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The book review discusses the textbook "Educational Psychology: A Textbook", edited by Christiane Spiel, Thomas Götz, Petra Wagner, Marko Lüftenegger, and Barbara Schober. The book provides an overview of educational psychology and is aimed at scientists, educators, students, and practicing psychologists who want to engage with psychological aspects of education. It contains current theories and research findings from Germany, Austria, and Switzerland and is divided into different parts that deal with educational careers, tasks, and levels of action. The book presents a structural model of educational psychology that systematically categorizes psychological actions in the field of education. It is noted that the model is not universally valid and that certain topics are neglected in research. Educational psychology is considered as part of use-inspired basic research and is seen as an important advancement in structuring research findings. [Extracted from the article]

Copyright of Medizinische Klinik: Intensivmedizin & Notfallmedizin 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 Historische Zeitschrift 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 Medizinische Klinik: Intensivmedizin & Notfallmedizin 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 article "Editorial" discusses the question of whether there is an independent psychotherapy science that distinguishes itself from other disciplines such as psychology, medicine, and pedagogy. It is stated that psychotherapeutic care in Germany is inadequate and that therapies often take longer than necessary. It is criticized that practitioners do not sufficiently orient themselves towards empirical findings and show no willingness to use new approaches. A dialogue between scientists and practitioners is described as not yet possible. The reform of the Psychotherapy Act in Germany is also criticized. It is argued that psychologists are not able to adequately train psychotherapists because they lack practical experience. The authors also claim that the reform will lead to a loss of professional freedom for graduates, as there are not enough job opportunities. The German Society for Child and Adolescent Psychotherapy and Family Therapy even describes the reform as expropriation. It is also pointed out that training in clinics is not sufficient to ensure comprehensive psychotherapy training. [Extracted from the article]

For pupils who seek advice regarding personal problems, hotlines offer easily accessible counselling. But howcompetent are employees of such helplines?Do they provide real help? In the current empirical-quantitative study this question is pursued and employees of helplines are compared with other occupational groups who counsel (teachers, psychologists, social workers) as well as a sample of laypeople. Employees of helplines show the highest counselling competence. Laypeople and teachers perform worst without showing significant differences with regard to their knowledge about counselling. Practical implications are discussed, in particular concerning teacher education. [ABSTRACT FROM AUTHOR]

In the editorial titled "Education from an individual psychological perspective," the question is raised whether individual psychology can contribute to the concept of education. It is noted that the term "education" cannot be found in the subject indexes of individual psychology and that Adler himself did not refer to pedagogical authorities. Experts from Germany, Austria, and Switzerland were invited to provide statements on the pedagogical relevance of individual psychology. The first contribution in this issue addresses the absence of an explicit individual psychological concept of education and discusses various aspects of education from an individual psychological perspective. It also refers to the contribution of a US-American individual psychologist who has dealt with issues of climate change and ecological anxieties. The text deals with various aspects of individual psychology and its significance for education. Sven Kluge emphasizes the relevance of individual psychological analyses for understanding social power and domination relations. Beate Letschert-Grabbe presents three examples of individual psychology-oriented work in primary schools. Helga Haunschmied-Donhauser and Rudolf Isler discuss the significance of individual psychology for education and consider whether an explicit theory of education can be formulated. Finally, the model of the "Zurich School" by Friedrich Liebling is presented as an example of individual psychological educational work. [Extracted from the article]

Copyright of Kölner Zeitschrift für Soziologie und Sozialpsychologie ( KZfSS) 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.)

In view of the man-made climate crisis that is becoming increasingly apparent, we are struggling with existential fears of the threatening climate changes or of the transformations that are urgently needed socially and economically. Possibly, we are also troubled by deeply felt feelings of guilt that we are partly responsible for the critical changes in the world. Ultimately, we run the risk of falling into hopelessness or panic-like activism. There are ways that focus less on the apocalypse and see the changes which are necessary due to climate change, as an opportunity to design a new world which is a fair place and a place worth living in for humanity, and that it is worth fighting for. Individual psychologists can contribute to the development of social and individual resilience, especially with their focus on the »sense of community« or in Adler's own translation: »social interest«. [ABSTRACT FROM AUTHOR]

The article "Editorial: Separation hurts!? Connecting and separating. Annual Conference of the DGIP 2022 in Cologne" deals with the topic of separation and connection in individual psychology. It emphasizes that a mature personality is required on both an individual and historical level to deal with separation and connection. The importance of preservation and saying goodbye is discussed, as well as the necessity of letting go of certain ideas and holding on to others. The text includes various contributions on therapeutic experiences and farewells, including a therapeutic journey with a teenage patient, the farewell of two analysands, and the farewell from life and the associated grieving processes. A tribute is also given to Anne-Els Stadler, who played a significant role in the training of individual psychologists. [Extracted from the article]

Paul Ferdinand Linke (1876-1955) was a philosopher and psychologist at the University of Jena who, inspired by Bernard Bolzano, Gottlob Frege, and Franz Brentano, sought a fruitful connection between psychology and phenomenology. Linke himself worked experimentally on motion perception and developed his own theory of perception. He distinguished a phenomenological from an empirical approach: Perception, from the phenomenological perspective, is intentionally structured and is given in an act. In contrast, from the empirical perspective, persons have a dispositionally structured psychophysical organization that enables them to constitute objects of experience. Linke's core concern was to overcome subjectivism in philosophy and here especially in Edmund Husserl's transcendental or experiential phenomenology. Linke opposes thiswith his so-called object phenomenology, which proceeds ontologically and develops a different concept of experience. Linke problematizes the transcendental egology of transcendental phenomenology. In contrast, object phenomenology has a realist foundation. This article wants to trace Linke's epistemological path in the distinction between observing and looking to a realist psychology and to discuss which significance his conception has in phenomenological psychology. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Qualitative Forschung (ZQF) is the property of Verlag Barbara Budrich 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.)

