Determining Factors and Developmental Psychological Challenges in Deradicalisation Processes for Adolescents. This qualitative study investigates the psychological and social factors influencing individual deradicalization processes. The starting point were exemplary case reports from which potentially conditioning factors were extracted. These factors, which often resemble a "black box" in the deradicalization process, were thoroughly discussed in four moderated focus group discussions with N= 15 professionals from extremism prevention, exit counselling, correctional services, and constitutional protection. In collegial exchange, the experts reflected on key dynamics from their practice. The results highlight the high individuality and complexity of deradicalization trajectories, which are significantly shaped by developmental maturation, biographical experiences, and social contexts. Adolescence plays a particular role: extremist groups often compensate for deficits in identity development during this phase. Sustainable distancing processes usually require cognitive opening as well as experiences of disillusionment - such as the absence of expected gains through the extremist scene. Professional support, family involvement, and realistic future perspectives foster self-reflection and self-efficacy. Important implications arise for developmental psychologists and the work of child and adolescent psychiatrists: targeted promotion of developmental maturation and nuanced assessment of psychosocial burdens are essential to support sustainable deradicalization and reintegration processes. The study thus emphasizes the central role of developmentally informed expertise in multidisciplinary intervention approaches. Furthermore, the study points to the limited validity of existing evaluation tools and underscores the necessity for longterm, developmentally oriented interventions. The findings provide important impulses for the evidence-based advancement of deradicalization and reintegration practice.

Sexualisierte Gewalt unter Gleichaltrigen (Peers) ist die häufigste Form sexueller Aggression, der Jugendliche ausgesetzt sind. Die Entstehungsbedingungen und die mit sexualisierter Peergewalt verbundenen Dynamiken sind eng mit sozialen, entwicklungspsychologischen und schulischen Prozessen verbunden. Hinzu kommt, dass sexualisierte Gewalt häufig im Rahmen von anderen Formen komplexer Peergewalt, wie Mobbing, auftritt. Die sich daraus ergebenden Konsequenzen für sinnvolle Prävention werden dargestellt, und als Praxisbeispiel ein neu entwickeltes Präventionsmodul ›Fairplayer.Manual – resPekt‹ vorgestellt.

Critical Digital Literacy (CDL) extends basic digital competence to the ability to critically evaluate and engage with digital media's social and ethical dimensions. This scoping review targeted CDL theory and interventions in early childhood, applying PRISMA-ScR and JBI methods; database searches produced twenty-five studies, analyzed descriptively and using thematic analysis approach. The literature displays varied definitions, few age-specific interventions, and a concentration in educational research from the Global North. Core early CDL capacities identified are sociocultural contextualization, reflective perspective-taking, and constructing/deconstructing multimodal narratives. Educational approaches to building CDL included playful and creative multimodal learning, reflective practices, fostering the understanding and evaluation of sociocultural contexts, varying perspectives and narratives, and building of active, confident digital participation. The review suggests young children can develop foundational CDL skills, and implementing effective practices across policies, education, and home settings could yield long-term benefits. The ever-changing digital landscape necessitates further research and more comprehensive reviews.

BackgroundInternational guidelines emphasize the importance of holistic personal development in education, incorporating both academic and social–emotional skills. The developmentally appropriate, school-based prevention program Papilio-6to9 for students aged six to nine, implemented by trained teachers, aims at improving social, emotional, and cognitive skills and preventing behavior and emotional problems. The program differs from existing school-based prevention programs in Germany in its theoretical framework and multi-level approach targeting both students and teachers. The current study is the first to assess program effectiveness by analyzing the impact on the student-level outcomes.MethodsThe pilot study employed a randomized waiting control group longitudinal design with three measurement points (pre-test, post-test, follow-up). The sample comprised 224 children (52% girls, age M = 7.1 years) from twelve classes. Teachers completed online questionnaires at each measurement point, assessing social–emotional problems, social skills, executive functions, and student-teacher relationship.ResultsThe results indicated program effects in all defined outcome areas: program participation was associated with lower problem scores, higher social skills, higher executive functions, and closer student-teacher relationship.ConclusionThe findings of the pilot evaluation indicate the effectiveness of the Papilio-6to9 program in promoting social–emotional skills and preventing emotional and behavioral problems. Future studies should aim to validate the findings with a larger sample and incorporate multiple sources of information. Limitations and recommendations for future research are discussed.

