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Hintergrund: Das Kindesalter wurde bei der Entwicklung von wirksamen Präventions- und Interventionsprogrammen bei Computerspiel- und Internetabhängigkeit bisher kaum berücksichtigt. PROTECTdissonanz wurde daher als 1-stündiges dissonanzbasiertes universelles Primärpräventionsprogramm für die Klassenstufe 5 konzipiert. Die vorliegende Pilotstudie überprüft die unmittelbaren Effekte der Dissonanzinduktion auf die Einstellung zum Gaming. Methodik: In einem einarmigen A+B-Design mit drei Messzeitpunkten (T0, T1, T2) wurde die Einstellung zum Gaming anhand des Gaming Attitude Test (GAT) erfasst. In die Baselinesequenz (Sequenz A, T0 bis T1, Teilstichprobe) wurden N = 83 Schüler_innen eingeschlossen (Alter: M = 10.27; SD = 0.48) und in die Interventionssequenz (Sequenz B, T1 bis T2, Gesamtstichprobe) N = 200 Schüler_innen (Alter: M = 10.24; SD = 0.47). Akzeptanz und Zufriedenheit wurden nach der Intervention erfasst. Ergebnisse: Hierarchisch lineare Wachstumsmodelle zeigten eine signifikante Reduktion der GAT-Symptome durch die Intervention, sowohl im Gesamtwert des GAT als auch auf der Subskala „Bagatellisierung negativer Konsequenzen“. Im natürlichen Verlauf (Baselinesequenz A) zeigten sich keine Veränderungen. Die Schüler_innen bewerteten PROTECTdissonanz zudem mit einer hohen Zufriedenheit. Schlussfolgerungen: Eine kurze, gezielte übung zur Dissonanzinduktion zeigt unmittelbare Effekte auf ein Einstellungsmaß zum Gaming. Zur Weiterverfolgung dieses vielversprechenden Ansatzes sollte in künftigen Studien untersucht werden, ob sich eine verringerte Bagatellisierung negativer Konsequenzen von Gaming im Sinne der kognitiven Dissonanztheorie auch tatsächlich in einer Verhaltensänderung widerspiegelt.
Nowadays, the Bukovinian writer and psychiatrist Robert Flinker is a familiar name only to those interested in the German literature of Bukovina. His literary legacy, which consists of poems, stories and two novels, was published more than twenty years after his death. This paper intends to analyze Flinker’s novels, Der Sturz [The Downfall] and Fegefeuer [Purgatory], from a psychiatric and psychoanalytical perspective. As a psychiatrist in the first half of the 20th century, Flinker was familiar with the benefits of psychoanalysis in treating patients. This raises the question of whether thewriter Robert Flinker was influenced by the new psychoanalytical discoveries and, if so, which theories he used in his novels. Moreover, it must be taken into consideration that Flinker, who had Jewish origins, wrote his novels during the Second World War. In this regard, the socio-cultural context had an impact on Flinker’s literary work.
Immigration, cultural identity, integration, tolerance and the ability to adapt to a new environment are issues that often come up in today’s global society. The paper focuses on the way in which cultural otherness is perceived by children and teenagers. The article is based on the analysis of Karin Gündisch’s novels. The awarded author from a migrant background offers an insight into the above mentioned problems. Gündisch’s characters are mostly East-Europeans or South-East-Europeans who try to make a living in developed countries of the Western World. The author portrays entire families, children, parents and grandparents. Thus we can discuss the different stages of integration and the different attitudes towards it. How does the comfort of “home” influence identity? How can you rediscover yourself abroad? Does cultural diversity increase prejudice? What does the idea of a “Paradise abroad” involve? These are some of the aspects, the article is trying to explore.
