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Copyright of Psychotherapie-Wissenschaft is the property of Psychosozial-Verlag GmbH & 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.)

Copyright of Psychotherapie-Wissenschaft is the property of Psychosozial-Verlag GmbH & 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.)

One of the aspects of diversity in the context of school and education and therefore a facet of inclusion is migration-related multilingualism. That is the reason why the professionalization of well-qualified teachers in the field of teaching multilingual learners is more important than ever. This article shows if and how satisfied the participating teachers are with the course program. It also indicates how far the competencies and beliefs regarding multilingual learners in the professional development program »German as a foreign and second language and multilingualism« develop throughout the program. A survey on satisfaction has been conducted. Data concerning competencies have been collected with a paper and pencil test, beliefs with a questionnaire. The article provides content-related and conceptual insights for different learning settings and their evaluation and therefore serves the demand for innovative and effective course concepts. Hence, it offers new ideas and impulses for (further) development of learning opportunities for professional development and also teacher training. [ABSTRACT FROM AUTHOR]

The paper deals with the transformation and finitude of bodies in the lifelong aging process and the social conditions that predispose them focussing on close relationships in a pandemic context. The material was generated during virtually conducted group discussions with people between the ages of 60 and 80. The virtual space formed both a boundary and a space of possibility to (re)read bodies retrospectively. The narrated »body biographies« represent negotiations of the subject in the context of the pandemic situatedness and agency. Participants reflected on the ambivalence of the restrictions imposed by regulations and lockdowns, the construction as a risk group, and the resulting perception of corporeality. The data points to the lack of physical closeness relationships and the possibilities of closeness in virtual spaces. The reflexive, intra-biographical encounters oscillate between self-assurance and transformative processes of self-formation. [ABSTRACT FROM AUTHOR]

In this paper the interdisciplinary team of authors analyzes a series of autoethnographic trialogues addressing feminist pedagogy, respectively teaching within and beyond gender studies environments. The authors find common ground in their search for a feminist stance in teaching and educational practices which may work with or without making the concept of feminism(s) explicit. The conversations evolved against the backdrop of the diverse disciplinary backgrounds of the authors and the universal experience by the authors that the mere mention of the word feminism(s) (the F-Word) evokes resistance among different actors (students, funders, etc.) in the field of education. We contextualize our experiences within the framework of»rhetoricalmodernization«(Wetterer 2003) and the»newgender contract« (McRobbie 2010) which both denote a re-traditionalization of gender discourses. Keeping in mind these contemporary developments we discuss if feminist teaching and research is necessary, and if it might be a legitimate strategy to avoid the F-Word and act more subversively. It is not our goal in this paper to present feminist research and teaching as a canon or part of a canon; instead we have developed an awareness in our trialogues that science is historically constructed along axes of inequality. Because of this fact it is particularly important to intervene in this ongoing social production.With and without the F- [ABSTRACT FROM AUTHOR]

Operationalizing»disability«presents researcherswith a number of challenges: criteriamust be defined, the relevance of legal institutions must be reflected, and the questions posed to survey participants must ultimately be answerable, especially when surveys address people with various disabilities. This paper begins with an analysis of the strategies currently adopted by researchers and then focuses in particular on an approach which is oriented to the lifeworld of survey participants. To this end, young people with disabilities were invited to take part in focus groups and individual interviews in which they were able to discuss and evaluate various dimensions of »disability«: these included disabled person's ID cards, selfperception, physical functions and impairments, classifications based on medical-diagnostic terminology, the use of assistive devices and personal experiences of barriers. The ensuing discussion explores the young interviewees' reactions to these dimensions, their preferences, the relative ease of answering questions targeting the various dimensions, andways of drawing connections between the dimensions in order to develop an empirically differentiatedmodel of disability. The paper concludes by indicating promising combinations of dimensions in the operationalization of disability and by arguing that much insight stands to be gained when researchers adopt a multidimensional approach to »disability«. [ABSTRACT FROM AUTHOR]

