Strengths and Difficulties Questionnaire (SDQ) was used to form a comparison group without mental health problems. We used a logistic regression model to determine which response items were good predictors of whether or not students had mental health issues. The classifier was able to distinguish between students with and without mental health issues with high accuracy (accuracy.83, sensitivity:.76; specificity:.87). Contrary to expectation, the classification was not primarily based on self-reported information about learning behavior, but on statements about school-avoiding behavior and social integration. These school-related predictors were very stable even when controlling for age and gender. Thus, our results suggest that teachers can play a significant role in the early detection of mental health problems. [ABSTRACT FROM AUTHOR]

The article describes the conception and evaluation of math nights for exam preparation, which aim to provide cognitive support and promote social integration in studies. The math nights take place in learning centers and offer students the opportunity to practice exam-like tasks and ask questions. The Long Night of Mathematics in Paderborn is an event where students can work together on mathematical tasks. The event takes place on the last Friday of the semester and offers topic-specific exam consultation hours. Participants can bring their own tasks and questions and learn individually. [Extracted from the article]

Copyright of Wirtschafts- und Sozialwissenschaftliches Institut Mitteilungen is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

People with disabilities are at a high risk to experience traumatic life events and to develop trauma sequelaes – especially when living in residential homes. A lack of social inclusion, poverty, low levels of education and deficient options of therapy and counselling often increase the risk. Traumapedagogy is an approach to create trauma informed residential homes and to offer a secure living environment. A chance also for residential homes for adult people with disabilities. [ABSTRACT FROM AUTHOR]

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Chronic pain in the elderly is becoming increasingly important and is associated with serious health impacts. Therefore, international guidelines demand that pain therapy for the elderly preferably be a multimodal therapy based on a bio-psycho-social pain model. Specific psychometric tests and interview guidelines are available for the interdisciplinary pain assessment. Evidence for the effectiveness of multimodal pain therapy in the elderly remains limited. However, controlled clinical trials have shown that these patients benefit—especially if the intervention is adapted to their specific needs. The focus of movement therapy is not only muscle strengthening but also coordination exercises. In individual physical therapy and occupational therapy, everyday solutions can be developed for individual physical limitations that are more frequent in old age. In psychological training, pain acceptance, balancing rest and activity, social integration and dealing with aging are particularly important topics. Relaxation and mindfulness techniques can also favorably affect pain and function. Thus, these are popular with patients and are often adopted in everyday pain management. Pain education is considered useful as an adjunctive measure and can also be increasingly supported by digital media in the elderly. Complementary therapy components include confrontational treatment of fear-avoidance beliefs (the German AMIKA scale, Ältere Menschen in körperlicher Aktion, "older people in physical action") and naturopathic applications as an active self-help strategy. Since it is unclear how long the achieved therapeutic effects last, follow-up care is of particular importance in therapy for older patients. [ABSTRACT FROM AUTHOR]

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As the transition to higher education can be challenging for students, it is easy to see how the (partial) closure of higher education institutions during the Covid pandemic posed an even greater challenge to engaging in more self-regulated learning and connecting with faculty and peers. Building on Kahu & Nelson’s (2018) framework, the aim of our study is to better understand student engagement. In the autumn semester of 2020, students on two programmes at a Swiss University of Teacher Education participated in a survey (n=291). Overall, students reported rather low levels of engagement. Our analyses show that factors of the learning environment, such as missed contact with peers as well as educational interface variables (self-efficacy, enjoyment, belonging), can explain differences in engagement.

Estonia’s policy towards national minorities is considered one of the most restrictive in Europe, resulting in a differentiated status of persons living in the state and an unprecedented level of statelessness. This is due to the fact that after Estonia’s independence in 1991, the “zero option”, which guarantees citizenship to all residents of the state, was not introduced, but only to those who were Estonian citizens before the annexation of the state by the USSR and their descendants. The others had to go through a naturalisation process in order to obtain citizenship. The restrictive naturalisation law was intended to facilitate the process of social integration by forcing people to learn the Estonian language and culture. The aim of the research conducted in the article is to analyse the assumptions of Estonia’s policy towards the Russian-speaking minority after 1991. The article verifies the hypothesis that Estonia’s policy towards national minorities is not conducive to the integration of representatives of national minorities into the titular nation. This is due to the strict naturalisation requirements, the failure to include representatives of the Russian-speaking minority in the integration process from the outset, and Russia’s activities in the Baltic region. The article consists of three parts. The first presents the genesis of the Russian-speaking minority on the territory of present-day Estonia, the second analyses the functioning of the Russian-speaking minority in the light of the applicable law, while the third examines the state of integration of the Russian-speaking minority into Estonian society and its identification with the state. The analysis leads to the conclusion that it is difficult to make a clear assessment of Estonian policy on the integration of the Russian-speaking minority. On the one hand, a systematic increase in identification with the state can be observed, while on the other hand, significant disparities in integration have become apparent.