Research Findings: After structural and process features of Early Childhood Education and Care (ECEC) quality were comprehensively studied in the past, recent research also included childcare teachers' personal resources, knowledge, attitudes, and beliefs that may affect teacher-child interactions. The present randomized controlled trial aimed to investigate the effects of a universal preventive intervention program developed to promote attachment security and social-emotional development in ECEC settings. To examine the intervention effects at the teacher level, 125 German infant and toddler childcare teachers (age M = 34.0, 98 % female) reported their self-efficacy beliefs and job-related stress before, during, and after the implementation of the program. Multilevel models indicated that after completion of the program, teachers in the intervention group reported higher self-efficacy than did those in the waiting-control group (controlling for baseline scores). No significant effects on job-related stress were detected. Practice or Policy: Participating in a professional development program may impact infant-toddler teachers' professional self-efficacy beliefs and, thus, contribute to promoting positive and sensitive teacher-child interactions. However, to reduce teachers' job-related stress, programs with a clearer focus on mental well-being may be indicated in addition to policy actions to improve structural working conditions in the ECEC context.

This original paper, based on data from the Erasmus+Blurred Lives Project, presents a new multi-dimensional categorisation model to describe negative online experiences, including forms of cyberbullying, based on a study of internet usage among over N = 2,500 adolescents with lower socio-economic status (SES) backgrounds across five European countries. The paper first sets out the rationale for the development of a new coding system, before describing the current study and nature of the survey data collected. There follows a description of the development of the new system and the series of reliability checks undertaken by the research team (N= 11, from 5 countries) and of the refinements made to the categories and codes. The resulting coding system is presented with consideration of the strengths and limitations, and description of two early pilot studies which have successfully adopted the new system.

In this paper, developmental and biographical issues in individual biographical pathways of radicalization are examined from birth through to conviction for Islamist terrorism-related offenses. The source of data was court files of forty-five homegrown Germans convicted of Islamist terrorism-related offenses (age range at the time of the crime: 15 to 38; mean: 24 years, SD: 5; 4 female convicts). Using coding and constant case comparison techniques, a multiple comparative case analysis was conducted. This article gives an account of what individuals who were later convicted of Islamist terrorism-related offenses experienced in their life course and when. Patterns of relations between the biographical experiences and developmental psychological phases are identified, visually represented, and measured using odds ratios. In particular, the importance of the distinction between the developmental psychological phases of adolescence, emerging adulthood, and adulthood is emphasized and its meaning for radicalization processes is discussed. The interplay of cumulative vulnerabilities and developmental psychological phases are discussed. Guidance is provided on which topics are best addressed in prevention interventions and at what times.

Due to an increasing number of children under the age of three attending early childhood education and care (ECEC), there is an increasing need for high-quality care settings. In addition to primary caregivers, ECEC teachers are important socializers of children’s emotional development and may become children’s attachment figures. Early preventive interventions bear the potential to reduce the risk for later maladaptive development in the social-emotional domain. The first objective of the present article is to introduce the Papilio-U3 program, a universal preventive intervention program to foster positive and sensitive teacher-child interactions, to foster children’s early social-emotional competence and secure child-teacher attachment relationships in ECEC, and to prevent children’s emotional and behavioral problems. Furthermore, we report the design and first results of the formative evaluation derived from the pilot evaluation study. The program was developed according to the Intervention Mapping Approach, and the present article describes the planning process comprising a needs assessment and description of the intervention context, the derivation of the logic model of change, a detailed account of the program design, production, implementation, and an overview of the program evaluation study (multi-centric, randomized-controlled trial). The total sample of the evaluation study comprised 125 teachers (age M= 34.0, SD = 10.1, 98.4 % female) from 55 ECEC centers. For the formative evaluation, teachers of the intervention group (n = 61) reported on training content, methods, material, organizational conditions, and potential challenges in the course of program implementation. Finally,we provide directions to revise the program and to guide future implementation of preventive intervention programs in the ECEC context.

Cyberbullying, which has been exacerbated by the widespread use of smartphones and the increasing stress associated with the pandemic, needs the promotion of positive online behaviour, cyberbullying awareness, and victim support. The PRISMA technique is used in this review to identify effective preventative tools and intervention options. Eleven studies met our inclusion criteria and were selected for review. A quality assessment was conducted. Upon thorough evaluation of the included studies, the intervention data was compiled in a narrative format. Using thematic analysis, we explored the effectiveness of technological interventions for preventing cyberbullying comprehensively. Technology-driven strategies for identifying and combating cyberbullying in educational settings, such as language-specific cyberbullying detection tools, IRCB programmes for empowering teenagers, and technologies such as CREEP Semantic Technology and CREEP Virtual Coach, have showed potential. TIPIP and the #WIIWY movement have also assisted to raise awareness and educate people about cyberbullying. However, more research is required to design targeted interventions that address varied demographics and circumstances, while including parents and taking the target audience's age into account remains critical for effective technology-driven educational interventions and digital advocacy.