Based on the vagueness of the term of inclusion, the present paper aims to introduce a concept of inclusion, which regards inclusion as a process of deconstructing barriers of participation that prevent subjects from participating in discourse. It is argued that inclusion and disability must be considered as two interrelated practices, which can only be consistently understood and finally used in research and practice if viewed in their interrelationship. If inclusion is regarded as a process of deconstructing barriers that prevent subjects from participating in discourse, the concept has therefore to be contrasted with an understanding of disability that refers to disability as a practice respectively as the subject being excluded from discourse. This paper focuses on providing both a theoretical as well as an empirical analysis of both concepts, highlighting their mutual interdependency. [ABSTRACT FROM AUTHOR]

The attitudes toward gender politics in the field of men’s initiatives and men’s groups in Austria have different and sometimes conflicting focal points. There are approaches that represent a gender democratic mission, which are mostly found in institutionalized men’s initiatives, but there is also the men’s and father’s rights movement, focussing on men primarily as ›victims of feminism‹. Finally some men’s initiation groups are active as well, working with an mythopetic and individualized framework. There has been a lack of scientific research and knowledge in Austria especially concerning the men’s and father’s rights movement. In 2014 an expert paper was published, which concentrated on gender equality positionings of men’s initiatives and men’s groups in Austria. In reference to the model of Messner (2000) it took a critical view on the practice in these fields, analysed different anti feminist arguments and made fact checks about topics, which were raised by anti feminists. In reference to the expert paper this article follows the question in which ways profeminist approaches of men’s initiatives differ from those who represent an anti feminist approach. It also discusses important conditions for equality-oriented dialogues and alliances in the field of gender work, which focuses on the increase of gender equality, stands against constricting positions and allows a gender balanced work with men. Models of good practice are outlined, that represent such gender democratic approaches. [ABSTRACT FROM AUTHOR]

The paper proposes a reading of Bühler's Sprachtheorie froma linguistic point of view. Attention is paid to some yet actual and not fully exploited topics: a) the critic of the segmental phonological model; b) the physiognomical model, the Gestalt point of view in the representation of the sound shape of language and a new view on pertinence; c) the theory of two fields and the cooperation between the symbolic field and the deictic one; d) the critic of the principle of the »poverty of the stimulus«; e) the role of the listener; f) the notion of »language game«. [ABSTRACT FROM AUTHOR]

In this paper, I reconstruct the continuities and differences between Karl Bühler's pre-cybernetic model of non-verbal interaction - as sketched in his Krise der Psychologie (1927) and his Ausdruckstheorie (1933) - and present-day debates on the expression of emotion and affect. I offer the thesis that today, almost 100 years later, the field of psychology is still caught up in very similar quandaries. This is shown by comparing Bühler's work to the theories and models of a present-day ethologist (Frans de Waal), a neuroscientist and psychologist (Lisa Feldman Barrett), and a culturalist developmental psychologist (Michael Tomasello). [ABSTRACT FROM AUTHOR]

Karl Bühler's work in the field of color perception plays only a minor role in the reception of his work today. This paper discusses reasons for this situation. On the basis of the lively controversy between Bühler and Bühler's collaborators on the one hand and David Katz on the other hand, the weaknesses of his theory of color constancy and its important impulses for modern perceptual psychology will be discussed. [ABSTRACT FROM AUTHOR]

Copyright of Psychotherapie-Wissenschaft is the property of Psychosozial-Verlag GmbH & 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 paper deals with this question: which techniques and interpretation patterns construct »good parents« through housework examples in psychiatric report within infanticide files. Parenthood is conceptualized as a caring relationship. Starting from a discourse-analytical framework, expanded by aspects of knowledge sociology, the paper focuses specifically on one infanticide case. This case of a mother who was accused of infanticide twice is interesting for the normative negotiation of good parenting because she lived in an alternative family form: What gender-related and personal responsibility strategies emerge in the patterns of interpretation? And which techniques are used to qualify men and women as good parents in the psychiatric report? The paper shows that the reports are not neutral factual matters. Rather, they show that parental facts, in a way, are brought forth. Furthermore, the results indicate that psychiatric experts in the criminal field can be understood as constructors of good parenting. [ABSTRACT FROM AUTHOR]