This longitudinal study examines the extent to which inclusive primary school students with special needs regarding their emotional and behavioral difficulties development (SEN) differ from classmates without SEN with respect to the perceived classroom climate, the teacher acceptance and the social participation (from a self and peer perspective). The study was conducted with to a total of 999 children, including N = 66 with SEN, at the end of third and fourth grade using selected scales from the Questionnaire for the Assessment of Emotional and Social School Experiences (FEESS 3–4, Rauer & Schuck, 2003) and sociometric nominations. In addition to the analyses of the effect of the factor SEN, the influences of the levels of internalizing as well as externalizing problems (assessed with the Strengths and Difficulties Questionnaire, Goodman, 2001) were considered. In summary, the factor SEN has a significant, negative influence on all dependent variables examined, with consistently high effect sizes. Although positive developments for these children in terms of self-perceived social integration and the feeling of being accepted over time could be mapped, the effect sizes are small. The differentiated analysis shows that higher levels of externalizing behavioral problems as well as higher levels of peer problems are associated with a reduced class climate, acceptance by the peers and acceptance by the teacher but with a higher level of rejection by the peers. Internalizing behavioral problems in the sense of emotional problems had no significant influence on the expression of the dependent variables examined here. There were isolated significant interactions of the problem scales with time (positive effect of emotional problems on peer rejections, positive effects of externalizing behavior problems on feelings of acceptance and peer nominations), but the effect sizes were small. [ABSTRACT FROM AUTHOR]

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Copyright of Prävention und Gesundheitsförderung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The UN Convention on the Rights of Persons with Disabilities (UN CRPD) is accompanied by an expansion of legal rights for people with disabilities. The paradigm shift from integration to inclusion aims at structural changes and improvements of the living conditions of the target group, which should lead to more participation in social spheres. Using sociological approaches of analysis, this paper shows social inclusion and exclusion mechanisms from a socialization and differentiation theoretical perspective for people with disabilities against the background of the discourse event of the UN CRPD. The theoretical findings are critically reflected and discussed with reference to relevant secondary data in the functional areas of education, economy and housing. Conflicting goals of existing organizational units are revealed and critically addressed. The aim is to uncover and explore existing mechanisms and their origins that promote inclusion or exclusion. [ABSTRACT FROM AUTHOR]

Copyright of Sozialer Fortschritt is the property of Duncker & Humblot GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sozialer Fortschritt is the property of Duncker & Humblot GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyses the relationship between social integration and social insecurity. Based on the multidimensional model of social integration (Koster et al., 2009), the dimensions relationships, contacts, acceptance by classmates and self-perception are analysed discriminately. Therefore, data from N = 617 pupils of 28 different classes (third and fourth grade) were examined. As a result of multilevel analyses, there is a significant negative relationship between social insecurity and social integration in the dimensions relations, self-perception and acceptance by classmates. The results for the dimensions of social integration are discussed. Furthermore, implications for research and practice are derived. [ABSTRACT FROM AUTHOR]

Older people are marginalized in different ways. Examples include social exclusion and stereotypes such as “the lonely and technologically incompetent elderly”. But in the digital age, opportunities for digital empowerment exist alongside marginalization problems: Innovative technical research and development projects are exploring whether and how robots and avatars can help promote social connectedness and inclusion among older people. One of such initiatives is the CO-HUMANICS project. This paper presents the results of an interview study with women and men over 60 years of age. Older people showed heterogeneous attitudes towards robotic-assisted and avatar-assisted interpersonal communication as it will be enabled by the technology developed in the CO-HUMANICS project. [ABSTRACT FROM AUTHOR]

