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Einleitung: Kinder und Jugendliche weltweit leiden unter verschiedenen chronischen Erkrankungen, die sich auf ihre körperliche und psychische Entwicklung auswirken können. 20% der jungen Menschen im schulischen Setting geben an, eine chronische Erkrankung oder Behinderung zu haben. Chronische Erkrankungen wie Asthma, Diabetes Mellitus und Neurodermitis beeinträchtigen oft die schulische Leistungsfähigkeit und Inklusion in das Regelschulsystem. Das Ziel dieser Arbeit ist es, einen Überblick über den Tätigkeitsbereich der School Nurse zu schaffen und ihre Rolle in Bezug auf die pflegerischen Tätigkeiten, bei chronisch kranken Kindern und Jugendlichen, aufzuzeigen. Methodik: Um das Ziel dieser Studie zu erreichen wurde eine Literaturrecherche in den Datenbanken „Academic Search Elite“, „CINAHL“ und „MEDLINE“ durchgeführt. Um die Suchergebnisse einzugrenzen wurden die Bool‘schen Operatoren „not“, „or“ und „and“ verwendet. Neben Studien, wurden außerdem Gesetze, Leitlinien, Standard operating procedures [SPOs] und Curricula mit eingeschlossen. Nach einer kritischen Beurteilung mit dem Bewertungstool von Brandenburg, Panfil, Mayer und Schrems (2018), wurden 20 Studien zur Beantwortung der Forschungsfrage analysiert und vierzehn in diese Arbeit mit eingeschlossen. Ergebnisse: Neben der Versorgung und Betreuung der chronisch kranken Kinder und Jugendlichen weist die School Nurse weitere Rollen auf. Förderung der Kompetenzen, Schulung des sozialen Umfeldes und das agieren als Safe-Person werden als auschlaggebende Rollen der School Nurse erfasst. Darüber hinaus wird die Wichtigkeit der eigenen Kompetenzentwicklung der Gesundheitsfachkraft verdeutlicht. Schlussfolgerung: Die Bedeutung der School Nurse in Österreich wird aufgrund der steigenden Zahl chronisch kranker Kinder und Jugendlicher, zukünftig steigen und der Einsatz von Nöten sein. Weiterbildungen nach der Ausbildung zur Advanced practice Nurse bzw. School Nurse werden unabdingbar sein, um auf die Bedürfnisse der Betroffenen einzugehen. Introduction: Around the globe, numerous chronic illnesses impact the physical and mental development of children and adolescents. Approximately 20% of all students in Austria report having a chronic illness or disability. Chronic illnesses such as asthma, diabetes and neurodermatitis often impair academic performance and inclusion in the regular school system. The aim of this paper is to provide an overview of the school nurse's scope of practice and to highlight their role in relation to nursing activities for chronically ill children and adolescents. Methodology: In order to achieve the aim of this study, a literature search was carried out in the databases "Academic Search Elite", "CINAHL" and "MEDLINE". The Boolean operators "not", "or" and "and" were used to limit the search results. In addition to studies, laws, guidelines, standard operating procedures [SOPs], and curricula were also included. After a critical evaluation using the Brandenburg, Panfil, Mayer and Schrems (2018) evaluation tool, 20 studies were analyzed to answer the research question, and fourteen were included in this paper. Results: In addition to caring for chronically ill children and adolescents, the school nurse has other roles. Promotion of competencies, training of the social environment, and acting as a safe person are identified as decisive roles of the school nurse. In addition, the importance of the health professional's own competency development is emphasized. Conclusion: The importance of the school nurse in Austria will increase in the future due to the increasing number of chronically ill children and adolescents and their use will be necessary. Further training after completing the advanced practice nurse or school nurse course, will be essential to respond to the needs of the young people.

Students Having Parents with Mental Health Issues and Teachers' Mental Health Literacy Mental health issues of parents of school children often negatively affects the children as well, including their school performance and social behavior in the school setting. Teachers are then required to take actions with regards to supporting children in their coping with and mastering of their home situation and their responds to educational demands. As such, schools' and teachers' actions can either support affected children and fulfill a protective function or respond inappropriately, with negative impact on the affected children. Although the societal discussion about and acceptance of mental illnesses have increased in recent years, scientific knowledge on how well teachers are prepared for meeting the needs of affected students remains insufficient. Therefore, this research study examines teachers' attitudes towards, knowledge about, and competencies regarding children affected by a mentally ill parent. 15 in-depth interviews and 3 focus groups (n = 11) with teachers from primary and secondary schools were conducted and systematically analyzed. Although burdens in the family are perceived as major influences on children's school day and performance, teachers report to not feel sufficiently prepared for and uncertain about supporting and coping with the special needs of affected students. Instead they report to "learn from a case to case" basis. Recognizing the family situation of children with mentally ill parents is reported to be especially difficult for teachers. Responding inadequately and insensitive to the needs of affected children was perceived as a serious burden for teachers themselves. While schools can function as entry points to professional social help systems, teachers frequently reported barriers and challenges in accessing, communicating, and collaborating with these systems. The practical implications of these results regarding the "Mental Health Literacy" of teachers are being discussed.

Geschlechtsunterschiede in der Stressverarbeitung sprechen dafur, geschlechtsspezifische Stressbewaltigungsprogramme fur Jugendliche zu konzipieren. In der vorliegenden Pilotstudie sollten die Akzeptanz eines neu entwickelten schulbasierten kognitiv-behavioralen Stressmanagementtrainings untersucht und erste Hinweise auf die Wirksamkeit unseres geschlechtsspezifischen Programms gefunden werden. Die Interventionseffekte auf die Stressverarbeitung wurden in einem within-Design getrennt fur die beiden Geschlechter an N = 33 Madchen und N = 45 Jungen der funften und sechsten Klasse uberpruft, das drei vier-Wochen-Intervalle umfasste: Die unbehandelte Phase vor der Intervention bildete die Kontrollphase. In der anschliesenden Experimentalphase wurde die Behandlung mit sechs Sitzungen im schulischen Setting durchgefuhrt. In der Follow-up Phase wurde die mittelfristige Stabilitat der Effekte untersucht. Die Madchen profitierten kurzfristig in der Bagatellisierung und Entspannung. Die Jungen verbesserten sich kurz- und mittelfristig in der Entspannung und kurzfristig in der externalisierenden Verarbeitung. Die Befunde werden dahingehend diskutiert, wie das geschlechtsspezifische Training optimiert werden kann. Schlagworter Stressmanagement - schul-basierte universelle Pravention - Jugendliche - Gender Gender differences in coping suggest the conceptualization of gender-specific stress management trainings for adolescents. In this pilot study, the acceptance of the newly developed school-based cognitive-behavioral stress management training was examined and preliminary results of the effectiveness of our gender-specific program were obtained. The intervention effects on coping were investigated in N = 35 girls and N = 45 boys of the fifth and sixth grade using a within design, separately analysed for both genders and consisting of three four weeks intervals: The no-treatment period before the intervention served as control period. The stress management training with six sessions within the school setting were delivered in the following experimental period. During the follow-up period the mid term intervention effects were examined. Girls benefited in minimization and relaxation in the short term. Boys improved in relaxation coping in the short and mid term. Boys also decreased in externalizing coping in the short run. Results are discussed with regard to modifications of the gender-specific program. Keywords stress management - school-based universal prevention - adolescents - gender