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Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern 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 Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern 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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This paper analyses the relationship between social integration and social insecurity. Based on the multidimensional model of social integration (Koster et al., 2009), the dimensions relationships, contacts, acceptance by classmates and self-perception are analysed discriminately. Therefore, data from N = 617 pupils of 28 different classes (third and fourth grade) were examined. As a result of multilevel analyses, there is a significant negative relationship between social insecurity and social integration in the dimensions relations, self-perception and acceptance by classmates. The results for the dimensions of social integration are discussed. Furthermore, implications for research and practice are derived. [ABSTRACT FROM AUTHOR]

Based on the self-determination theory and the theory of social interdependence, various developmental trajectories (increase, decrease) can be derived for the social integration of students. The role played by social negotiation as a constructivist form of teaching-learning (positive, negative effect) cannot be clearly deduced from the reference theories as well. Findings to date do not yet allow clear conclusions to be drawn regarding the related effect patterns. Therefore, the present study aims to investigate the development of students' social integration and the influence of social negotiation on it. The analyses rely on a nationally representative sample of n = 7,619 students at a university in Germany (NEPS data set) and cover the time span between the 3rd and 5th semester in a longitudinal design. True-Intra-individual-Change Models were applied to tap intra-individual social integration trajectories predicted by constructivist teaching. The results indicated that social integration decreased slightly over the course of one year (d = .08). Constructivist teaching showed significant positive effects on the level of social integration (intercept) and no effect on the development of social integration (change). The results are discussed in terms of theoretical models regarding group formation processes. [ABSTRACT FROM AUTHOR]

Copyright of German Journal of Forced Migration & Refugee Studies / Zeitschrift für Flüchtlingsforschung (Z'Flucht) is the property of Nomos Verlagsgesellschaft mbH & 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 Unterrichtswissenschaft (Springer Science & Business Media B.V.) 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.)

This paper examines the role of self-concept and test anxiety as well as "constructive support" by teachers for the social acceptance of students in secondary school. With regard to constructive support, a distinction is made between two central facets, namely socio-emotional support and instructional support. Here, for the first time, the role of these facets for the social acceptance experienced by students is investigated and it is examined which differential effects are shown for learners with individual risk factors of school failure. Survey data from two time points (mean interval 8 weeks) of 1,116 students in 49 secondary school mathematics classes in Germany were analysed using multi-level analyses. The results show that both facets of constructive support were related to students' perceived social acceptance. Students with low mathematics self-concept or high anxiety felt less well integrated into class. The facets of constructive support played a special role for these correlations: The connection between self-concept and social acceptance was moderated by instructional support, so that in classes with high instructional support, learners with low self-concept felt comparably well socially integrated as the other learners. The relationship between anxiety and social acceptance was moderated by both facets of constructive support, so that in classes with high constructive support, learners with high performance anxiety perceived themselves as socially accepted as their less anxious peers. This contribution thus supports the high importance of relationship quality in school and provides new insights into differential connections between teaching and school outcomes depending on the learning prerequisites of the students. [ABSTRACT FROM AUTHOR]

Copyright of Österreichische Zeitschrift für Soziologie 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 Zeitschrift für Erziehungswissenschaft 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 Soziale Welt is the property of Nomos Verlagsgesellschaft mbH & 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 Soziale Welt is the property of Nomos Verlagsgesellschaft mbH & 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.)

School-related well-being (SRWB) is an important prerequisite for school performance. Nevertheless, only a few studies in the German-speaking countries exist – especially regarding the examination of the SRWB among first graders. This may be due to a lack of adequate instruments what is especially true if the health status of the children is considered. The aim of the paper is the validation of the adapted questionnaire for grapping emotional and social school experiences (FEESS 1 – 2; Rauer & Schuck, 2004). Thus, the focus is on its suitability for children with and without chronic diseases. Therefore, the construct of well-being (WB) respectively SRWB will be defined and embedded in relevant theories – Self-Determination Theory according to Deci and Ryan (1985) and the Expectancy-Value-Model according to Wigfield and Eccles (2000). Furthermore, the meaning of the used FEESS scales and their relationship to school performance are pointed out. 1491 children were interviewed about their learning enjoyment (LE), their social integration (SI), and their school-related self-concept of abilities (SC). Their health status was measured through a parental questionnaire and the preschool health examination. In addition, parents were asked about the health-related quality of life (QoL) of their children using a questionnaire for grapping the quality of life of children (KINDL; Bullinger, Mackensen, & Kirchberger, 1994). Psychometric properties of the adapted FEESS scales were examined for both the group of healthy and diseased children at scale and item level. Here, both classical methods and methods of item response theory were used. The results support the construct validity and the assumption of three-dimensionality (LE, SI, and SC). All three scales show a satisfactory to very good reliability. The items show very good MNSQ (weighted mean-square) values and good to very good discriminatory power. The external validity, for which the relationship between the answers of the children and the information of the parents on the health-related QoL was examined, could not yet be sufficiently supported. Except for this limitation, the SRWB of healthy and chronically ill children can be compared by using the adapted instrument in order to compensate possible inequality of opportunity. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Öffentliche und Gemeinwirtschaftliche Unternehmen (ZÖgU) / Journal for Public & Nonprofit Services is the property of Nomos Verlagsgesellschaft mbH & 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 Österreichische Zeitschrift für Soziologie 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 Österreichische Zeitschrift für Soziologie 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 Soziale Welt is the property of Nomos Verlagsgesellschaft mbH & 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 Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag 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.)