Based on the self-determination theory and the theory of social interdependence, various developmental trajectories (increase, decrease) can be derived for the social integration of students. The role played by social negotiation as a constructivist form of teaching-learning (positive, negative effect) cannot be clearly deduced from the reference theories as well. Findings to date do not yet allow clear conclusions to be drawn regarding the related effect patterns. Therefore, the present study aims to investigate the development of students' social integration and the influence of social negotiation on it. The analyses rely on a nationally representative sample of n = 7,619 students at a university in Germany (NEPS data set) and cover the time span between the 3rd and 5th semester in a longitudinal design. True-Intra-individual-Change Models were applied to tap intra-individual social integration trajectories predicted by constructivist teaching. The results indicated that social integration decreased slightly over the course of one year (d = .08). Constructivist teaching showed significant positive effects on the level of social integration (intercept) and no effect on the development of social integration (change). The results are discussed in terms of theoretical models regarding group formation processes. [ABSTRACT FROM AUTHOR]

Copyright of German Journal of Forced Migration & Refugee Studies / Zeitschrift für Flüchtlingsforschung (Z'Flucht) is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The economic and political changes of the last dozen years meant that Polish schools had to deal with the actual organization of education for children of different nationalities. The idea of intercultural education is implemented in various aspects; one of them is the correct process of adaptation to a new environment. This article shows the process of adaptation of children of different nationalities to the school environment of a Polish school in the opinion of parents and primary school principals. The presented research results show the described problem from the perspective of two time periods: before and after Russia's attack on Ukraine. The results of the analysis of the collected research material show the attitudes of students before starting education in a new place, problems related to the adaptation process, actions taken to implement the idea of intercultural education, and differences in the organization of education for students of different nationalities before and after Russia's attack on Ukraine. The presented article shows the current picture of the adaptation process of children of different nationalities in the developing intercultural education in Polish schools.

This article enquires into the conceptual potentials of an olfactory-historical approach to the history of German division. It assumes that the study of »olfactory regimes« and the analysis of similarities and commonalities of olfactory perceptions and olfactory classifications can be used, among other things, to demonstrate processes of inclusion and exclusion, social distinctions, and collective-identitarian attributions of meaning. To that end, this article chooses a threefold approach: First (1), the history of smell is examined on the basis of everyday historical and individual perceptions. In a further step (2), public, mass-media negotiated and staged smells are examined and, derived from this, social and ethnic boundary drawing processes are illuminated. Finally (3), the symbolic-political content of the olfactory is analyzed in order to illustrate the sensory-historical side of intra-German system competition. [ABSTRACT FROM AUTHOR]

The article provides an introduction to probation assistance in Denmark. Probation assistance is part of the Danish criminal justice system and includes tasks such as preparing investigation reports, monitoring offenders, and engaging in crime prevention work. Probation assistance works closely with other authorities and organizations to improve social integration. Probation officers are typically trained social workers who take care of various clients. Probation assistance aims to harmonize and streamline its services nationwide in order to reduce waiting lists. [Extracted from the article]

The study examines the frequency of bullying experiences among students during their school years. Of the participants, 70.9% reported experiences with bullying, with traditional bullying occurring more frequently than cyberbullying. There were no differences between the fields of study. The results highlight the need to intensify prevention programs in schools and raise awareness of this issue at universities. Bullying can have significant negative effects on social integration and mental health, and should therefore be addressed in student counseling as well. [Extracted from the article]

The campus closures due to the COVID-19 pandemic have led to social isolation among students, resulting in increased psychological distress and a greater need for psychological counseling. The financial challenges caused by inflation, energy crisis, and the tight housing market have further exacerbated the situation. In order to strengthen the social integration of students and ensure success in the upcoming semesters, teachers should be made aware and educational offerings should better cater to the needs of students. Student-centered teaching can positively influence learning outcomes and improve the social integration of students. Counseling and training programs for teachers are recommended to promote student-centeredness in teaching. Student services can provide offerings for social integration and support for students. Self-organized offerings by students for students can also contribute to social integration. It is emphasized that the social integration of students should be an important goal in order to achieve positive effects on student satisfaction, motivation, and academic success. [Extracted from the article]

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