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Der Beitrag sucht nach aktuellen Erklärungsversuchen für die Verbreitung autoritärer Einstellungen. Ausgehend von ungleichheitstheoretischen Ansätzen, die alleine nicht plausibel machen, weshalb Menschen sozio-ökonomischen Krisenerfahrungen autoritär und nicht durch das Eintreten für Gerechtigkeit begegnen, erscheint das Erklärungspotential einer stärker psychoanalytisch entwicklungspsychologischen und kritisch theoretischen Perspektive attraktiv. Es gilt zu fragen, inwiefern die gesellschaftlichen Verhältnisse durch den Prozess der Persönlichkeitsentwicklung hindurch bereits die Konstitution der Subjekte beeinflussen. In den Fokus geraten strukturelle Zwänge, die prägend für die frühkindliche Entwicklung sind und auch heute die Herausbildung autoritärer Persönlichkeitsmuster begünstigen. An die Stelle des väterlich autoritären Erziehungsstils, mit dem die psychoanalytisch informierte Kritische Theorie die Möglichkeit autoritärer Charaktere in der Mitte des 20. Jahrhunderts begründete, sind ökonomische Konkurrenz- und Leistungsnormen getreten, die unterschiedlichste Lebensbereiche beeinflussen und in Form einer de-personalisierten Autorität auf die Subjekte wirken. Auf dieser theoretischen Basis werden abschließend kursorisch Möglichkeiten diskutiert, autoritären Überzeugungen entgegenzuwirken.

Objective: Personality has long been assumed to be a cause of religiosity, not a consequence. Yet, recent research suggests that religiosity may well cause personality change. Consequently, longitudinal research is required that examines the bi-directionality between personality and religiosity. The required research must also attend to cultural religiosity—a critical moderator in previous cross-sectional research. Method: We conducted four-wave, cross-lagged panel models assessing the bi-directional effects between religiosity (measured as religious attendance) and the Big Five personality traits over 12 years in 14 samples (Ntotal = 44,485). Each sample used population-representative data from a different German federal state—states that vary widely in religiosity. Results: The findings were the following: (1) Agreeableness, openness, and conscientiousness were associated with changes in religiosity, with the latter two effects being culture-contingent. (2) Religiosity was associated with changes in agreeableness and openness, with the latter effect being culture-contingent. (3) The cross-lagged effects of personality on religiosity were overall stronger than the reverse effects. Conclusions: The directionality between the Big Five and religiosity seems to go both ways and culture matters for those effects. We discuss the power of religiosity to alter personality and the role of culture for this effect and for personality change more generally.

People differ in how they define and pursue happiness and well-being (HWB). Previous studies suggested that the best way to achieve a high level of well-being might be to pursue different facets of HWB simultaneously. We expand on this idea and introduce the concept of complexity of HWB definitions to describe how many HWB definitions people endorse simultaneously, and the complexity of HWB-related intentions to describe how many unique facets of HWB people intend to pursue in everyday life. To operationalize these novel concepts, we developed two parallel measures that integrate psychological and philosophical definitions of HWB. In two independent studies (total N = 542), exploratory and confirmatory factor analyses revealed eight reliable and valid factors for both parallel scales: absence of negativity, positive attitude, tranquility, personal development, luck, joy and desires, purpose, and belonging. Complexity of HWB-related intentions was positively associated with all facets of well-being, whereas complexity of HWB definitions was only positively associated with some facets of well-being. HWB-related intentions and their complexity emerged as more important for the experience of well-being than HWB definitions and their complexity. These studies highlight the importance of a multifaceted conceptualization of HWB when investigating how the pursuit of HWB is related to actual levels of well-being.

Education involving active engagement in the arts, herein called arts education, is often believed to foster the development of desirable personality traits and skills in children and adolescents. Yet the impact of arts education on personality development has rarely been systematically investigated. In the current article, we reviewed the literature on personality change through arts education. We identified 36 suitable experimental and quasi-experimental studies. Evidence from these studies tentatively suggests that arts-education programs can foster personality traits such as extraversion and conscientiousness but not self-esteem. In addition, the effects of arts education appeared to be stronger in early and middle childhood than in preadolescence and early adolescence. However, the evidence for the effectiveness of arts education was very limited among the few included true experiments. Furthermore, the reviewed studies were heterogenous and subject to content-related, methodological, and statistical limitations. Thus, the current evidence base is inconclusive as to the effects of arts education on personality development. By identifying potential effects of arts education and limitations of past research, our review serves as a call for more research and guidepost for future studies on arts education and personality change.

Objective: Throughout their lives, people experience different relationship events, such as beginning or dissolving a romantic relationship. Personality traits predict the occurrence of such relationship events (i.e., selection effects), and relationship events predict changes in personality traits (i.e., socialization effects), summarized as personality-relationship transactions. So far, evidence was partly inconsistent as to how personality traits and relationship events are linked with each other. In this article, we argue that unnoticed age differences might have led to these inconsistencies. To systematically test for age differences in transactions, we conceptualize relationship events in terms of gains and losses and apply a developmental perspective on transactions. Methods: Using longitudinal data from three nationally representative samples (SOEP, HILDA, Understanding Society), we computed event-focused latent growth models and summarized the results meta-analytically. Results: The findings indicated some transactions. Of these, selection effects were stronger than socialization effects, and effects of gain-based events were stronger than effects of loss-based events. We observed few interactions with age. Conclusion: Selection effects and, particularly, socialization effects, tend to be rare and fairly independent of age. We discuss a series of broader and narrower factors that may have an impact on the strength of transactions across adulthood.

Die Studie beschäftigt sich mit den psychosozialen Belastungen von Eltern, Kindern und Jugendlichen während der Lockdown-Phasen in Deutschland seit Beginn der Corona-Pandemie. Der Fokus liegt hierbei auf den Auswirkungen der Kontaktbeschränkungen und Schulschließungen auf den mentalen und psychischen Gesundheitszustand. Vor allem für Kinder und Jugendliche sind in dieser Zeit viele alltagssichernde Strukturen weggebrochen, welche langfristige Konsequenzen für ihr persönliches Wohlbefinden und ihre Entwicklung nach sich ziehen könnten. Die zugrundeliegenden Daten sind zum einen Metadaten, welche den aktuellen Forschungsstand zu diesem Thema wiedergeben. Zudem erfolgen auch eigene Analysen mit längsschnittlichen und repräsentativen Daten des deutschen Beziehungs- und Familienpanels pairfam und deren COVID-19-Zusatzbefragung. Diese Befunde dienen dazu einen Überblick über die Lage von Eltern, Kindern und Jugendlichen zu geben, um letztlich adäquate politische und gesellschaftliche Maßnahmen und Handlungsempfehlungen ableiten zu können.