Copyright of Zeitschrift für Erziehungswissenschaft 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 Psychotherapeut 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 Zeitschrift für Psychodrama und Soziometrie 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.)

Beeinflusst Religion die soziale Integration von Migranten? Obwohl diese Frage wichtiger denn je ist, mangelt es an belastbaren Befunden. Im vorliegenden Beitrag argumentiere ich, dass Religion die Entwicklung enger, freundschaftlicher Kontakte zu Deutschen, nicht jedoch die allgemeine Kontakthäufigkeit beeinflusst. Mit Längsschnittdaten des SCIP-Projekts zeige ich, dass die Entwicklung allgemeiner interethnischer Kontakte für christliche und muslimische Neuzuwanderer parallel verläuft. Im Gegensatz dazu nehmen enge Kontakte mit steigender Aufenthaltsdauer nur zwischen christlichen Zuwanderern und Deutschen zu, wohingegen sie für Muslime auf geringem Niveau stagnieren. In Folge dieser unterschiedlichen Verläufe bestehen nach drei Jahren Aufenthalt trotz anfänglich ähnlich gering ausgeprägtem engem Kontakt mit Deutschen substanzielle Unterschiede zwischen christlichen und muslimischen Neuzuwanderern. Diese Unterschiede sind nicht auf individuelle Religiosität, Sprachfähigkeiten und Erwerbstätigkeit zurückzuführen. [ABSTRACT FROM AUTHOR]

Self-Stigmatization and Social Inclusion in Alcohol Dependence Abstract. Objective: Among mentally ill people, persons with alcohol dependence are an especially stigmatized group. Self-stigmatizing because of own drinking problems has diverse social consequences. Using Corrigan’s progressive model of self-stigma we examine the relation between lower social inclusion and self-stigmatization in the special case of alcoholism. Methods: N = 86 patients with alcohol dependence of different severity were interviewed. Measurements included the objective social outcome index, the Self-Stigma of Alcohol Dependence scale, the Severity Scale of Alcohol Dependence and current psychic stress. Results: Applying negative stereotypes to oneself and loss of self-esteem because of own alcoholism were significantly associated to lower social inclusion. All statistical analyses were controlled for potential confounders such as current psychic stress, severity of alcohol dependence, age and gender. Conclusion: Self-stigmatizing because of own alcoholism is an important factor for withdrawal or lower social inclusion. In regard to this fact self-stigmatizing should be considered in the psychotherapy of alcoholism. [ABSTRACT FROM AUTHOR]

An deutschen Hochschulen entwickeln sich verschiedene didaktische Settings, um Lehramtsstudierende auf die Bewältigung eines inklusiven Schul- und Unterrichtsalltags vorzubereiten. Im vorliegenden Beitrag wird ein Format zur Sensibilisierung für den schulart- und schulstufenübergreifend relevanten Bereich der Sozialen Integration vorgestellt. Dabei werden die Chancen und Herausforderungen einer Kooperation zwischen Hochschule und Schule sowie die Einbindung von Studierenden in eine systematische Datenerhebung und die sich daraus ergebenden Handlungsempfehlungen diskutiert. 29.01.2016 | Silke Trumpa & Karin Terfloth (Heidelberg)

Copyright of Regional Studies is the property of Routledge 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.)

After the collapse of the Soviet Union, democratic principles began to enter into different branches of Russian social and health policy. As part of these changes, the country demonstrated an intention to develop a new mental health policy based on approaches consonant with the principles of the World Health Organization. This study analyses how these new policy ideas and values are reflected in the Russian mass media, and in particular whether media discourses build upon those ideas or oppose them. It is based on a qualitative analysis of newspapers from the late Soviet period (1980s) through the transition period (1990s) to the present (2000s). The analysis focuses on (1) the protection of patients' rights, (2) the reorganisation of mental healthcare services and (3) activities preventing stigmatisation. While there was an absence of discussion of mental health problems in Soviet newspapers, the democratic changes of the 1990s triggered the recognition of the existence of mental illness, critiques of Soviet psychiatry and calls for reform. The media response to the new policies was quite ambivalent. Support for patients' rights and the social integration of the mentally ill was accompanied by fear about the detrimental effects of the reforms on public safety. Articles that challenged stigmatisation also contained negative images of mentally ill people. The media were sceptical about the success of the reforms due to the particularities of Russia’s socio-economic situation and history. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Soziologie 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.)

