@article{45324, author = {{Zdoupas, Philippos and Laubenstein, Désirée}}, journal = {{Social Sciences}}, number = {{3}}, pages = {{154}}, title = {{{‘I Feel Well, Accepted and Competent in School’—Determinants of Self-Perceived Inclusion and Academic Self-Concept in Students with Diagnosed Behavioral, Emotional and Social Difficulties (BESD)}}}, doi = {{10.3390/socsci12030154}}, volume = {{12}}, year = {{2023}}, } @article{45323, author = {{Zdoupas, Philippos and Laubenstein, Désirée}}, journal = {{European Journal of Special Needs Education (Latest Articles)}}, number = {{5}}, pages = {{717--730}}, title = {{{Perceptions of inclusion in students with diagnosed behavioural, emotional and social difficulties (BESD) displaying internalising and externalising behaviour in inclusive and special education}}}, doi = {{10.1080/08856257.2022.2159281}}, volume = {{38}}, year = {{2023}}, } @book{46276, author = {{Zdoupas, Philippos and Lara, Kuhlhoff and Martin, Grust and Jaekel, Anne-Marie and Jan, Ehlert}}, pages = {{21}}, publisher = {{LibreCat University}}, title = {{{Entwicklungszielgespräche in der Sekundarstufe I - Systemisches Coaching mit Schüler:innen nach dem GROW-Modell}}}, doi = {{10.17619/UNIPB/1-1756}}, year = {{2023}}, } @phdthesis{45322, author = {{Zdoupas, Philippos}}, publisher = {{Springer VS}}, title = {{{Selbstkonzept und Klassenlehrkraftverhalten. Befunde vergleichender Analysen zu Schülerinnen und Schülern mit Förderbedarf in der emotionalen und sozialen Entwicklung}}}, doi = {{10.1007/978-3-658-38576-7}}, year = {{2022}}, } @article{35114, abstract = {{Given the pandemic-induced school lockdown in Germany in the spring of 2020, COVID-19 evidently had a negative impact on child and adolescent mental health and wellbeing. However, there is no evidence regarding the specific problems of students with special educational needs in emotional and behavioral disorders (E/BD) during or after the school lockdown. Thus, this study bridges the gap. A sample of 173 students across Germany was included in the analysis. The students were rated by their teachers in an online survey via a standardized teacher-report form for emotional and behavioral problems and competencies, as well as perceptions of inclusion. Several student- and teacher-level predictors were applied in a stepwise regression analysis. The results showed that the school lockdown marginally impacted E/BD, with small differences between student groups. The strongest predicting variable was students’ psychosocial situation. Hence, the psychosocial situation of students should be monitored by teachers and school psychologists to provide sufficient support during lockdown. Keywords: COVID-19; lockdown; externalizing problems; internalizing problems; positive school-related behavior}}, author = {{Scheer, D. and Laubenstein, Désirée}}, journal = {{The impact of Covid-19 on mental health: Psychosocial conditions of students with and without special educational needs. In: Social Sciences, 11. Jahrgang, Nr. 10.}}, title = {{{The impact of Covid-19 on mental health: Psychosocial conditions of students with and without special educational needs. }}}, doi = {{doi.org/10.3390/socsci10110405.}}, year = {{2021}}, } @article{35767, author = {{Laubenstein, Désirée and Scheer, D.}}, journal = {{In: Emotionale und Soziale Entwicklung in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen, ESE 3, }}, pages = {{142--152}}, title = {{{Praxis-Forschungs-Netzwerke am Beispiel des Projekts „Geschwisterklassen“}}}, year = {{2021}}, } @article{35762, author = {{Laubenstein, Désirée and Scheer, D.}}, journal = {{ In: Sonderpädagogische Förderung heute, 66. Jahrgang, Nr. 2,}}, pages = {{155--170}}, title = {{{Optimierung von Organisationsstrukturen für die emotionale und soziale Entwicklung?