Soziales Lernen – Angewandte Sozialpsychologie für Lernende und Lehrende in Schule und Universität

In this paper, two interdigitated current training projects will be presented. The presentation is to show that social psychological theories can be applied profitably for school development. The content is about social learning in school. Social learning is aimed at the acquisition of social and emotional skills. These skills are positively correlated with the cognitive development of students. Social skills need to be explicitly taught and practiced, especially if they were developed insufficiently in childhood. In the project Social Learning we examine what contents may include social learning. In the project Classroom Management we explore how these contents are best taught and this teaching can be taught. Insights of Social Psychology are introduced for each resulting different extracts of reality and their uses are discussed.     

LABOR MARKET PERFORMANCE EFFECTS OF DISCRIMINATION AND LOSS OF SKILL

We examine the impact of discrimination on labor market performance when workers are subject to a risk of losing skills during an unemployment experience. Within a search and matching framework, we show that both natives and immigrants are affected by discrimination. Discrimination in one sector has positive spillovers, inducing employment to increase in the other sector and the effect on labor market performance therefore depends on whether discrimination is present in only one sector or in both. Discrimination may induce workers to train more or less than natives after having lost their skills, dependent upon in which sector there is discrimination. Net output tends to be most negatively affected by discrimination among high‐skilled workers. (JEL J15, J31, J61, J64, J71)     

Snack time in kindergarten as a cultural practice—Implications for processes of subjectivation

This article explores subjectivation processes in eating situations in Swiss kindergartens. On the basis of a long-term ethnographic study and against the backdrop of the public discourse on healthy food in schools it investigates how norms and rules are being translated, shaped and performed in daily practices of un/doing difference. This ethnomethodological approach is combined with Judith Butlers deconstructionist perspective of analysing local and institutional norms of recognisability. The findings show that eating situations are highly relevant for processes of subjectivation and also bear a high potential for conflicts regarding differing cultural norms around eating.     

Editorial

Ohne Zusammenfassung

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Editorial

     

Capacity building in trauma therapy and trauma research in Bosnia-Herzegovina

When Bosnia-Herzegovina was thrown into war in the summer of 1991, one and a half million people lost their homes and were in flight. It was clear from the beginning that the extent of trauma would be enormous and evident for generations to come.     

Coping with stresses and strains in adolescence

This article focuses on the specific stresses and strains young people have to cope with. The author discusses content areas of life specific to adolescence. She then continues to describe some empirical research done on the variety of ways in which adolescents cope. The article points toward ways in which adults can help develop strength in adolescents to deal positively with stresses and strains.