The book review deals with the topic of sexual abuse in the Catholic Church. It is pointed out that the scientific investigation of this abuse is mainly carried out by medical professionals, psychologists, criminologists, and social scientists. Historians, psychologists, and educators examine the internal and societal causes of the perpetrators' misconduct and the leadership's behavior. The interdisciplinary volume contains contributions from various experts and documents a conference on addressing the abuse. It is emphasized that the insights and consequences from this investigation can be painful and provoke resistance. The text deals with the abuse scandal in the Catholic Church and emphasizes that scandals are places of confrontation where power structures collide. Abuse in religious contexts is considered particularly serious because the victims have a spiritual dependence on the perpetrators. The church's reactions to abuse cases have often been characterized by cover-ups and a lack of care for the victims. The author emphasizes that the church can only regain its credibility if it fundamentally reconsiders its self-image and hierarchy and does not abandon the victims. [Extracted from the article]

The article describes the establishment of the Academic Information Office at the University of Halle-Wittenberg in 1930, initiated by the Prussian Ministry of Science, Art, and Popular Education. The head of the office, Dr. Wilhelm Hehlmann, was selected by the university but lost his position after 1933 due to his membership in the NSDAP. After academic counseling officially came under the responsibility of the Reich Student Welfare in 1938, Hehlmann worked as a trainer for educators and as a military psychologist during the war. After 1945, he established himself as an author and editor in the Federal Republic of Germany. [Extracted from the article]

The article "On the 40th anniversary of Friedrich Liebling's death" describes the life and work of Austrian psychologist Friedrich Liebling, who taught and worked in Zurich for 30 years. Together with his foster son Dr. Josef Rattner, he founded the "Psychological Teaching and Counseling Center". Liebling was an opponent of war and advocated for psychological knowledge and counseling for everyone. After his death in 1982, around 4,000 people were connected to the "Zurich School of Psychotherapy" founded by Liebling. The school faced difficulties in the 1970s, including a secret denunciation to the Zurich Tax Office and a defamatory campaign in the press. After Liebling's death, tensions and divisions arose among his students. Liebling emphasized the inclusion of sociocultural background in psychotherapy and created a model that allowed anyone interested to access psychological counseling and therapy, regardless of financial means. [Extracted from the article]

Copyright of Praxis der Rechtspsychologie is the property of Hogrefe 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.)

In an intuitive-associative text, the impressions from three Trialogue-conferences as a psychologist from Moscow and granddaughter of grandfathers who fought against the Germans in the Second World War are described. The identification with the nation, in this case the Russian nation and history, is felt more clearly in contact with others. The connection between the narratives of the victor/conquerer and the occupier, of satisfaction and guilt become comprehensible in their conflictual nature. [ABSTRACT FROM AUTHOR]

The article "Authors" in the journal "Group Psychotherapy and Group Dynamics" presents a list of 366 authors who are active in the field of group psychotherapy and group dynamics. The authors come from different countries and have diverse professional backgrounds, including university professors, psychologists, psychotherapists, and doctors. Some of the authors also work in their own practices or hold leadership positions in clinics and organizations. The list also includes information about the training focuses and research interests of some authors. [Extracted from the article]

In The Crisis of Psychology (1927), Bühler aims at clarifying the notion of psychology. The three indispensable aspects for that clarification encompass the life context of at least twopartners. Therewith, Bühler opens a space of pragmatic questioningwhich he further pursues in his Theory of Language (1934) where he confers language a pivotal role in his investigation of these aspects. An essential element here is the two-field theory with its deictic and symbolic field. Whereas the deictic field is anchored in the sensorial, the symbolic field leads into abstract, invisible spheres; a qualitative shift from one field to the other. It is remarkable that Bühler distinguishes sharply the two fields, but is not tearing them apart so that a dynamic at play between the sensorial and the symbolic becomes visible. The contribution follows the idea of the sensorial-symbolic moment in the work of two contemporaries of Bühler: the linguist Jakubinskij and the psychologist Vygotsky. The encompassing connections between language, body, and other is shown as basis for the functioning of language symbols. The power of language symbols is realized without attributing them to bodyless, individual thinking and without separating them from societal activity. [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]

Copyright of Zeitschrift für Religionswissenschaft 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.)

The article discusses in a historical perspective the connection between primary school reports and educational inequality. With a focus on the young Federal Republic of Germany and based on the analysis of instruments that aimed to conduct the assessment practice of teachers, the article comes to the following conclusions: Firstly, that psychologists played an important role with regard to conception of these instruments, with the set goal of optimizing the teachers' assessment practice in order to ensure the best possible fit between the school child and the secondary school (Gymnasium). Secondly, that these instruments were based on certain aptitude categories and criteria, as well as profiles of a specific Gymnasium child. Thirdly, that these categories, criteria, and profiles would show typological and static traits that were particularly susceptible to discrimination. [ABSTRACT FROM AUTHOR]

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG 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 IATUL Director's Summit provided an overview of the different approaches to dealing with the pandemic. There were similarities in handling such as contact tracing and social distancing, as well as online services. Services for students were and are being expanded. At some libraries, expensive measures were taken to reopen them, while others retained simple but equally effective and innovative ideas. Some focused on the well-being of their staff. The lectures were rounded up by the contribution of a certified crisis manager and psychologist. [ABSTRACT FROM AUTHOR]