Defining desire generally remains quite a cumbersome task due to the multiplicity and versatility of its conceptual nuances. Although queer theory has debunked many of the fundamental assumptions underlying continuities between categories such as sex, gender, sexual practice and desire as discursive-linguistic constructs, material dimensions concerning desire have yet to be adequately investigated. This paper portrays an autoethnographic journey through landscapes of desire and links personal experience to several approaches that the authors came across in the course of their research. Incorporating creative strategies of knowledge production into a queer-feminist reading of new materialisms can widen perceptions of desire and offer valuable insights into how and where desire might occur. [ABSTRACT FROM AUTHOR]

The paper discusses ways to present results from qualitative research studies in exhibitions to disseminate science for the (non-professional) public. After introductory comments on performative social science some examples of exhibitions follow. The focus is on the use of interview data and its transformation as quotation collections, video collages and other presentation modes. Subsequently, research ethical considerations as well as the question of quality criteria are discussed. [ABSTRACT FROM AUTHOR]

Research about teaching competencies in the context of inclusion focuses so far attitudes and does not take adequate account of professional knowledge. This paper investigates what kind of knowledge is relevant from the view of teachers in practice to handle inclusion in schools. Interviews of 53 teachers of different types of school were analysed qualitatively with a literature based category system. First, the perspective of all interviewed teachers is presented. It follows an analysis, which regards the type of school and the level of school development. Our results show that teachers use the categories, which are abstracted from the research literature. These categories need to be supplemented by inductive categories. There is a difference between the types of school, and a relation between school context and professional development of individual teachers. This could be discussed as a specific indication for teacher trainings, which aim to foster inclusive competencies. [ABSTRACT FROM AUTHOR]

This paper presents the structure and first relevant findings of a qualitative study on the professional habitus of teachers in adult education. The starting point for this study is the process of change concerning the implementation of inclusive adult education promoted by the Convention on the Rights of Persons with Disabilities (CRPD). Therefore, the study focuses on the role the professional habitus has in this process of change. Inclusive adult education is understood as the teaching of disabled and non-disabled students without discrimination and on an equal basis, in this case referring to Literacy and Second Chance Education. The research methodology is the grounded theory approach. The aim is to develop a better understanding of the mechanisms associated with the professional habitus, in relation to the process of change in adult education. The study is located in the research project »Inklusive Bildung in der Alphabetisierungspraxis und im System des Zweiten Bildungswegs - Qualifikationen, Kompetenzen und Bedarfe des pädagogischen Personals« (INAZ) as a PhD project. [ABSTRACT FROM AUTHOR]

The implementation of inclusive schooling (UN-BRK 2008) poses major challenges for schools and teachers. Through their studies teachers often feel unprepared for working in inclusive schools and express a need for further training (Werning 2017). This need, however, is often not matched by suitable training possibilities (Richter, Kuhl, and Pant 2012). The teacher training series »Everybody is Unique« (Jede[r] ist besonders - JIB), developed by the German School Academy (Deutsche Schulakademie - DSA) intends to contribute to the professionalization of principals and teachers and to disseminate good inclusive practice. The accompanying scientific evaluation of JIB aims to provide evidence on the effectiveness of JIB by triangulating various methodological approaches. In this paper, we present first findings on the school development goals JIB participants reported for their schools. Moreover, we discuss these school development goals as means of developmental processes in the context of changing schools. [ABSTRACT FROM AUTHOR]

Psychological literacy in pre-tertiary and higher psychology education In British and USA higher education psychological literacy has become a key concept for the teaching and learning of psychology. Psychological literacy is also a laudable goal of pretertiary psychology education, as it could enable a subject specific contribution to liberal arts education. Nevertheless, McGovern et al.'s definition is not subject specific enough to focus introductory courses on psychology in upper high school and degree study. This paper shows, how Sternberg's triarchic model of psychology learning and teaching could be used to elaborate a more subject specific understanding of psychological literacy which interlinks psychological knowledge, psychological thinking skills and reflective psychological attitudes necessary to make critical use of common sense psychology. If psychological thinking and reflective psychological attitudes were more efficiently conveyed in introductory psychology classes, the teaching content should not uncritically mirror the disciplinary structure of the field and its unquestioned topical approach, indeed, teaching subjects should be more carefully reflected and selected to meet this general goal of psychology education. Similarily, our subject specific understanding of psychological literacy refers to the aspects of liberal education, which should not be neglected in the professional psychological training of both psychologists and non-psychologists. [ABSTRACT FROM AUTHOR]

Copyright of Psychotherapie-Wissenschaft is the property of Psychosozial-Verlag GmbH & 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.)