Sport-for-social-change programs focusing on enhancing young people’s personal and social development emerged in the early to mid-2000s. Children and adolescents who participated in early programs are now adults, providing an opportunity to examine whether these programs have had any influence on their life trajectories. The Football United program has been operating in Sydney, Australia, since 2006 and is used as a case study in this article. This qualitative study draws on 20 interviews conducted in 2018 with a diverse sample of past participants of the program. Key findings were that participants perceived that the relationships they formed at Football United have had a substantial impact on their life trajectories, including influencing education and career decisions. These relationships were found to increase participants’ social capital, creating diverse connections with people and institutions within and external to their geographical communities. This study also found participants embraced a long-term commitment to ‘give back’ to their local geographical, cultural, and ethnic communities, which they attributed to their participation in the program.

This longitudinal study investigated patterns of developmental problems across depression, aggression, and academic achievement during adolescence, using two measurement points two years apart (N=1,665; age T1: M = 13.14; female = 49.6 percent). Latent Profile Analyses and Latent Transition Analyses yielded four main findings: A three-type solution provided the best fit to the data: an asymptomatic type (i.e., low problem scores in all three domains), a depressed type (i.e., high scores in depression), an aggressive type (i.e., high scores in aggression). Profile types were invariant over the two data waves but differed between girls and boys, revealing gender-specific patterns of comorbidity. Stabilities over time were high for the asymptomatic type and for types that represented problems in one domain, but moderate for comorbid types. Differences in demographic variables (i.e., age, socio-economic status) and individual characteristics (i.e., self-esteem, dysfunctional cognitions, cognitive capabilities) predicted profile type memberships and longitudinal transitions between types. (DIPF/Orig.)

Michael Mays Text vervollständigt die durch den Workshop initiierten Beiträge. Er sucht einen Analyserahmen für verschiedene Formen eines Selbstkategorisierens zu entwickeln. Dabei setzt er sich kritisch mit den Konzepten von persönlicher und sozialer Identität auseinander, wie sie sowohl von Goffman als auch Theorien der Selbstkategorisierung in ihrem Verhältnis zueinander untersucht werden. Dem setzt er im Anschluss an Mead und Erkenntnisse mikroanalytischer Untersuchungen (frühkindlicher) Interaktionsprozesse eine Differenzierung unterschiedliche Formen der Repräsentation eines Selbst entgegen. Vor diesem Hintergrund formuliert er die Hypothese, dass ein Kategorisieren von sich selbst und anderen vor allem dann zum Tragen kommt, wenn eine Kooperation mit diesen sich als problematisch erweist. Im Anschluss an Lorenzers Unterscheidung verschiedener Interaktionsformen postuliert er weitere Prädispositionen im Hinblick auf ein (Selbst-)Kategorisieren und greift dabei Überlegungen Horkheimer/Adornos zu einem Ticket-Denken und Henri Lefebvres Begriff von gesellschaftlichen Repräsentationen auf.

The review paper aims at presenting a look at ways, forms and usefulness of cinematherapy in the education and therapy of people with disabilities and people with mental disorders. I will analyze the usefulness of cinematherapy in different areas of education and therapy. The study also briefly comments on the most significant features that describe cinematherapy. Subsequently, it will go on to benefits of using cinematherapy as a tool for personal development.

Politics in democracy and dictatorship is markedly different; democracy and dictatorship are also associated with distinct policy outcomes. Do political regimes also select different leaders, i.e., do democratic leaders have distinct personal backgrounds to those of their peers in dictatorships, do they tend to hold different prior careers and posts while climbing the “greasy pole” of politics? The aim of this paper is to introduce the new data on leaders’ careers in democracy and dictatorship and compare their personal background, experience in politics, careers and significant posts prior to their tenure, and details about their time in office, inter alia. In general, democratic leaders differ from nondemocratic ones in terms of their educational, social and career background. The paper also finds significant differences among leaders in different nondemocratic regimes, and suggests possible venues for further research.

Zusammenfassung Wie wird die Wirkung eines schulischen Tanzprojekts aus Sicht der Beteiligten wahrgenommen? Dieser Frage sind wir in diesem Beitrag nachgegangen. Wir befragten 79 Schulerinnen und Schuler aus acht Grundschulklassen, welche ein halbes bzw. ganzes Jahr im Zeitgenossischen Tanz unterrichtet wurden, deren acht Klassenlehrkrafte sowie die neun externen Tanzdozierenden. Mittels der induktiven Kategorienbildung nach Mayring konnten acht Wirkungen herausgearbeitet werden. Von diesen acht standen vier im Fokus aller drei Beteiligtengruppen, die trotz unterschiedlicher Schwerpunktsetzung samtlich einen Zuwachs an Selbstbewusstsein, Tanzinteresse, Offenheit und Korperbewusstsein als besonders wichtig erachteten. Auf die anderen vier Wirkungen, Durchhaltevermogen, Ausgeglichenheit, Konzentrationsfahigkeit und Lernfreude kamen nur die Schulerinnen und Schuler sowie deren Klassenlehrkrafte zu sprechen. Die gewonnenen Kategorien konnen zukunftig auch fur quantitative Evaluationsstudien zu Projekten Kultureller Bildung genutzt werden. Schlagworter: schulisches Tanzprojekt, Interviewstudie, induktive Kategorienbildung, wahrgenommene Wirkungen ----- Effects of a school dance project to support holistic development of children and adolescents. An interview study from the viewpoint of the participating students, class teachers and dance lecturers Abstract In this paper, we investigate how a school based dance project was perceived with respect to its effects by the participating students and their teachers. Students from eight elementary school classes were instructed in contemporary dance over the course of half a school year or an entire school year. We interviewed 79 of the students, their eight class teachers and the nine external dance lecturers. By means of inductive category formation according to Mayring, eight categories of effects were identified. Selfconfidence, interest in dancing, openness and body awareness were addressed by all stakeholder groups, however, they differed in the importance they attributed to them. Perseverance, balance, ability to concentrate and joy to learn were mentioned by the students and their class teachers only. The categories identified in this research can also be used in future quantitative surveys evaluating the effectiveness of projects of cultural education. Keywords: school dance project, interview study, inductive category formation, perceived effectsy ----- Bibliographie: Becker, Judith/Troschke, Hagen/Hannover, Bettina: Wirkung eines schulischen Tanzprojekts zur Forderung einer ganzheitlichen Entwicklung von Kindern und Jugendlichen. Eine Interviewstudie zur Sicht der teilnehmenden Schulerinnen und Schuler, Klassenlehrkrafte und Tanzdozierenden, Diskurs Kindheits- und Jugendforschung, 2-2018, S. 159-177. https://doi.org/10.3224/diskurs.v13i2.03

Previous research found that cognitive training increases the Big Five personality trait openness to experience during and some weeks after the intervention. The present study investigated whether long-term changes happen in openness to experience and other personality traits after an extensive cognitive training of memory and perceptual speed. Method: Intervention group consisted of 204 adults (20-31 years and 65-80 years, 50% female), who received daily one-hour cognitive training sessions for about 100 days. The control group consisted of 86 adults (21-29 years and 65-82 years, 51% female), who received no cognitive training. All participants answered the NEO Five-Factor Inventory before and two years after the cognitive training. Latent change models were applied that controlled for age group (young vs. old) and gender. In the long-run the cognitive training did not affect changes in any facet of openness to experience. This was true for young and old participants as well as for men and women. Instead, the cognitive training lowered the general increase of conscientiousness. Conclusion: Even an extensive cognitive training on memory and perceptual speed does not serve as a sufficient intervention for enduring changes in openness to experiences or one of its facets. (DIPF/Orig.)

