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The parent-child metaphor as an expression of power dynamics at psychodynamic institutes. An essay Within psychodynamic training institutions, the parent-child metaphor arises as a means of framing the relationship between teaching staff and students: teaching analysts, supervisors, and lecturers are named as »parents« who train the »children«. In employing this metaphor, the goal is not always the establishment of a community feeling, but often negotiating positions within institutional power structures. Case vignettes are presented as an attempt to trace and analyse power dynamics between generations. The metaphor of parenthood is critically examined, especially which aspects of hierarchical togetherness are highlighted and which are obfuscated or hidden. The power dynamics at psychodynamic institutes can be observed on two levels: the analytical and the real-factual. Generativity at institutes is explored in the tension between these dimensions. Which »disturbances« exist and how a constructive coexistence of older and younger generations can succeed will be discussed. [ABSTRACT FROM AUTHOR]

The parent-child relationship is the earliest and one of the most important close social relationships in a person's life. It begins even during pregnancy, is expressed in interactions and is accompanied by many neurobiological processes. A sensitive interaction with the parent who is well-adapted to the needs of the child, is necessary for a healthy child development; however, parents with mental disorders often face more difficulties in parenting than healthy parents. They tend to exhibit more intrusive or withdrawn behavior and report experiencing increased stress in parenting, which in turn can be a risk factor for the mental disorder. At the same time, parenting can be a great resource. Early recognition of stress in parenting is central to healthy child development and also to the parent's mental health. In addition to disorder-specific treatment for parents, parent-child focused interventions can be used in relationship or interaction disorders. This article presents and discusses different prevention and intervention approaches. [ABSTRACT FROM AUTHOR]

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Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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.)

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The book "Permission to Grow" by Norbert Nagel deals with the application of transactional analysis in pedagogy and adult education. It describes the effects of "injunctions" on personality development and presents practical implementations of the concept. The book contains contributions from various authors and covers educational fields from primary school pedagogy to teacher and parent education. It emphasizes that similar mechanisms can be observed in times of lockdowns and homeschooling, and that the disadvantage of underprivileged children has increased. The book provides suggestions for strengthening trust in students' personalities and promoting self-responsibility as a learning objective. [Extracted from the article]

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Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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.)

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An article on an initiative in day care centers in Marburg, Germany to educate parents about the behavior of their children in an effort to reduce developmental delays is presented.

Einleitung: Auf bindungstheoretischer Grundlage wurde ein emotionszentriertes präventives Elterntraining für allein erziehende Mütter mit Kindern im Vorschulalter entwickelt. Die Wirksamkeit des Trainings wurde in einer randomisierten, kontrollierten Studie untersucht. Es zeigten sich signifikante Gruppe x Messzeitpunkt-Interaktionseffekte zugunsten der Interventionsgruppe. Angesichts des Nutzens und der geringen Kosten könnte dieses Elterntraining z.B. in kommunalen Settings angeboten werden. [ABSTRACT FROM AUTHOR]

Einleitung: Die BZgA hat das Konzept des Eltern-Ordners im Auftrag des BMG in Abstimmung mit den pädiatrischen Fachgesellschaften, dem Berufsverband der Kinder- und Jugendärzte und dem Zentralinstitut für die kassenärztliche Versorgung entwickelt und dem Bundesausschuss der Ärzte und Krankenkassen vorgestellt. Die Inhalte wurden mit fachlicher Unterstützung einer Expertengruppe der Pädiatrie und Entwicklungspsychologie erarbeitet. Ziele des Eltern-Ordners und Prüfungsinhalt der Evaluation sind es, allen Eltern den Zugang zu relevantem Gesundheitswissen zu eröffnen, die Elternkompetenz zu stärken, das Arzt-Eltern-Gespräch im Rahmen der U-Untersuchungen besser vorzubereiten. An einer Nettostichprobe von N=1.634 Familien wurden die Effekte des Eltern-Ordners in einer randomisierten Studie mit Kontrollgruppendesign in den Bundesländern Rheinland-Pfalz und Sachsen untersucht. [ABSTRACT FROM AUTHOR]

Einleitung: Für den Erfolg von Präventionsprogrammen für Kinder und Jugendliche ist die Einbeziehung ihrer Eltern unverzichtbar. Das gilt in besonderem Maße, wenn Familien aus niedrigeren sozialen Lagen mit den Programmen erreicht und unterstützt werden sollen. Wie Elternbildungsprogramme in die Lebenswelt der Familien eingebunden und auf bestehende Bedarfe und Bedürfnisse eingehen können, hat die an der Universität Bielefeld durchgeführte Evaluation dreier Elternbildungsprogramme (BEEP) untersucht. [ABSTRACT FROM AUTHOR]