There are special challenges in implementing parenteral nutrition (PN) in paediatric patients, which arises from the wide range of patients, ranging from extremely premature infants up to teenagers weighing up to and over 100 kg, and their varying substrate requirements. Age and maturity-related changes of the metabolism and fluid and nutrient requirements must be taken into consideration along with the clinical situation during which PN is applied. The indication, the procedure as well as the intake of fluid and substrates are very different to that known in PN-practice in adult patients, e.g. the fluid, nutrient and energy needs of premature infants and newborns per kg body weight are markedly higher than of older paediatric and adult patients. Premature infants <35 weeks of pregnancy and most sick term infants usually require full or partial PN. In neonates the actual amount of PN administered must be calculated (not estimated). Enteral nutrition should be gradually introduced and should replace PN as quickly as possible in order to minimise any side-effects from exposure to PN. Inadequate substrate intake in early infancy can cause long-term detrimental effects in terms of metabolic programming of the risk of illness in later life. If energy and nutrient demands in children and adolescents cannot be met through enteral nutrition, partial or total PN should be considered within 7 days or less depending on the nutritional state and clinical conditions.
Deferred imitations assess declarative memory in infants. Many cross-sectional and a few longitudinal studies revealed that, with development, infants learn faster,and retain more target actions over longer retention intervals. Longitudinal stabilities are modest and increase through the second year. To date, there are only few multivariate deferred imitation studies pointing to interactions between declarative memory, language and self-development. However, as these studies applied variable-centered data analysis approaches, the individual stance was not taken into account.Therefore, the present dissertation focuses on the explanation of inter-individual differences of deferred imitation through the second year. In the multivariate, longitudinal Frankfurt Memory Study (FRAMES), declarative memory (deferred imitation), non-declarative memory (train task), as well as cognitive, language, motor, social, emotional and body self-awareness development (Developmental Test for 6-month- to 6-year-olds, ET6-6) were assessed on three measurement occasions (12-, 18- and 24-month-olds). From a psychometric perspective, sound tests for the assessment of deferred imitation in the respective age groups were developed (Paper 1 & 2). Reliability analyses (Paper 3) indicated relatively high short-term-stability for the deferred imitation test (12-month-olds). The co-development of declarative and nondeclarative memory in 12- and 18-month-olds provided evidence for discriminative validity (Paper 4). Longitudinally, deferred imitation performance tremendously increased throughout the second year, and performance was moderately stable between 12 and 18 months and stability increased between 18 and 24 months. Using a person-centered analysis approach (relative difference scores; cluster analysis), developmental subgroups were extracted out of the total sample. These groups differed in terms of mean growth and stability. However, between the first and second measurement occasion, the groups did not differ with respect to motor, cognitive and language development (Paper 5). Using the data of three measurement occasions, subgroups were extracted showing significant differences with respect to language, motor and body self-awareness development (Paper 6). The results are discussed against the background of infancy development theories.
Cognitive flexibility, the ability to flexibly switch between tasks, is a core dimension of executive functions (EFs) allowing to control actions and to adapt flexibly to changing environments. It supports the management of multiple tasks, the development of novel, adaptive behavior and is associated with various life outcomes. Cognitive flexibility develops rapidly in preschool and continuously increases well into adolescence, mirroring the growth of neural networks involving the prefrontal cortex. Over the past decade, there has been increasing interest in interventions designed to improve cognitive flexibility in children in order to support the many developmental outcomes associated with cognitive flexibility. This article provides a brief review of the development and plasticity of cognitive flexibility across early and middle childhood (i.e., from preschool to elementary school age). Focusing on interventions designed to improve cognitive flexibility in typically developing children, we report evidence for significant training and transfer effects while acknowledging that current findings on transfer are heterogeneous. Finally, we introduce metacognitive training as a promising new approach to promote cognitive flexibility and to support transfer of training.
Auf Wolke Siebenbürgen … : eine Kindheit voller Gefahren. Die „Deportation“ und Rettung der Mutter
(2017)
Transylvania is a region that frequently appears in the texts of the German speaking writers from Romania. Walther Gottfried Seidner‘s story makes no exception. In the center is the narrator, a kindergarten child, who explores the history of Europe experienced from a subjective point of view. His attention is directed especially to the mother, who is in danger of being deported to the Soviet Union. The red thread of the narrative is interrupted by retrospectives, which complete the image of Transylvania at the beginning of the year 1945. This analysis refers to several aspects within the original text: the Cibin River and its significance to the community of Sibiu, the Christian cross and the swastika, the German National Socialism and the Communism, the deportation of the German minority.