The reader is presented with 20 case examples, so-called Critical Incidents (CIs), which explain how to ensure a smooth encounter between Germany and Russia. The CIs promote empathy and the ability to switch perspectives. At the same time, they allow for new viewpoints in the context of German-Russian interactions. The publication addresses topics such as hospitality and welcoming culture, the expression of frustration and criticism, action processes, professional collaboration, external image, linguistic exchange, and approaches to overcome language barriers. Each of the 20 case examples from everyday life, school, and university are described by means of questions and possible solutions, which participants in language courses and exchange programmes as well as employees of international organisations can use to prepare themselves for short or long-term stays in Germany or Russia. An 20 Fallbeispielen, sogenannten Critical Incidents (CIs), zeigen die Autorinnen, wie Stolpersteine in deutsch-russischen Begegnungen überwunden werden können. Die CIs fördern Empathie, die Fähigkeit zum Perspektivwechsel und führen zu neuen Sichtweisen in deutsch-russischen Kontakten. Thematisiert werden Fragen der Gastfreundschaft und Willkommenskultur, des Ausdrucks von Ärger und Kritik, Handlungsabläufe, die Zusammenarbeit im Beruf, Fremdbilder, sprachliches Verstehen und der Umgang mit Sprachhürden. Zu jedem der 20 Fälle aus Alltag, Schule und Hochschule werden Fragen und Lösungsmuster dargestellt, mit denen sich Teilnehmende von Sprachkursen und Austauschprogrammen sowie Beschäftigte internationaler Organisationen auf kurze oder längere Aufenthalte in Deutschland und Russland vorbereiten können.

In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we present which experiences mostly shape these beliefs. The same group of students (N = 59) completed the same questionnaire at the beginning of their first year and then at the end of their postgraduate studies. At both measurements, the students stated that the pupils themselves are the most responsible for their academic achievement (approximately 33%). At the beginning of the study, the students mostly showed idealised beliefs regarding what makes a good teacher, such as he/she is self-controlled and calm in all situations; he/she likes all children equally, etc. At the end, the results showed a reshaping of most idealised beliefs about what makes good teachers towards more realistic ones. Regarding the developmental characteristics of children, at the beginning and at the end of their studies the students had similar beliefs that heredity and environment contribute to an individual’s development. At the end of their studies, the students are significantly less convinced that experience from an early age decisively influences their further development, that there are no major differences in cognitive abilities of pupils of the same class, that a child who knows a lot of information is clever, and that school is not a place for the expression of emotions. According to the students, direct experiences in the classroom have the most significant influence on the beliefs among all the factors that we have examined in the study.

Humanism has never been able to establish a firm place in technical education, which remains predominantly pragmatist in response to industry needs, certification requirements and educational standardisation. However, after a period of decline, humanism has made somewhat of a comeback as part of the movement toward student-centred education. Research conducted at a technical college showed that although humanistic elements are largely absent from educational practice in post-secondary technical education, they are not detrimental to the achievement of stated educational objectives. This research indicated that including humanistic elements in educational practice will enable instructors to be more effective in helping students to develop skills in relation to team work, problem-solving, systems improvement, lifelong learning and other areas that are becoming increasingly necessary for success in the workplace. The specific recommendations from this research include a constructivist approach with a focus on contextual teaching and learning using situated cognition, cognitive apprenticeships, anchored instruction and authentic assessment. At the same time, some suggestions for improving professional development for teachers by using a Gestalt approach along with self-study in the context of learning communities have been discussed.

This paper develops a historical social psychology that can be used to understand young children's social development. It compares the theoretical frameworks of three of the most important relational thinkers in the 20th century - Norbert Elias, Pierre Bourdieu, and Erich Fromm - to shed light on their attempts to integrate the insights of psychoanalysis into their sociological perspectives. I begin by exploring Bourdieu's "uneasy" relationship with psychoanalysis, arguing that this has led to a less than successful quest by his followers for bridging concepts that can further develop the concept of social habitus. Fromm, one of the foremost but relatively neglected psychoanalysts of his generation, developed a relational psychoanalysis to explain the social relatedness of individuals in society. However, although his key concept of social character is a bold attempt to make sense of the historical forces that shape our individual and collective lives, it is still too heavily tied to the influence of economic structures in society. I argue that Elias is a more consistent, relational sociologist, able to develop highly nuanced concepts that can fully explain the social habitus of young children, focusing on his concept of "love and learning relationships" to explain how they grow up in society.

Zusammenfassung Gruppen bilden in sozialwissenschaftlichen Analysen den Kontext der langsschnittlichen Beobachtung gesellschaftlicher bzw. kollektiver Entwicklungsverlaufe. Im Umfeld erziehungswissenschaftlicher Studien erscheint die Gruppe vor allem als Zugang zu Lern-, Bildungs- und Sozialisationsprozessen interessant. Mit ihrer langsschnittlichen Untersuchung verbunden sind eine Reihe von methodologischen und methodischen Problemen. Diese ergeben sich daraus dass z.B. der Gegenstand ‚Gruppe‘ theoretisch unterschiedlich gefasst wird und unterschiedliche Phanomene den Ausgangspunkt langsschnittlicher Samplebildung bilden konnen. Im Folgenden wird eine methodische Herangehensweise gewahlt, in der Individuen den Ausgngspunkt eines langsschnittlichen Gruppen-Samples bilden. Am Beispiel einer Untersuchung an der Schnittstelle von Schul- und Jugendforschung thematisiert der vorliegende Beitrag die damit verbundenen Erkenntnisse und forschungspraktischen Herausforderungen mit Fokussierung auf das Problem personeller Diskontinuitaten in Untersuchungsgruppen bei Langsschnittanalysen zum Jugendalter. Schlagworte: Langsschnittstudien, Jugendforschung, Gruppen, Peers, Erziehungswissenschaft ----- Abstract Longitudinal research on social groups is directed to the analysis of societal as well as individual developments. For the field of educational science groups are investigated to identify the importance of diverse settings for processes of learning, education and socialization. Thereby, several methodological questions are connected to the longitudinal research on groups, i.e. related to underlaying theoretical assumptions, to the principles of sample construction in longitudinal investitations or to the understanding and explanation of observed developments. Those questions lie in the scope of this paper, which is focussing particularily to the the problem of personal discontinuities in peergroups to be faced in longitudinal studies on youth. Keywords: longitudinal studies, youth research, group studies, peer-groups, educational science ----- Bibliographie: Zschach, Maren/Pfaff, Nicolle: Methodische Strategien der rekonstruktiven Untersuchung von Gruppen in personenbezogenen Langsschnitten, ZQF, 1-2013, S. 87-103. https://doi.org/10.3224/zqf.v14i1.15454

