The current research projects at the Department of Youth Research relate to the basic research and its application under the umbrella of developmental science. In basic research, studies focus on the analysis of individual and contextual developmental mechanisms to positive (e.g., social competence, life satisfaction, self-efficacy) and negative adaptation (such as substance abuse, delinquency, depressive symptoms) during childhood, adolescence (especially puberty), and early adulthood. The aim is to identify the specific developmental mechanisms under a biopsychosocial and cultural sensitive paradigm. Findings are directly applied to the development, evaluation and implementation of prevention measures to combat adaptation problems and to promote positive developmental pathways in children and adolescents. Thereby, effective programs are distributed into practice, accompanied by implementation research.
Undoubtedly, the current Corona-Crisis is globally a unique example of a comprehensive societal, economic, and social change with rapid and serious consequences for every individual. The aim of the current study is to investigate the effects of this specific crisis situation, associated with the closing of schools, home-schooling, and contact prohibitions, on psychosocial adaptation in adolescents. Thirteen-year-olds were investigated right before school closings with regard to developmental assets, positive development and problem behaviors (“PYD-Study“; Wave 1; N=800). Now, they will be contacted after schools move into (partial) presence schooling (“PYD-Corona-Study”, Wave 2). We plan to investigate (1) problems of adolescents during the time of school-closings and their coping behaviors; (2) change in positive and negative developmental outcomes across the time of school-closings; and (3) the specific personal and contextual factors that contributed to positive or negative changes in adaptation across the time of school-closings. The results of this study are not only aimed at mapping the consequences of the Corona-Crisis on adolescents, but also at informing prevention and intervention going forward, e.g. in the school context, with applications to broader contexts.
Puberty is a universal milestone at the begin of adolescence that relates to the biological and bodily changes of humans with the aim of physical and sexual maturation. Puberty can lead to psychological and social consequences in boys and girls that may vary between cultures. The aim of the current project is to investigate and compare boys and girls in 16 countries at different parts of the world regarding their own reflections on puberty and relating physical changes, the accompanying reactions from proximal social contexts, and their own psychosocial adaptation. In addition, it will be studied, how different facets of culture (e.g., values, coming-of-age rites, or beauty ideals) influence the relationship between puberty and positive or negative psychosocial adaptation.
Nora Fehmer, M.Sc.
International Cooperation Partners
Deepali Sharma, Manchester Global Foundation, UK
Ivanna Noelia Abad Melendez, Friedrich Schiller University Jena
Téa Gogotishvili, St Andrew Georgian University, Georgien
Social (and by extension cultural) factors are of relevance for the effects of puberty on the development of internalizing and externalizing psychopathology. During puberty boys and girls receive feedback from their social environment (family, peers, school). Emotional and behavioral problems during puberty would be particularly pronounced if, for example, the family is scarcely supportive and characterized by low closeness, or if young boys and girls received ambivalent feedback to their physical changes from the family and peer context (contextual amplification). Based on the Puberty x Culture Study (LINK), the current study aims to investigate explicitly the context variables beauty ideal and media – and how these moderate/influence the relationship between puberty and positive or negative psychosocial adaption. Therefore, quantitative and qualitative data on 13yr.old girls and boys will be gathered together with cooperative partners in seven countries, and compared between the different countries (Africa: Ghana, Kenya; Asia: China, India; America: USA; Europe: Germany, Lithuania).
International cooperative partners
Dr. Misaki Natsuaki, University of California Riverside, USA
Dr. Neringa Grigutytė, Vilnius University, Litauen
Dr. Deepali Sharma, Manchester Global Foundation, UK
Dr. Sheriffa Mahama, University of Ghana, Ghana
Dr. Eunice Njeri Mvungu, Kenyatta University, Kenia
Prof. Biao Sang, East China Normal University, China
Research fellowship of the Federal State of Thuringia (Landesgraduiertenstipendium Thüringen) awarded to Nora Fehmer (Friedrich Schiller University Jena)
The meaning of puberty in the development of emotional and behavior problems in boys and girls from different cultures – moderated by beauty ideals and media.
apl. Prof. Dr. Karina Weichold, Friedrich-Schiller-Universität Jena
Prof. Dr. Bärbel Kracke, Friedrich-Schiller-Universität Jena
Research on positive developmental outcomes (e.g., life satisfaction, engagement) gained more importance in youth research during the past decades. The concept of Positive Youth Development (PYD) states that positive outcomes (the „5 C’s“: Competence, Confidence, Character, Connection, Care) result from an interplay of developmental assets within the person but also in their contexts. The current project seeks to investigate the status of internal and external developmental assets in German youth, and their relationship to positive and negative developmental outcomes. Therefore, adolescents aged 13 to 15 years are studied based on questionnaire data. Based on the findings of this study, a long-term goal of the current project is to develop intervention measures to reduce possible deficits in developmental assets to promote positive developmental pathways across adolescence. The project is part of an international research endeavor, coordinated by the University of Bergen, Norway. Analogous data collections are coordinated in various other countries, and data will be compared between these countries.
Cooperation partner (lead)
Nora Wiium, University of Bergen, Norway
List of international cooperation partners
Crystal is a psychoactive substance with massive negative consequences and high addiction potential which became more prevalent in Germany during the past years, and, according to media reports, especially in schools and universities. Unfortunately, there is limited empirical evidence on the concrete prevalence rates and the associated risk factors. Current studies at the Department of Psychology step in here and try to identify consumption rates in adolescents and young adults in the Eastern part of Germany and risk groups for the misuse of Crystal Meth. Therefore, anonymous questionnaire assessments were conducted in schools within Thuringia and Saxony. Moreover, students of various universities participated in internet-based assessments. Finally, in-depth qualitative data were gathered on risk populations, such as mothers who consume(d) Crystal Meth.
IPSY (Information + Psychsocial Competence = Protection) is a school-based, universal, and primary preventive Life Skills Program to combat the misuse of psychoactive substances. The IPSY program consists of three parts for students from grade 5 to 7 (ages 11-13). The content in grade 5 (basic program) focuses on the training of basic inter-and intrapersonal Life Skills. In the following programs parts (booster sessions) learned skills are applied to and interactively trained within every-day-situations. IPSY is facilitated by trained teachers or social workers based on a detailled manual. Since 2003, the program IPSY was developed and evaluated at the University of Jena, and ist effectiveness has been demonstrated (see Weichold & Silbereisen, 2014). IPSY is recommended as a highly effective program for wider implementation (CTC-Grüne Liste Pävention). From 2015 to 2018 the program has been systematically implemented in the Federal State of Thuringia. Thereby, a total of 250 paedagogics from 140 schools were trained to facilitae the program and they received all materials to plement the program in their schools plus intensive supervision for free. The aim of the current project is to disseminate the program in all Federal States of Germany. Since 2018, we offer continuosly facilitator workshops, materials, and supervision in all Federal States of the country. For applications and expressions of interest please visit the IPSY program homepage. The project is accompanied by an ongoing study to investige the factors predicting an effective and sustained implementation of the program within schools.