Internet usage is a salient developmental factor in adolescents’ lives. Although relevant correlates of Internet use have been documented earlier, there is a lack of information on lower socioeconomic status groups. This is important, as these adolescents have increased risk of negative online experiences. The current survey aimed to explore Internet use and parental involvement amongst adolescents from areas of socio-economic disadvantage in 30 urban schools across five European countries. A total of 2594 students participated, of whom 90% were 14–16 years. Virtually all adolescents of socioeconomic disadvantage had Internet access, with 88.5% reporting spending more than two hours per day online, often on apps such as Instagram, Snapchat, and YouTube. Almost one-third of adolescents did not talk with their parents about their Internet use and almost two-thirds indicated that their parents were only a little or not interested in their Internet use. A consistent finding across countries was that girls more often talked with their parents about their Internet use and more often reported that their parents were interested in their Internet use than boys. The results suggest that parents have an important task in explicitly showing interest in their adolescents’ Internet use, with special attention needed for boys.

Early childhood is a crucial time for developing social-emotional skills, offering the opportunity to lay the foundation for healthy development. However, early childhood behavior problems are risk factors for problems and disorders in later life phases, including depression, antisocial behavior, and substance abuse. This study uses a longitudinal design to examine the differential impact of a preventive intervention and social-emotional learning program (Papilio-3to6) on children’s social-emotional development. The program was evaluated using a 1-year-randomized controlled trial design with an intervention (IG) and control group (CG) that provided data at a pretest and post-test. Teachers rated 627 children’s behaviors (M AGE = 56.77 months at pretest) from 50 daycare center groups using the Strengths and Difficulties Questionnaire (SDQ). To investigate differential effectiveness, a latent profile analysis at the pretest identified three distinct subgroups of children with different patterns in SDQ subscales: 1) Internalizers with high internalizing problems, 2) Prosocials with high prosocial behaviors, and 3) Externalizers with high externalizing problems. Latent change score analysis showed significantly reduced externalizing problems and increased prosocial behaviors in the IG compared to the CG. Further, the children categorized as Internalizers, Prosocials, and Externalizers benefited from the program regarding externalizing problems. However, no effect was found regarding internalizing problems.

Children face increased demands for interpersonal as well as learning-related social skills, especially by the vulnerable stage of school entry, due to the more structured setting, new academic requirements, and the fact that children are supposed to interact successfully within a larger and heterogeneous peer group. Although a plethora of social-emotional learning (SEL) programs for elementary school students have been developed, there is a lack of empirically evaluated programs suitable for implementation in field-based settings, especially in Germany. The universal-selective, school-based prevention program Papilio-6to9 aims at facilitating the transition from preschool to elementary school, improving social-emotional competences, and preventing behavior and emotional problems. As a universal-selective prevention program, Papilio-6to9 includes all children in elementary school classes regardless of risk factors (universal prevention) whereby also children with risk factors are targeted without being stigmatised (selective prevention). The program targets elementary school children aged about six to nine and their teachers who receive a three-day training followed by two collegial supervisions to implement the program in and during regular school classes. Papilio-6to9 is part of an approach combining findings from developmentally appropriate practice, positive psychology, social-emotional learning, and developmentally appropriate prevention, and aligns with the early childhood education and care (ECEC)

This thematic section editorial gives an overview of the three related articles introducing the programs Papilio-3to6, Papilio-U3, and Papilio-6to9. The essential, connecting elements are presented (developmentally appropriate prevention, social-emotional learning [SEL], and developmentally appropriate practice) and the relation between the three programs is explained in the context of an overarching educational approach from 0 to 9 to early childhood education and care (ECEC).

Children with family risk factors (e. g. poverty, low parental education) may benefit from high quality early day-care. This study investigated a sample of 353 toddlers (52.9 % boys; age: M = 27.1 months) whose parents provided information on family risk factors. Professionals (N = 56) from 47 day-care centers assessed the children's social-emotional competencies and problems and provided information on characteristics of the day-care center, their occupational situation, and self-efficacy. In multi-level regression models, the number of proximal (but not distal) risk factors predicted the toddlers' social-emotional problems, and this relationship was moderated by caregiver self-efficacy. In addition to child age and gender, social-emotional competencies were predicted only by professionals' self-efficacy. To conclude, the relevance of early day-care providers' -self-efficacy for the promotion of resilience through universal prevention programs is discussed.