Familienmitglieder repräsentieren füreinander jeweils gegenseitig den sozialen Kontext, innerhalb dessen sich familiales Handeln und individuelle Persönlichkeitsentwicklung abspielen.Soziale Einflüsse in Familien äußern sich empirisch in einer überzufälligen Ähnlichkeitder Familienmitglieder hinsichtlich einer großen Bandbreite von Merkmalen. Der vorliegendeBeitrag fokussiert auf die intrafamiliale Homogenisierung hinsichtlich Religiosität, wobei ineinem empirischen Datenbeispiel horizontale Paar-Angleichungsprozesse sowie vertikale intergenerationale Transmissionsprozesse untersucht werden. Neben dem Befund, dass Sozialisationserfahrungen im Elternhaus bedeutsamer sind als spätere Partnereinflüsse, zeigen die Analysen, dass soziale Kontexteffekte umso stärker ausfallen, je größer die Kohäsion in derjeweiligen Interaktionsdyade ist; hier operationalisiert über die Beziehungsqualität., Family members create for each other the social context in which family behavior and personality development take place. The importance of social influence in families is evidenced empirically by family members’ great similarity on a wide variety of characteristics. Focusing onintrafamily convergence on religiosity, the study discuses empirical methods of dyadic analysisand illustrates their use with an analysis of horizontal intracouple alignment and vertical intergenerational transmission. In addition to the finding that experiences during religious socialization in the parental home have a stronger impact than partner influences in adulthood,the analyses show that social context effects are stronger when the interaction dyad is morecohesive, as measured by, for example, relationship quality., Duisburger Beiträge zur soziologieschen Forschung - DBsF, Duisburger Beiträge zur soziologischen Forschung - DBsF

This article is derived from research, carried out in a rehabilitation facility for adolescents who have infringed the Colombian criminal law. Material is processed through a hermeneutic approach from the theoretical contributions of the relational psychotherapy. It was found that the modes of being-doing-feel that these young have in relation to the world, to themselves, and to others, are sustained by a relational fabric that revolves around the devaluation, inequality, and dependence, these issues related to insecurities leaving these adolescents with precarious resources to meet the needs of their new evolutionary time. Este artículo derivada de investigación, realizada en una institución de resocialización para adolescentes que han infringido la ley penal Colombiana. Material es procesado mediante un enfoque hermenéutico a partir de los aportes teóricos de las psicoterapias relacionales. Se encontró que los modos de ser-hacer-sentir que éstos jóvenes tienen en relación al mundo, a sí mismos y a los otros, están sostenidos por una tejido relacional que gira en torno a la devaluación, la desigualdad y la dependencia, aspectos relacionados con inseguridades vinculares que dejan a éstos adolescentes con precarios recursos para enfrentar las demandas de su nuevo momento evolutivo.

Deformation and destruction of the personality arise in her life's journey under the influence of personally significant for her crisis situations. The non-adaptive mental mechanisms dis-tort reality, lead to emotional disorders and social disadaptation of the personality and be-come the driving force of its deformation. The definition of a personal psychological boundaries in the inner and outer worlds and the individual cognitive styles of information processing are implemented in their asymmetric synergistic determinism. Deformation of the individual, violation of psychological boundaries and the non-adaptive mental mecha-nisms are mutually determined. Деформации и деструкции личности возникают в ее жизненном пути под влиянием личностно значимых для нее кризисных ситуаций. Дзадаптивные ментальные механизмы искажают реальность, приводят к появлению эмоциональных расстройств и социальной дезадаптации личности и становятся движущей силой ее деформаций. Определение личностью собственных психологических границ во внутреннем и внешнем мирах и индивидуальные когнитивные стили переработки информации реализуются в их асимметричном синергетическом детерминизме. Деформации личности, дисфункции психологических границ и дезадаптивные ментальные механизмы взаимно детерминированы.

Summary Mentalisation and Affect Regulation - How the Infantile Self Develops The text comprises the different elements of the psychoanalytic mentalization theory of Peter Fonagy et al. and tries to explain them. Part of this theory are above all the affect mirroring as well as the affect reciprocity theory and the two modes of the “as if ” character and the psychic equivalence (playing with reality). You can find clear examples for each of these theoretical components. Moreover there are many correlations to other authors and their respective development theories: that is to Wilfred Bion, Donald Winnicott and John Bowlby. The text is based above all on Martin Dornes’ approaches on this topic (2004, 2006).

Untersucht wurde, ob sich das frühkindliche Temperament von Kindern von postpartal depressiven Mütter und nicht depressiven Mütter unterscheidet. Das frühkindliche Temperament wurde auf zwei verschiedenen Dimensionen erfasst: Zum einen wurde die Cortisolkonzentration im Speichel der Kinder bestimmt. Die Speichelproben wurden an drei aufeinander folgenden Tagen gewonnen, um eine Baseline zu erhalten, sowie vor und nach einer Mutter-Kind-Interaktion, welche durch eine Still-Face-Phase unterbrochen wurde. Zum anderen wurde das frühkindliche Temperament mittels des "Infant Behavior Questionnaire" (IBQ) erhoben. Es zeigten sich nach der Mutter-Kind-Interaktion bei den Kindern der depressiven Mütter signifikant geringere Speichelcortisolkonzentrationen. Im IBQ ergaben sich bei den Kindern der depressiven Mütter signifikant höhere Werte auf den Skalen "Unbehagen bei Einschränkung" und "motorische Aktivität". Die signifikant geringere Speichelcortisolkonzentration der Kinder der depressiven Mütter nach der Mutter-Kind-Interaktion könnte Ausdruck dafür sein, dass diese Kinder die mangelnde Responsivität ihrer Mütter während der Still-Face-Phase bereits gewohnt sind. Insgesamt wird aufgrund der Ergebnisse angenommen, dass die postpartale Depression sich negativ auf die Entwicklung der Kinder auswirkt und frühzeitige Interventionen sinnvoll wären, um dem Auftreten pathologischer Verhaltenscharakteristika bei den Kindern und schwierigen Mutter-Kind-Beziehungen vorzubeugen.

