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11. A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena.

Author

Kansok-Dusche, Julia, Ballaschk, Cindy, Krause, Norman, Zeißig, Anke, Seemann-Herz, Lisanne, Wachs, Sebastian, and Bilz, Ludwig

Subjects
MEDICAL databases, PSYCHOLOGY information storage & retrieval systems, CRITICISM, SYSTEMATIC reviews, VIOLENCE, DISEASE prevalence, RESEARCH funding, EMOTIONS, INVECTIVE, SPEECH, ERIC (Information retrieval system), CHILDREN, ADOLESCENCE
Abstract

Little is known about the current state of research on the involvement of young people in hate speech. Thus, this systematic review presents findings on a) the prevalence of hate speech among children and adolescents and on hate speech definitions that guide prevalence assessments for this population; and b) the theoretical and empirical overlap of hate speech with related concepts. This review was guided by the Cochrane approach. To be included, publications were required to deal with real-life experiences of hate speech, to provide empirical data on prevalence for samples aged 5 to 21 years and they had to be published in academic formats. Included publications were full-text coded using two raters (κ =.80) and their quality was assessed. The string-guided electronic search (ERIC, SocInfo, Psycinfo, Psyndex) yielded 1,850 publications. Eighteen publications based on 10 studies met the inclusion criteria and their findings were systematized. Twelve publications were of medium quality due to minor deficiencies in their theoretical or methodological foundations. All studies used samples of adolescents and none of younger children. Nine out of 10 studies applied quantitative methodologies. Eighteen publications based on 10 studies were included. Results showed that frequencies for hate speech exposure were higher than those related to victimization and perpetration. Definitions of hate speech and assessment instruments were heterogeneous. Empirical evidence for an often theorized overlap between hate speech and bullying was found. The paper concludes by presenting a definition of hate speech, including implications for practice, policy, and research. [ABSTRACT FROM AUTHOR]

Published
2023
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14. Dem Hass entgeg(n)en: Eine qualitative Studie zu den Interventionsstrategien, -zielen und -effekten des pädagogischen Schulpersonals bei Hatespeech in der Schule.

Author

Krause, Norman, Wachs, Sebastian, Bilz, Ludwig, and Schubarth, Wilfried

Subjects
HATE speech, SCHOOL involvement, STUDENT speech, NEGOTIATION, PUNISHMENT
Abstract

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2023
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15. Associations between Coping Strategies and Cyberhate Involvement: Evidence from Adolescents across Three World Regions

Author

Wachs, Sebastian, Machimbarrena, Juan Manuel, Wright, Michelle F., Gámez-Guadix, Manuel, Yang, Soeun, Sittichai, Ruthaychonnee, Singh, Ritu, Biswal, Ramakrishna, Flora, Katerina, Daskalou, Vassiliki, Maziridou, Evdoxia, Sung Hong, Jun, and Krause, Norman

Subjects
Male, Asia, Adolescent, cyberhate, hate speech, coping strategies, cross-national, counter-speech, Strukturbereich Bildungswissenschaften, Health, Toxicology and Mutagenesis, education, Public Health, Environmental and Occupational Health, Extern, Europe, Assertiveness, Adaptation, Psychological, Humans, Female, ddc:610, 610 Medizin und Gesundheit, Child, Crime Victims
Abstract

Cyberhate represents a risk to adolescents’ development and peaceful coexistence in democratic societies. Yet, not much is known about the relationship between adolescents’ ability to cope with cyberhate and their cyberhate involvement. To fill current gaps in the literature and inform the development of media education programs, the present study investigated various coping strategies in a hypothetical cyberhate scenario as correlates for being cyberhate victims, perpetrators, and both victim–perpetrators. The sample consisted of 6829 adolescents aged 12–18 years old (Mage = 14.93, SD = 1.64; girls: 50.4%, boys: 48.9%, and 0.7% did not indicate their gender) from Asia, Europe, and North America. Results showed that adolescents who endorsed distal advice or endorsed technical coping showed a lower likelihood to be victims, perpetrators, or victim–perpetrators. In contrast, if adolescents felt helpless or endorsed retaliation to cope with cyberhate, they showed higher odds of being involved in cyberhate as victims, perpetrators, or victim–perpetrators. Finally, adolescents who endorsed close support as a coping strategy showed a lower likelihood to be victim–perpetrators, and adolescents who endorsed assertive coping showed higher odds of being victims. In conclusion, the results confirm the importance of addressing adolescents’ ability to deal with cyberhate to develop more tailored prevention approaches. More specifically, such initiatives should focus on adolescents who feel helpless or feel inclined to retaliate. In addition, adolescents should be educated to practice distal advice and technical coping when experiencing cyberhate. Implications for the design and instruction of evidence-based cyberhate prevention (e.g., online educational games, virtual learning environments) will be discussed., Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe; 781