Background: Against the background of inclusion and a systemic model of disability social integration -- defined as the sociometric position or the (self-)experience of being socially integrated -- is a central requirement for pursuing the highest possible participation under inclusive conditions. Concerning the current tendency toward inclusive school systems resarching the influencing and context-sensitive factors of social integration can lead to results relevant for the prospective practice. Aim: The study investigates how the form of education, 'inclusive' or 'separated', can be identified as a predictor for the self-experienced social identity, i.e. how the form of education has a systematic influence on the degree of self-experienced social integration. Methods: A standardized questionnaire based on the FEESS 1-2 and upgraded with further relevant subjects was handed out to 65 pupils (first till fourth grade) educated at inclusive (49) and special (16) schools. Their teachers or speech therapists were asked about the childrens' speech impediments. The study was conducted in three federal states, Hamburg, Schleswig-Holstein, and Niedersachsen. Results: The involved children from inclusive schools turned out to have a better self-concept of social integration than those from special schools. The form of education could be identified as one of the predictors for the degree of (self-experienced) social integration. Other predictors were the variables 'siblings' and 'class level'. Conclusions: Given these results inclusion might have positive effects on the social integration of children with speech impediments. Due to the fact that relevant variables through which paedogical and educational methods for effectively supporting social integration could be verified were not considered in the study, a further and more intensely examination of the social integration of children in school with speech impediments and its influential factors are essential. [ABSTRACT FROM AUTHOR]

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The social integration of disabled persons is a comprehensive issue and it presumes inclusion of disabled persons into everyday's life (education, cultural events, employment.) without barriers. Disabled persons often get their chance for employment as last, probably due to certain prejudice but also due to a huge number of unemployed persons in Croatia. The Croatian Employment Institute as a public institution owned by the Republic of Croatia but established by the Law on Mediation in Employment and Entitlements during Unemployment, attempts in its work to create conditions for involving disabled persons into a labour milieu through processes of professional rehabilitation and taking measures for that group of persons. There are 510 274 disabled persons in Croatia registered by 30 January, 2014 according to the data of the Croatian Health Institute, and the majority is in a working ability condition i.e. aged between 19 and 64 (52.7%). There are 18 851 disabled persons in the Vukovar-Srijem county; it makes 10.5% of the whole population. Out of this number 11 126 persons are in a working ability condition The aim of this paper is to show the role of the Croatian Employment Institute in social integration of disabled persons while employing them by means of professional rehabilitation and measures of the programme titled "Ukljuceni". The data of the Croatian Employment Institute, branch office in Vukovar, have been elaborated in this paper. [ABSTRACT FROM AUTHOR]

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Copyright of Sportwissenschaft 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 Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung 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.)

Copyright of Österreichische Zeitschrift für Soziologie 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.)

While there is no simple recipe of how to respond to the multitude of languages present in many European schools, this article presents a promising alternative to monolingual education. The focus is on Staatliche Europa-Schule Berlin (SESB), a two-way immersion (TWI) model that unites children whose mother tongue is German with children whose mother tongue is another locally spoken language in one class and teaches them together in two languages. Thus in this model, offered by 17 primary schools and 13 secondary schools in Berlin, pupils learn in two languages from and with each other. Based on a largely quantitative, quasi-experimental study with 603 students, evidence is provided that there are a number of peace-linguistic benefits that can promote two-way social integration, besides fostering personal and societal multilingualism. This suggests that TWI education as practised in Berlin could serve as an educational model for other multilingual parts of Europe. [ABSTRACT FROM AUTHOR]

Copyright of Forensische Psychiatrie, Psychologie, Kriminologie 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 Africa Spectrum is the property of Sage Publications Inc. 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.)

Both the social and occupational reintegration of patients suffering a traumatic amputation remains difficult. In spite of major improvements of initial medical treatment as well as in prosthetics, the duration of treatment and rehabilitation is frequently long. Very often the outcome is poor. A new rehabilitation program including medical, physiotherapeutic, and technical specialists sets out to improve the process of individual rehabilitation. This prosthesis rehabilitation program is introduced. The aims and objectives are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Swiss Journal of Sociology / Schweizerische Zeitschrift für Soziologie is the property of Sciendo 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 Swiss Journal of Sociology / Schweizerische Zeitschrift für Soziologie is the property of Sciendo 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 Zeitschrift für Familienforschung (ZzF) is the property of University of Bamberg Press 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 Sportwissenschaft 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.)