Die Psychotherapie von jugendlichen Patienten steht angesichts der spezifischen Entwicklungsbedingungen der Jugendlichen wie mangelnder selbstreflexiver Fahigkeiten oder eingeschrankter Moglichkeiten, sich in Worten mitzuteilen, vor besonderen Problemen. Bei Jugendlichen mit strukturellen Storungen wie Borderline(entwicklungs)storungen potenzieren sich diese Probleme noch. Die Patienten wiederholen ihre negativen und oft traumatischen Beziehungserfahrungen sowohl in ihrem alltaglichen Lebensumfeld als auch in der Therapie. Die therapeutische Arbeit an den Beziehungsverstrickungen mundet leicht in maligne Wiederholungen. Hier bietet sich die psychoanalytisch-interaktionelle Methode (PiM) als Therapieform an, bei der der Therapeut dem Patienten als eine andere, entwicklungsforderliche Person gegenubertritt und in der therapeutischen Beziehung auf strukturellen Aufbau eingestellt ist. Die psychoanalytisch-interaktionelle Methode tragt den alterstypischen Bedingungen eingeschrankter Mentalisierung Rechnung, vor allem aber auch der Problematik struktureller Storungen in der Adoleszenz. Am Beispiel von Behandlungssequenzen aus der Therapie einer jugendlichen Patientin mit einer Borderline(entwicklungs)storung wird das Vorgehen dargestellt. Schlagworter Adoleszenz – strukturelle Storungen – Mentalisierungsstorung – psychoanalytisch-interaktionelle Psychotherapie Due to specific developmental conditions of adolescence like deficient self reflective capacities or reduced potential to articulate, the psychotherapy of adolescents is faced with special problems. In adolescents with severe Ego-structural disorders like Borderline (Development) Disorders these problems are increased exponentially. Patients replicate their negative and often traumatic relational experiences in everyday life as well as in therapy. The therapeutic treatment of relational entanglements often results in malignant repetitions. Here the Psychoanalytic-interactional Method (PiM) is suitable as intervention where the therapist approaches the patient as a person who influences the development positively and strives for Ego-structural advancement within the therapeutic relation. The Psychoanalytic-interactional Method allows for the adolescence-specific conditions of limited mentalization and particulary for the problem of Ego-structural disorders in adolescence. The method is demonstrated by treatment sequences of the therapy of a juvenile female patient with Borderline (Development) Disorder. Keywords adolescence – ego-structural disorders – mentalisation disorder – Psychoanalytic-Interactional Psychotherapy

Objective: To test whether the onset of functional ability decline in early old age is related to change in speed of cognitive processing and personality characteristics. Method: Among 500 randomly sampled participants, the 230 cases that did not show impairment in functional ability were selected. Mean age at Time 1 was 62.4 years. For this subsample, the emergence of functional ability decline was tracked across a 12-year observation period. Results: The emergence of functional ability decline was related to change in speed of cognitive processing. Decline in functional ability was also related to increased neuroticism and external control, whereas this was not the case regarding extraversion and internal control. Discussion: Cognitive processing speed was shown to be a predictor of functional disability decline; in addition, the results provided initial evidence that functional ability decline in the early aging phase could be accompanied by changes in personality, particularly neuroticism and external control.

The article is devoted to the theoretical analysis of the general laws and age-related characteristics of self-development. It describes such general patterns of self-development as an increase of subjectivity, focus and qualitative features, unevenness and individual charac-ter, recurrence and stadiality. The author characterized some parameters of self-development such as the level of subjectivity, the specificity of identity and self-knowledge, the presence or absence of a subject position, the type of social activity, the prevalence of a certain form of self-development (self-assertion, self-improvement, self-actualization, self-realization).

"This article uses Mahler and Pessar's (2001, 2006) model of 'geography of power' to interrogate how the general dynamic of Chinese student migration generates a variety of experiences at the individual level. Each Chinese student-migrant embarks on their journey from a different position vis-à-vis the flows and interconnections of the international education market. Some of them set out to achieve concrete goals, while others are motivated by a more intangible mission to become cosmopolitan subjects. As they move around, their shifting position in the hierarchies of nationality, class, gender, and generation influences their decision-making and their experiences. These power systems function simultaneously on multiple geographical scales, exemplified by the contradictory ways gender operates in the family, education, work, and marriage. To further develop the connection this model makes between personal characteristics, cognitive processes, and various power systems, I draw attention to the politics of ordinary affects." (author's abstract)

CEPS Journal 5 (2015) 3, S. 111-128, The present article focuses particularly on the role and significance of the arts in the process of primary schooling in Tagore’s school. He defined education as that which is one with life, and he believed that only education can give us real freedom. It is therefore essential that in the process of education we achieve the all-round development of the individual for harmonious adjustment to reality. The arts should be an essential part of life and of education, as it is only through the arts that it is possible to express one’s experience and recognition of the harmonious connection between the universe, the individual reality and immortality, in addition to their being a source of pleasure. Only the arts (and nature as a teacher) enable the development of the entire personality, as well as the perception of reality and truth. Tagore thus understands the role of the arts in the life of the individual as a key factor in the formation of his/her personality, contributing to humanity. (DIPF/Orig.)

Erfolgreiches Lernen und Schulerfolg hängen nicht allein vom Erwerb akademischer Fähigkeiten ab. Ebenso relevant sind nonkognitive Faktoren, wie z. B. Selbstbilder, Selbstkontrolle, Lern- und Arbeitshaltungen. Solche Eigenschaften fehlen oftmals Kindern mit Lernproblemen, nicht zuletzt auch denen, die unter schwierigen sozialen Lebensverhältnissen aufwachsen. Diesen Kindern hilft es, wenn sie in ihrer Persönlichkeit gestärkt werden und auf eigene personale Ressourcen zurückgreifen können. In dem Beitrag soll ein Forschungsüberblick zu ausgewählten nonkognitiven Faktoren des Lernens gegeben werden und vor diesem Hintergrund didaktische und methodische Folgerungen für einen adaptiven Unterricht aufgezeigt werden.

Der Beitrag entfaltet die Veränderung des Begriffs der Persönlichkeitsbildung und stellt seine Bedeutung für die Bildungsarbeit von jungen Erwachsenen im Kontext berufl icher Bildung dar. Daran anschließend wird ein Verständnis von Persönlichkeitsbildung als emotionaler und sozialer Prozess vorgestellt und erläutert. Zuletzt werden Konsequenzen für die Bildungsarbeit deutlich gemacht.