Published
2022
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17. Associations between Coping Strategies and Cyberhate Involvement: Evidence from Adolescents across Three World Regions

Author

Psicología Clínica y de la Salud y Metodología de Investigación, Psikologia Klinikoa eta Osasunaren Psikologia eta Ikerketa Metodologia, Wachs, Sebastian, Machimbarrena, Juan Manuel, Wright, Michelle F., Gámez-Guadix, Manuel, Yang, Soeun, Sittichai, Ruthaychonnee, Singh, Ritu, Biswal, Ramakrishna, Flora, Katerina, Daskalou, Vassiliki, Maziridou, Evdoxia, Hong, Jun Sung, Krause, Norman, Psicología Clínica y de la Salud y Metodología de Investigación, Psikologia Klinikoa eta Osasunaren Psikologia eta Ikerketa Metodologia, Wachs, Sebastian, Machimbarrena, Juan Manuel, Wright, Michelle F., Gámez-Guadix, Manuel, Yang, Soeun, Sittichai, Ruthaychonnee, Singh, Ritu, Biswal, Ramakrishna, Flora, Katerina, Daskalou, Vassiliki, Maziridou, Evdoxia, Hong, Jun Sung, and Krause, Norman

Abstract

Cyberhate represents a risk to adolescents’ development and peaceful coexistence in democratic societies. Yet, not much is known about the relationship between adolescents’ ability to cope with cyberhate and their cyberhate involvement. To fill current gaps in the literature and inform the development of media education programs, the present study investigated various coping strategies in a hypothetical cyberhate scenario as correlates for being cyberhate victims, perpetrators, and both victim–perpetrators. The sample consisted of 6829 adolescents aged 12–18 years old (Mage = 14.93, SD = 1.64; girls: 50.4%, boys: 48.9%, and 0.7% did not indicate their gender) from Asia, Europe, and North America. Results showed that adolescents who endorsed distal advice or endorsed technical coping showed a lower likelihood to be victims, perpetrators, or victim–perpetrators. In contrast, if adolescents felt helpless or endorsed retaliation to cope with cyberhate, they showed higher odds of being involved in cyberhate as victims, perpetrators, or victim–perpetrators. Finally, adolescents who endorsed close support as a coping strategy showed a lower likelihood to be victim–perpetrators, and adolescents who endorsed assertive coping showed higher odds of being victims. In conclusion, the results confirm the importance of addressing adolescents’ ability to deal with cyberhate to develop more tailored prevention approaches. More specifically, such initiatives should focus on adolescents who feel helpless or feel inclined to retaliate. In addition, adolescents should be educated to practice distal advice and technical coping when experiencing cyberhate. Implications for the design and instruction of evidence-based cyberhate prevention (e.g., online educational games, virtual learning environments) will be discussed

Published
2022

18. 'Dann machen halt alle mit.' Eine qualitative Studie zu Beweggründen und Motiven für Hatespeech unter Schüler*innen

Author

Ballaschk, Cindy, Wachs, Sebastian, Krause, Norman, Schulze-Reichelt, Friederike, Kansok-Dusche, Julia, Bilz, Ludwig, Schubarth, Wilfried, Ballaschk, Cindy, Wachs, Sebastian, Krause, Norman, Schulze-Reichelt, Friederike, Kansok-Dusche, Julia, Bilz, Ludwig, and Schubarth, Wilfried

Abstract

Das Thema Hatespeech rückt immer mehr in den Fokus der Öffentlichkeit und der Forschung. Im Gegensatz zu Hatespeech im Internet wird jedoch Hatespeech unter Jugendlichen, die von Angesicht zu Angesicht im Schulkontext ausgeübt wird, kaum beachtet. Hier setzt die vorliegende Studie an, in der Schüler*innen (n = 55), Lehrkräfte (n = 18) und Sozialpädagog*innen (n =16) auf der Basis leitfadengestützter Interviews dazu befragt wurden, was mögliche Beweggründe und Motive dafür sind, dass Schüler*innen Hatespeech in der Lebenswelt Schule und online ausüben. Die Ergebnisse zeigen, dass mögliche Beweggründe für Hatespeech Angst vor Statusverlust, Gruppendruck, Provokation, Spaß, politisch-ideologische Überzeugung und Kompensation von Frust- und Minderwertigkeitsgefühlen sind. Darüber hinaus wird verdeutlicht, dass sich hinter diesen Gründen für Hatespeech oftmals Grundmotive nach Macht und Zugehörigkeit abzeichnen. Die Ergebnisse werden in Bezug auf anschließende Forschung und praktische Implikationen diskutiert., Interest in the topic of hate speech has increased steadily in both the public realm and that of scientific research. Seldom addressed, however, is the proliferation of hate speech amongst adolescents, experienced face-to-face in the school context. To this end, the present study interviewed students (n = 55), teachers (n = 18) and social workers (n = 16), using guideline-based interviews to discuss reasons and motives for students practicing hate speech both online and in the school environment. Results showed that reported reasons for hate speech include fear of diminishing status, peer group pressure, provocation, fun, political-ideological convictions, and compensation for feelings of frustration and inferiority. Additionally, reasons for hate speech are often associated with the basic motives need for power and affiliation. The findings are discussed in relation to future research and practical implications.