This paper aims at connecting the Berlin school of Critical psychology with queer-feminist theories by focusing on the concept of the analysis of conditions-meanings-justifications (Bedingungs-Bedeutungs-Begründungsanalyse, BBBA). To this end, we will firstly exemplify basic aspects of the BBBA-concept, which forms an important analytical tool of Critical psychology. Secondly, we will present possible connecting lines to queer-feminist approaches. In so doing, we will argue that the concept of conditions offers links to feminist theories of New Materialism and critical economy. The concept of meaning contains parallels to the Foucauldian concept of discourse, which is central to many queer-feminist approaches. In turn, justification-analysis provides an opportunity to understand why subjects who live in similar material conditions and social constellations of meaning behave differently. The example of single mothers serves to illustrate the facets of the BBBA-concept and the conditions- meanings-justifications-analysis. In this way, we want to emphasize the potential of Critical psychology for queer feminist approaches. [ABSTRACT FROM AUTHOR]

Teachers play a significant role for their students' educational careers. Besides analysis of conditions of learning and learning processes, the field of pedagogical diagnostics implies the allocation of students to groups of learners or to special support programs (Ingenkamp& Lissmann, 2008). Consequently, pedagogical diagnostics are crucial for the students' selfconcept, their prospective educational opportunities and thus also for their career and life opportunities. Therefore, the fact that students' knowledge concerning their abilities and needs are hardly used in the process of diagnostics needs to be changed. This paper deals with the question how students themselves can recognise and make clear what they are able to do and what they need in order to become what they want to become and not be restricted by others' attributions of (non-)ability. The presented approach of emancipatory and dialogic diagnostics enables all students to actively design their educational processes. Moreover, it helps to make existing barriers, social norms and normative notions of reality as well as efficacious discourses and power structures visible in order to contribute to their reduction. [ABSTRACT FROM AUTHOR]

Over the past decades, there has been an increase in highly educated adults putting off the processes involved in starting a family to a later point in their biography. Family and parenting models have also become increasingly diverse as a result of laws on gender equality as well as a greater number of women participating in the labour market. However, the birth of a first child within a relationship that has up to that point been egalitarian often results in a return to a more traditional division of labour between men and women. In this paper, decision-making processes involved in starting a family while studying are investigated on the basis of guided interviews with 16 female students who already have a child. Additionally, the parenting arrangements of partners in the early years of their child's life are analyzed with regard to the question as to what influence gender-egalitarian ideals and traditional gender roles have on this group of highly educated parents. [ABSTRACT FROM AUTHOR]

Before living with children, people usually live without them. But already during this period of time, the desire for a child can play a significant role in the lives of both women and men. This paper refers to narratives from heterosexual people who wish for a child and are using treatments of reproduction medicine. Through interpretative text analysis of qualitative data, it points out which meaning the desire for a child has in their lives, which strains they have to cope with on their way to founding a family, and which expectations they have about family life and their parental roles. [ABSTRACT FROM AUTHOR]

(Normative) constructions of parenthood and parents' tasks in settings of natality Children and adults are intrinsically tied to each other due to children's need of assistance and care. This relational order is deemed as natural order between children and parents. The associated tasks are interpreted as natural elements of parenthood. The relativeness of the idea of »growing up well« and of attributed responsibilities for the needs and tasks associated with it are often disregarded in their historical and cultural dimensions. The concept of parenthood is a social construction as well. Based on ethnographic observations in settings of natality, this article tries to demonstrate that the relation between parenthood and child- hood is even antenataly constructed. Taking the described scenario into account the article asks, from a praxeological point of view, how certain concepts of childhood demand specialmother-, father- and parenthood practices fromparents to be. At the same time the paper focuses on appearing gender differences. [ABSTRACT FROM AUTHOR]