Seit gut 200 Jahren steht Persönlichkeit - d. h. vernunft- und verantwortungsgeleiteter Mensch, seine Würde ausdrückend - im Zentrum deutschen Bildungsdenkens. Doch Wörterbücher zur Erwachsenenbildung (EB) verzeichnen 'Persönlichkeitsbildung' kaum als Stichwort. Grund dieser Zurückhaltung ist ein Verständnis von Erwachsenen als per se 'reife' Personen, die doch zumindest ihr persönliches Leben ohne Bildungsangebote gestalten können. Hinzu kommen die historischen Erfahrungen aus dem Nationalsozialismus, die das 'humanistische Denkmodell einer Persönlichkeitsbildung als höchster Form der Menschenbildung' (A. Lipsmeier, 1986) infrage stellen.

Welche Bedeutung hat spirituelle Persönlichkeitsbildung für ein glückliches und gelungenes Leben und welchen Mehrwert erhält eine erlebnispädagogische Erwachsenenbildung, wenn es ihr gelingt, die Geistigkeit des Menschen zu berühren?

CEPS Journal 3 (2013) 2, S. 135-155, The notion of authority is common in the literature on parent-child relationships. However, the notion of ‘parental authority’ remains largely unspecified. The present article first critically reviews conceptualisations of parental authority in selected developmental-psychological approaches. We find the absence of an explicit and integrated theoretical and empirical conceptualisation of parental authority, as well as a certain lack of consistency in the application of the concept. Against the background of this review, we suggest initial steps towards a concept of parental authority as relational, dynamic and co-constituted in the sense of a joint product and outcome of family relationships. (DIPF/Orig.)

"Alle PatientInnen des Jahres 2011 einer norddeutschen psychosomatischen Klinik wurden hinsichtlich ihrer Ausprägung auf der PSSISkala 'Kritischer Stil/ negativistische Persönlichkeitsstörung' in hoch (t-Werte 71–80) vs. niedrig (t-Werte 20–40) und nach Geschlecht voneinander unterschieden. Es wurde angenommen, dass negativistische Männer ihre Persönlichkeitsstruktur unter anderem über traditionelle Männlichkeitskonzepte erworben haben, und zwar in der Form, dass sie affektive Regungen nach negativ-bedrohlichen Reizen eher unterdrücken und mit diesem Verhaltensmuster bei der Lebensbewältigung mehr und mehr gescheitert sind, bis hin zur Entwicklung einer klinischen Symptomatik. Bei der Aufnahme in die Klinik wird dieses Muster dann erneut aktiviert, sodass diese Männer im Vergleich zu hoch negativistischen Frauen reduzierte Angaben der Symptomausprägung (SCL-90) dokumentieren. Mehrere signifikante ANOVAS bestätigten diese Annahme. In der Korrelation der SCL-90-Skalen zu anderen Persönlichkeitsstilen des PSSI konnte dargestellt werden, dass im Vergleich zu hoch negativistischen Frauen die in der Sozialisation verdrängten negativbedrohlichen Inhalte auf den Skalen des depressiven Stils und des selbstunsicheren Stils zum Ausdruck kommen. Dies unterstützt die These, dass diese Männer frühzeitig gelernt haben, traditionell männlichen Verhaltensnormen zu entsprechen und selbstunsichere bzw. depressive Erlebensinhalte zu unterdrücken." (Autorenreferat) "All the patients in a psychosomatic hospital in northern Germany, having received psychotherapeutic treatment in 2011, were examined as to their scores on the PSSI scale 'Critical personality style/ negativistic personality disorder'. Based on their t-values they were labelled 'low' (20–40) or 'high' (71–80) and grouped according to gender. High negativistic male subjects were hypothesized to have acquired many aspects of their personality structure from traditional masculinity concepts, leading them to tend to suppress affective impulses after exposure to negative or threatening stimuli. The development of clinically relevant symptoms was thus derived from the experience of increasing failure of this affective pattern of behaviour in social situations. At the point of entry into hospital, high negativistic male patients re-activate that pattern and we expected them to score significantly lower than high negativistic women on the SCL-90 symptom index. Several significant 2x2 ANOVAs supported this hypothesis. Personality measures (PSSI) and SCL- 90 score correlates showed, in comparison to high negativistic female individuals, a preference for the negative and threatening contents of the symptom index to be expressed on the Depressive and Self-Critical personality style, thus supporting the idea of early exposure to traditional male behavioural norms and their implementation in social situations." (author's abstract)

Die bisherige Einzelkind-Forschung hat sich vor allem damit beschäftigt, welchen Einfluss ein nicht-geschwisterliches Aufwachsen auf die kindliche Persönlichkeitsentwicklung im Bereich der Sozialkompetenz (z.B. kooperatives Verhalten) und der kognitiven Entwicklung hat. Kaum beforscht wurde hingegen der Einfluss der Einzelkind-Variable (Herkunftsfamilie) auf familiales Verhalten im Erwachsenenalter (Gründungsfamilie). Dabei stellen sich doch einige interessante Fragen für die Familienforschung: Was bedeutet die familiale Sozialisation als Einzelkind? Haben Einzelkinder andere Familienbiografien und Einstellungen zum Thema Familie als Personen, die mit Geschwistern aufgewachsen sind, z.B. was Partnerschaft, Kinderwunsch, Geschlechterrollen oder die Beziehung zu den eigenen Eltern angeht? Und wie hat sich die Zahl der Einzelkinder in den letzten Jahrzehnten eigentlich entwickelt? Diesen Fragen widmet sich eine neue ÖIF-Studie, deren Ergebnisse nun als Working Paper Nr. 79 vorliegen. Analysiert wurden Daten des Generations and Gender Survey (GGS) von insgesamt vier Ländern: Österreich, Frankreich, Norwegen und Russland.

Article is devoted to the analysis of factors and necessary conditions of formation of spiritually-moral world. Discusses adapting to the constitutive signs of spiritually-developed consciousness. Description of spiritually-moral situation of modernity and the origins of the fall of the spirit.

By the current state of research, it cannot be answered clearly how adolescents experience anticipatory grief and if and to which extent this process differs from anticipatory grief of adults. The present study will fill this gap by providing both a quantitative and a qualitative description of anticipatory grief processes. Therefore, 74 adolescents and young adults (11-21 years), whose parents have suffered from cancer, completed an adapted version of the "Trauerfragebogen" (Weiser u. Ochsmann, 2002). Additionally a subsample of n = 38 took part in a qualitative guided interview. Based on these interviews, 16 categories were formed, that were assigned to two types of stressors. Beside communication and prioritization of family, different symptoms of grief were the central category in the loss-oriented type, where fears of loss, compassion and concern were of crucial importance. Also categories of the restoration-oriented type were strongly present. Thus, it seems that young people generally manage to accept their new role in the stressful family situation and they have a series of coping mechanisms available to do so. This was also reflected in the quantitative data, were the subscale "Inner Strength" reached the highest value. In the counselling of adolescents with cancer-diseased parents, both loss-oriented and restoration-oriented processes should equally be recognized and encouraged.