}}}, year = {{2021}}, } @inproceedings{35782, author = {{Zdoupas, Philippos and Laubenstein, Désirée}}, title = {{{Selbstkonzept und Klassenlehrkraftverhalten - Befunde vergleichender Analysen zu Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in der emotionalen und sozialen Entwicklung.}}}, year = {{2021}}, } @inproceedings{35777, author = {{Zdoupas, Philippos and Laubenstein, Désirée}}, location = {{Geneva}}, title = {{{Perceptions of Inclusion of Students with Behavioral, Emotional and Social Difficulties (BESD) - online.}}}, year = {{2021}}, } @book{35081, author = {{Guthöhrlein, K. and Lindmeier, C. and Laubenstein, Désirée}}, publisher = {{Kohlhammer}}, title = {{{Unterrichtsentwicklung und Unterrichtsgestaltung}}}, year = {{2020}}, } @inbook{35209, author = {{Egener, L. and Scheer, D. and Laubenstein, Désirée and Meizer, C.}}, booktitle = {{Sonderpädagogik und Bildungsforschung - Fremde Schwestern?}}, editor = {{Grosche, M. and Decristan, J. and Urton, K. and Jansen, N.C. and Bruns, G. and Ehl, B.}}, pages = {{198--204}}, title = {{{Entwicklung und psychometrische Evaluation eines Fragebogens zur Erfassung subjektiver Definitionen von Inklusion (FEDI)}}}, year = {{2020}}, } @article{35770, author = {{Scheer, D. and Egener, L. and Laubenstein, Désirée and Melzer, C.}}, journal = {{In: International Journal of Inclusive Education}}, title = {{{Development and psychometric evaluation of an instrument measuring subjective definitions of inclusion (FEDI). International Journal of Inclusive Education.}}}, year = {{2020}}, } @inproceedings{35786, author = {{Scheer, D. and Laubenstein, Désirée}}, location = {{Universität zu Köln}}, title = {{{Optimierung von Organisationsstrukturen für die emotionale und soziale Entwicklung? Wissenschaftliche Begleitung des Projekts „Geschwisterklassen“ - online.}}}, year = {{2020}}, } @inproceedings{35791, author = {{Scheer, D. and Laubenstein, Désirée}}, location = {{Potsdam}}, title = {{{Auswirkungen der Corona-Schulschließungen auf Schülerinnen und Schüler mit und ohne Förderbedarf der emotionalen und sozialen Entwicklung (COFESE) - online.}}}, year = {{2020}}, } @book{35205, author = {{Dederich, M and Ellinger, S. and Laubenstein, Désirée}}, publisher = {{Barbara Budrich}}, title = {{{Sonderpädagogik als Erfahrungs- und Praxiswissenschaft. Geistes-, sozial- und kulturwissenschaftliche Perspektive}}}, year = {{2019}}, } @book{35185, author = {{Guthöhrlein, K. and Laubenstein, Désirée and Lindmeier, C.}}, publisher = {{Kohlhammer}}, title = {{{Teamentwicklung und Teamkooperation}}}, year = {{2019}}, } @inbook{8749, author = {{Laubenstein, Désirée and Guthöhrlein, Kirsten and Lindmeier, Christian and Scheer, David and Sponholz, Dirk}}, booktitle = {{In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany}}, isbn = {{9783030115173}}, pages = {{107--121}}, publisher = {{Springer}}, title = {{{The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges}}}, doi = {{10.1007/978-3-030-11518-0_9}}, year = {{2019}}, } @inbook{35646, author = {{Laubenstein, Désirée}}, booktitle = {{In: Dederich, M., Ellinger, S. & Laubenstein, D. (Hrsg). Sonderpädagogik als Erfahrungs- und Praxiswissenschaft. Geistes-, sozial- und kulturwissenschaftliche Perspektive.}}, editor = {{Dederich, M. and Ellinger, S. and Laubenstein, D.}}, pages = {{109--125}}, publisher = {{Barbara Budrich}}, title = {{{Über Mess-Manien und den Umgang mit zerteilten Informationen.}}}, year = {{2019}}, } @inproceedings{35793, author = {{Egener, Lea and Scheer, D. and Laubenstein, Désirée and Melzer, Conny}}, location = {{Bergische Universität Wuppertal}}, title = {{{Entwicklung und psychometrische Evaluation eines Fragebogens zur Erfassung subjektiver Definitionen von Inklusion. Posterpräsentation}}}, year = {{2019}}, } @book{6598, author = {{Scheer, David and Laubenstein, Désirée}}, publisher = {{Kohlhammer}}, title = {{{Schulische Inklusion entwickeln: Eine Arbeitshilfe für Schulleitungen}}}, year = {{2018}}, }