Up to now research and professional practice do not have any consistent theoretical concept of parenthood. Therefore they can only fall back on unquestioned ideas which they try to systemize and amend with theoretical fragments. Instead of improving a theoretical perspective they unwillingly fuel the normative discourse on parenthood. This paper now lines out a theoretical approach to parenthood, based on the process theory by Norbert Elias. Parenthood is not only understood as a psycho-social process of individuals but at the same time as a long-term psycho-social process of societies, in which individuals are socio-historically embedded via their networks. Through this indispensable core-process of parenthood societies ensure generativity and mold standards, ideals and habitus of parenthood. [ABSTRACT FROM AUTHOR]

In this paper we use the first ten minutes of an audiorecorded 28th psychoanalytic session in order to detect and describe a new therapeutic procedure which we call «Dancing Insight". The session is transcribed according to the standards of conversation analysis and is analyzed at three levels: first, a clinical analysis which leads to the interpretation that the analyst at two opportunities actively turns the table - speaking as if she were the patient. The clinical view can bring this observation in relationship to the concept of «model scenes" and «completing the scene" and some further findings from infant research. Second, the conversation analytic approach observes how the therapist does this maneuver and how the patient responds to it. A further analysis is directed to the «slots" where such a maneuver can be conducted with a natural flair and without any irony. Third, we complement the picture by an acoustic analysis of some prosodic features using PRAAT-software which shows some interesting patterns. At the beginning the patient speaks with a flat intonation, a prosodic property which we relate to affect isolation and its consequence, the lack of assertive commitment. The therapist manages to drag the patient out of this stance by assuming her role and she does this not only by the meaning of words, but also with prosodic means: She pronounces her turns at a «high plateau", the basic meaning of which we tentatively describe as «projection of the assertion to the partner". This is the procedure we call «dancing insight": The conversational move which leads to a change of metaphorical concepts and to a change of positioning is achieved by a prosodic technique. [ABSTRACT FROM AUTHOR]

While the increase in average life expectancy of persons with lifelong disabilities is a universally recognized and well-established fact, little academic attention has been given to the associated challenges and opportunities. Even the respective gerontological debates tend to give little to no attention to the crucial issues revolving the ageing of persons with disabilities. Insights into the subjective logic of action -- and the influencing logic that creates disabled person's notion of age and ageing, as well as the awareness of life circumstances -- are the key to enabling self-determined ageing. The present paper uses this background to provide an insight into disabled person's process of ageing. The overall aim is to make an invisible target group and its interests visible that so far have been neglected in gerontological debates. [ABSTRACT FROM AUTHOR]

This paper tries to demonstrate the changing facets of age-constructions and -identities in verbal interactions, and seeks to trace the (re-)productions of age as a culturally anchored conceptual category with fuzzy edges. The variability and flexibility of the concept of age will first be explained with the help of a semantic analysis of the lexemes' antonymy. Addressing age-related compliments, the second part expands on this by analyzing the different roles images of ageing play in interactive verbal routines. [ABSTRACT FROM AUTHOR]

In the study »Psychotherapy in older age« (PSYTIA) we examine barriers and opportunities for access to psychotherapy of elderly people with depression. In the present paper we explore the relevance of images of aging of physicians, psychotherapists and elderly people for the access to psychotherapy. We first give an overview on the study PSYTIA. In the following we describe the state of research on images of aging of general practitioners, psychotherapists and elderly people. We stress on the importance to consider images of aging in their relatedness with facts and ideas of socio-economic inequality, gender issues and also health, illness and psychotherapy to gain a comprehensive understanding of the meaning of images of aging for the access to psychotherapy. [ABSTRACT FROM AUTHOR]

Copyright of Psychotherapie-Wissenschaft is the property of Psychosozial-Verlag GmbH & 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.)