The study of sex characteristics in characterological types distribution of pubertal and adolescent population showed that histeroid character traits (42,4 %) and psychastenic character traits (20,7 %) which form a character type or a mixture occur more often in a female sampling group; schizoid (28,8 %), epileptoid (44,7 %) and unstable character (15,2%) traits are common for a male sampling group. However epileptoid character traits manifestation in a population can be transient. In general, selected groups are mainly represented by epileptoid (39%), histeroid (34,7%) and schizoid (23,2%) character traits.

Adolescence is the most complicated period during the human being life. At that time, the physiological, social and emotional processes of maturation occur. Shortly speaking, the entire human personality is being formed. Moreover, in that period a young person is prone to all kinds of influences, especially the peer group. To impress and win its recognition sometimes they intend to hurt other students physically and mentally - it is bullying. Experiencing this phenomenon in the school demonstrates the growing discomfort of the young generation. Analysis of the school reality allows looking closer at the connections existing between the crisis of adolescence and youth in this form of violence. In Western literature, this phenomenon is often associated with the term "disagio" psycho-physical condition closely related to the crisis of the adolescence period. Reasons of this state should be traced, for example in the deprivation of access to culture, socio-economic marginalization, and family and interpersonal problems. All of it makes it impossible or difficult to meet important needs for the individual that may determine the development of chronic disagio and deviant behavior, even in school.

In article it is a question of importance of components of that environment where the person develops and receives the first social experiences which should it help to be defined in life in all positive senses and to become the worthy citizen of the country, to be able to resist to negative calls of environment. In this connection it is offered, as one of ways, the secular education, which purpose development of civil and spiritual consciousness of the person in teaching and educational process.

This article is based on a longitudinal study of relations between biographical conditions and the personality development of 21 young workers ranging from 23 to 30 years of age who had passed through an apprenticeship in large plants of the metal industry in West Berlin. The biographical analyses focused mainly on occupational conditions; the personality analyses, on such socio-cognitive variables as patterns of control awareness and structures of moral judgement. A review of the relevant literature led to the hypothesis that seven social conditions in particular promote development. Data on these conditions were collected continually through in-depth interviews of the workers, observations of their work and information from their superiors, personnel managers and works councils. Data on moral judgement were collected at the beginning and end of the study by confronting the workers with five real-life dilemmas in a semi-structured interview. Before the second series of “moral interviews”, predictions of the individual moral levels of all subjects were derived from their former reasoning and their intermediate biographical experiences. The responses of the interviewees confirmed nearly all the predictions. Occupational experiences appeared to have contributed considerably to moral development in most respondents.

Die vorliegende Studie setzt sich empirisch mit der Frage auseinander, welche Rolle soziale Beziehungen zu Eltern und Lehrpersonen für die Lern- und Leistungsmotivation von Kindern und Jugendlichen spielen. Im Zentrum steht insbesondere die Frage nach der längerfristigen Entwicklung der Leistungsmotivation über 20 Jahre hinweg, mitbestimmt durch die im Jugendalter vorherrschende soziale Bindung an die Bezugspersonen und die Leistungsmotivation der Jugendlichen selbst.

"Der Text kann einerseits als Positionsbestimmung in Hinblick auf Theorien zum Ekel gelesen werden. Ekel wird als für die Subjektwerdung in der frühen Kindheit notwendiges, gelerntes Verhaltensmuster beschrieben. Dieses wird zu einem Gefühl und im Verlauf der Persönlichkeitsentwicklung durch den Einfluss von Moral und Ästhetik weiter geprägt. Andererseits wird gezeigt, dass Analogien zwischen durch den Ekel ausgeschlossenen Triebregungen und Reaktionen auf Objekte der Lebensumwelt bestehen. 'Natürliche' Eigenschaften des Selbst finden sich dabei in der 'Natur' - z. B. als solche von Wildnis - wieder. Der Ausschluss durch das Verbot (Bataille) ist allerdings einer, der von einer Erfahrung des Verbotenen in der Überschreitung nicht zu trennen ist. Es wird dargestellt, dass gerade das Negative des Ekels auch positive Erfahrungen von Innen- und Außenwelt ermöglichen kann." (Autorenreferat) "This text can on the one side be read as a determination of position concerning theories on disgust. Disgust is here described as a behavioural pattern necessarily learnt in the development of the subject in early childhood. It becomes a feeling which is additionally shaped by the influence of morals and aesthetics in the sequel of self-development. On the other hand, it is shown that there are analogies between the exclusion of drive impulses via disgust and reactions to objects in the environment. 'Natural' properties of the self can thus be retrieved in 'nature', e. g. as such of wilderness. Still, the exclusion by means of prohibition (Bataille) is one that cannot be separated from an experience of the prohibited via transgression. It is here depicted that it is just the negative connotation of disgust which can also allow for a positive experience of inner and outside world." (author's abstract)

"Der gegenwärtige ökonomische Abschwung in den USA und auf der ganzen Welt hat wieder die Aufmerksamkeit auf die Prozesse gelenkt, durch die Familien und Kinder durch ökonomische Härten belastet sind. Diese Studie betrachtet die Reaktionen auf ökonomische Härten in einer Stichprobe von Erwachsenen, die zum ersten Mal vor 20 Jahren befragt wurden, als sie noch Jugendliche waren. Insgesamt 271 der ursprünglichen G2 Jugendlichen (Durchschnittsalter M = 25.6 Jahre) nahmen an dieser Studie zusammen mit ihren kleinen Kindern (G3, Durchschnittsalter M = 2.31 Jahre zum ersten Erhebungszeitpunkt) und, in 81% der Fälle, zusammen mit dem anderen Elternteil des Kindes. Die Datenanalysen folgten einem interaktionistischen Modell und gingen davon aus, dass positive Persönlichkeitseigenschaften im Jugendalter der G2 weniger ökonomische Belastungen im Erwachsenenalter vorhersagen würden. Gleichzeitig wurde erwartet, dass diese positiven Persönlichkeitseigenschaften die negativen Familienprozesse aufhalten würden, die eine kompetente Entwicklung in G3 wahrscheinlich behindern. Die Befunde waren mit dem Selektionsaspekt im interaktionistischen Modell konsistent. Das Model sagte darüber hinaus vorher, dass ökonomischen Belastungen und andere familienbezogene Stressprozesse die Entwicklung von G3 über die frühere G2 Persönlichkeit beeinflussten. Der Sozialisationsaspekt im interaktionistischen Modell erhielt also auch Unterstützung. Die Befunde sprechen dafür, dass die Beziehung zwischen den ökonomischen Bedingungen und der Entwicklung von Kindern einen dynamischen Prozess aus Selektion und Sozialisation darstellt, der über Zeit und über Generationen zum Tragen kommt." (Autorenreferat) "The current economic downturn in the U.S. and around the world has refocused attention on the processes through which families and children are affected by economic hardship. This study examines the response to economic pressure of a cohort of youth first studied 20 years ago as adolescents and now grown to adulthood. A total of 271 of the original G2 adolescents (M age = 25.6 years) participated in the study with their young child (G3, M age = 2.31 years at the first time of assessment) and the child's other parent in 81% of the cases. Data analyses were guided by the interactionist model which proposed that positive G2 personality attributes during adolescence would predict lower economic pressure during adulthood and would diminish the negative family processes related to economic pressure expected to disrupt competent G3 development. The findings were consistent with this social selection aspect of the interactionist model. The model also predicted that economic pressure and other aspects of the related family stress process would affect G3 development net of earlier G2 personality. This social causation aspect of the interactionist model also received support. The findings suggest that the relationship between economic conditions and child development reflect a dynamic process of selection and causation that plays out over time and generations." (author's abstract)