Published
2022

22. Playing by the Rules? An Investigation of the Relationship Between Social Norms and Adolescents' Hate Speech Perpetration in Schools.

Author

Wachs, Sebastian, Wettstein, Alexander, Bilz, Ludwig, Krause, Norman, Ballaschk, Cindy, Kansok-Dusche, Julia, and Wright, Michelle F.

Subjects
SCHOOL environment, SOCIAL norms, SOCIAL learning theory, CONCEPTUAL structures, SCHOOLS, DESCRIPTIVE statistics, INTERPERSONAL relations, DATA analysis software, SPEECH, INVECTIVE
Abstract

Hate speech is often discussed and investigated as an online phenomenon, while hate speech among adolescents in the real world (e.g., in schools) has rarely been researched. Consequently, not much is known about potential interpersonal correlates and theoretical frameworks that might help us better understand why adolescents engage in hate speech in offline environments. To add to the literature, this study investigates hate speech perpetration among young people by utilizing the Social Cognitive Theory; more specifically, the association between witnessing and perpetrating hate speech in schools, and whether this relation is weakened or strengthened by anti-hate speech injunctive norms and deviant peer pressure. The sample consists of 1719 young people (45.1% boys, 53.6% girls, 1.3% gender diverse) between 11 and 18 years old (M age = 13.96; SD =.98) from 22 schools in Switzerland. Self-report questionnaires were administered to measure hate speech involvement and adolescents' perception of social norms (i.e., anti-hate speech injunctive norms and deviant peer pressure). Multilevel regression analyses revealed that witnessing and perpetrating hate speech were positively associated. Moreover, injunctive anti-hate speech norms were negatively related and deviant peer pressure positively related to hate speech perpetration. Finally, increasing levels of injunctive anti-hate speech norms weakened the relation between witnessing and perpetrating hate speech, whereas higher levels of deviant peer pressure strengthened this association. The findings demonstrate that the Social Cognitive Theory is a useful framework for understanding hate speech perpetration in schools. The results also highlight the importance of taking into account social norms and interpersonal relationships (e.g., within the class) when designing anti-hate speech prevention programs and not focusing solely on intrapersonal factors. [ABSTRACT FROM AUTHOR]

Published
2022
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23. HATESPEECH IN DER SCHULE.

Author

KRAUSE, NORMAN and WACHS, SEBASTIAN

Subjects
HATE speech, VIRTUAL communities, COMMUNICATION, SEXUAL orientation, DISCRIMINATORY language
Abstract

The article reports that the general public is familiar with the term hate speech as a general term for problematic online communication. Topics include examines it turns out that hate speech can not only be expressed on the Internet, but also face to face and considered hate speech is the intentional devaluation or contempt of people based on ascribed characteristics such as nationality, gender, sexual orientation, disability or religious affiliation.

Published
2023
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41. LAPAROSCOPYASSISTED RADICAL VAGINAL HYSTERECTOMY MODIFIED ACCORDING TO SCHAUTASTOECKEL

Author

Schneider, Achim, Possover, Marc, Kamprath, Sabine, Endisch, Ullrich, Krause, Norman, and Nöschel, Helmut

Abstract

In laparoscopy-assisted radical vaginal hysterectomy, laparoscopy is used to develop the paravesical and pararectal spaces. The cardinal ligament is isolated and cut after bipolar coagulation to the level of the deep uterine vein. By the vaginal approach, the ureters are identified before their entry into the bladder pillar. The uterine vessels are pulled down until their laparoscopically coagulated ends become visible. After incision of the vesicocervical reflection, the uterine fundus is grasped and developed (Döderlein maneuver). The lower cardinal and uterosacral ligaments are exposed by pulling the cervix and fundus uteri to the contralateral side. The cardinal and uterosacral ligaments are dissected and ligated, and the specimen is removed. We combined laparoscopic lymphadenectomy with radical vaginal hysterectomy in 33 women with cervical cancer. The mean operating time was 80 minutes for the vaginal phase and 215 minutes for the laparoscopic phase, including paraaortic and pelvic lymphadenectomy and preparation of the cardinal ligaments. Blood transfusions were necessary in four women. Three patients sustained injury to the bladder, one patient to the left ureter, and another patient to the left internal iliac vein. Repair was achieved at primary surgery for all intraoperative complications. No fistula was observed. The patients had fully recuperated after a mean of 28 days. The laparoscopy-assisted Schauta-Stoeckel approach may prove to be a safe alternative to conventional radical abdominal hysterectomy.

Published
1996

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