"What is involved, in practice, coming to a judgement? The Norwegian family therapist, Tom Andersen, characterized himself as “a wanderer and worrier,” he was constantly reflecting on his ways of ‘going on’, on his own practice, to further develop and refine them. Each new way came to him, he said, on reaching a ‘crossroads’, a point when he felt unable to continue any longer in the same way. But once he stopped doing what he had come to see as ethically wrong, he found, he said, that the “alternatives popped up almost by themselves” (Anderson/Jensen, 2007: 159). What I want to discuss is the fact that, while we can say that we can quite self-consciously and deliberately decide not to do something (perhaps never again) at a particular moment, in a new and particular situation we cannot be said to decide at any particular instant in time, positively what to do. New ways of acting cannot be planned; they have to emerge. As Lehrer (2009) suggests, coming to act in a way that seems to be for the best in a particular situation is not something we can decide upon simply within ourselves – judgmental work, in which we go out bodily, to relate ourselves imaginatively and feelingfully to various aspects of our current circumstances, aspect-by-aspect, sequentially, over time, seems to be required. It is what the nature of this imaginative judgmental work feels like, looks like, and sounds like that I want to discuss in this paper." (author's abstract)

Der Artikel zeichnet den Beitrag der kulturhistorischen Schule zum Bildungs- und Entwicklungsverständnis der Geistigbehindertenpädagogik nach. Dabei wird vor allem auf die ursprüngliche Fassung dieser Theorie Bezug genommen, wie sie in der ersten Hälfte des 20. Jahrhunderts von der sogenannten »Troika« formuliert wurde. Der erste Teil des Textes setzt sich mit dem Behinderungsbegriff der Kulturhistorischen Schule auseinander. Dessen anthropologische Verankerung in der Entwicklungstheorie wird im zweiten Teil erörtert, der anhand des Konzepts der »Zone der nächsten Entwicklung« die Bedeutung von Unterricht für die Entwicklung des Menschen aufzeigt. Abschließend wird im dritten Teil auf das Verhältnis von Bildung und Erziehung eingegangen, das zum einen auf den Doppelcharakter menschlicher Tätigkeit als individuelles Handeln einerseits und gesellschaftliche Praxis andererseits verweist und in dem sich zum anderen die komplexen Beziehungen zwischen affektiver (emotionaler) und intellektueller (kognitiver) Entwicklung widerspiegeln, die, wie gezeigt werden soll, für ein verändertes Bildungs- und Entwicklungsverständnis der Geistigbehindertenpädagogik von fundamentaler Bedeutung sind.

This paper reviews the current definitions of generativity and its changes through the life cycle. The main characteristics of the life narratives related to the expression of generativity's culminating points are established. A content analysis of fifteen interviews with older women who had experienced the development of a culminating point of generativity during their lives is carried out. Through the qualitative analysis of the narratives, it was determined that there is a continuity of generativity from childhood to old age. Four significant moments related to this development were established: 1. start with early expressions of empathy, solidarity and helpfulness; 2. expansion and productivity in adulthood; 3. consolidation of generative achievements; 4. generative continuity during old age. URN: urn:nbn:de:0114-fqs090317, Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol 10, No 3 (2009): Biography and Ethnicity

International audience; The aim of this study was to examine the prediction of adult behavioral and emotional problems from developmental trajectories of externalizing behavior in a 24-years longitudinal population-based study of 2,076 children. The adult psychiatric outcome of these trajectories has not yet been examined. Trajectories of the four externalizing behavior types: aggression, opposition, property violations and status violations were determined separately through latent class growth analysis using data of five waves, covering ages 4–18 years. We used regression analyses to determine the associations between children's trajectories and adults' psychiatric problems based on the Adult Self-Report. The developmental trajectories of the four types of externalizing behavior mostly predicted intrusive, aggressive and rule-breaking behavior in adulthood. Non-destructive behaviors in childhood such as opposition and status violations predict adult problems to a larger extent than destructive behaviors such as aggression and property violations. In general, children who develop through high-level trajectories are likely to suffer from both internalizing and externalizing problem behavior in adulthood, regardless the direction of change (i.e. increasing/decreasing/persisting) of the high-level trajectory. We can conclude that the level rather than the developmental change of externalizing behavior problems has a larger impact on adult outcome.

Body contact and body language are unique and existential and, although culturally dependent and socially embodied, they are also universal communication forms. For small children all over the world, warm, close and nourishing body contact is fundamental to their embodied experi­ence of themselves and the boundaries between self and world. In western societies, the modern premises for contact are in some ways developing from close contact to virtual communication. With this breadth of perspective in mind, the ques­tion is whether conscious and experimental work with body contact and body language in move­ment psychology and education provide potential for intense personal develop­ment as well as for social and cultural learning processes. This performative research project originates from the research project entitled, Movement Psy­chol­ogy: The Language of the Body and the Psy­chol­ogy of Movement based on the Dance Therapy Form Dansergia. The author, who is a practi­tioner-researcher, is methodologically inspir­ed by phenomenology, performative methods and a narrative and auto-ethnographic approach. The project will be presented in an organic, cre­at­ive and performative way. Through a moving dia­logue between a written text and a visceral on-line performance involving photographs and music, the reader/audience has the possibility to be touched both sensually and intellectually, although through communication is in cyberspace, missing the liveliness of direct body language. See online performance: http://www.viddler.com/player/c3c7a343/. URN: urn:nbn:de:0114-fqs0802637, Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol 9, No 2 (2008): Performative Social Science