Nach Hause? : Rückkehrprozesse von Pflegekindern in ihre Herkunftsfamilie

Der Rückkehrprozess von Pflegekindern in ihre Herkunftsfamilien beschreibt einen besonders komplexen Vorgang, der auch die Zeit vor und nach einer Rückkehr umfasst. Ein Rückkehrprozess löst große Veränderungen aus: in der Pflegefamilie und in der Herkunftsfamilie. Er stellt Kinder und Erwachsene vor erhebliche Herausforderungen. Der vorliegende Abschlussbericht fasst die Ergebnisse aus dem Praxisforschungsprojekt "Rückkehrprozesse von Pflegekindern in ihre Herkunftsfamilie" zusammen

Polarity of bacterial magnetotaxis is controlled by aerotaxis through a common sensory pathway

Most motile bacteria navigate within gradients of external chemical stimuli by regulating the length of randomly oriented swimming episodes. Magnetotactic bacteria are characterized by chains of intracellular ferromagnetic nanoparticles and their ability to sense the geomagnetic field, which is believed to facilitate directed motion, but is not well understood at the behavioural and molecular level. Here, we show that cells of Magnetospirillum gryphiswaldense unexpectedly display swimming polarity that depends on aerotactic signal transduction through one of its four chemotaxis operons (cheOp1). Growth of cells in magnetic fields superimposed on oxygen gradients results in a gradual inherited bias of swimming runs with one of the cell poles leading, such that the resulting overall swimming direction of entire populations can be reversed by changes in oxygen concentration. These findings clearly show that there is a direct molecular link between aerotactic sensing and the determination of magnetotactic polarity, through the sensory pathway, CheOp1

Momentary working memory performance is coupled with different dimensions of affect for different children: A mixture model analysis of ambulatory assessment data.

Elementary schoolchildren\u27s working memory performance (WMP) fluctuates from moment to moment and day to day, yet the underlying mechanisms are not well understood. In the present study, affective states were investigated as predictors of these fluctuations. Interindividual differences in the intraindividual affect-WMP associations were expected, and their structure was explored. One hundred nine children (8-11 years) were investigated in an ambulatory assessment. Affective states (positive affect [PA], negative affect [NA], activation, deactivation) and WMP were assessed 3 times daily for up to 31 consecutive days. In the whole sample, WMP was lower at occasions with higher NA or deactivation, while there was no overall effect of PA or activation. Results of a mixture model analysis revealed meaningful heterogeneity in these effects: Approximately half of the children showed comparably weaker effects of affect on WMP, while the other three groups showed (1) comparably stronger negative effects of NA and deactivation; (2) a comparably stronger positive effect of activation; or (3) comparably stronger negative effects of NA and deactivation and stronger positive effects of PA and activation. Findings emphasize the importance of explicitly considering interindividual differences in intraindividual associations. They are discussed in the context of current frameworks of interindividual differences in environmental sensitivity. (DIPF/Orig.

Day-to-day variation in students\u27 academic success. The role of self-regulation, working memory, and achievement goals

Self-regulation was found to be positively associated with school performance. Interrelations between self-regulation, working memory (WM), and achievement goals, in particular mastery goals, have been established, as well as associations with academic outcomes. It stands to reason that self-regulation, WM, achievement goals, and academic success are related on a daily level. However, previous research rarely considered this level of analysis. Here, we therefore addressed the relations of daily self-regulation, WM, and achievement goals, and their relevance for daily and general academic success. Data were obtained through ambulatory assessments in 90 students before (Study 1; Mage = 9.83, SDage = 0.50) and 108 students after their transition to secondary school (Study 2; Mage = 10.12, SDage = 0.45) across 20 school days. Students reported about daily achievement goals prior to school, self-regulation at school, and perceived academic success after school, as well as report card grades. Daily WM was assessed at school. Study 1 showed positive associations between daily mastery goals and self-regulation, but not with WM.Together, daily performance-approach goals and self-regulation, but not other goals or WM uniquely contributed to daily perceived academic success. Study 2 showed positive associations between daily mastery goals and self-regulation, but not with WM. Average daily mastery goals predicted daily WM. Together, daily mastery goals and self-regulation, but not WM, uniquely contributed to daily perceived academic success. In both studies, average levels of WM, but not achievement goals or self-regulation predicted report card grades. Results thus corroborate theoretical considerations on the importance of distinguishing selfregulation processes at between- and within-person levels. (DIPF/Orig.

Evaluating sociometer theory in children\u27s everyday lives. Inclusion, but not exclusion by peers at school is related to within-day change in self-esteem

Sociometer theory proposes that a person\u27s self-esteem is a permanent monitor of perceived social inclusion and exclusion in a given situation. Despite this within-person perspective, respective research in children\u27s everyday lives is lacking. In three intensive longitudinal studies, we examined whether children\u27s self-esteem was associated with social inclusion and exclusion by peers at school. Based on sociometer theory, we expected social inclusion to positively predict self-esteem and social exclusion to negatively predict self-esteem on within- and between-person levels. Children aged 9-12 years reported state self-esteem twice per day (morning and evening) and social inclusion and exclusion once per day for two (Study 1) and four weeks (Studies 2-3). Consistently across studies, we found that social inclusion positively predicted evening self-esteem on within- and between-person levels. By contrast, social exclusion was not associated with evening self-esteem on the within-person level. On the between-person level, social exclusion was negatively linked to evening self-esteem only in Study 1. Multilevel latent change score models revealed that children\u27s self-esteem changed from mornings (before school) to evenings (after school) depending on their perceived daily social inclusion, but not exclusion. The findings are discussed in light of sociometer theory and the bad-is-stronger-than-good phenomenon. (DIPF/Orig.

Melanoma-associated adhesion molecule MUC18/MCAM (CD146) and transcriptional regulator Mader in normal human CNS

The proteins MUC18 and Mader have been identified as markers of tumor progression in melanoma cells, MUC18, also known as MCAM (melanoma cell adhesion molecule) and as CD146 (endothelial antigen), is a cell adhesion molecule belonging to the immunoglobulin superfamily, Mader is a transcriptional regulator shown to negatively regulate EGR-1. As it is known that neoplastic cells of neuroectodermal origin frequently express neuron-specific molecules, we studied whether these melanoma-associated antigens are found in normal CNS tissue. We investigated the expression of MUC18/MCAM and Mader in adult human post mortem CNS tissue by immunohistochemistry, immunoblot and two-dimensional gel electrophoresis. Our results show that Mader is preferentially expressed on neurons and glial cells and that the adhesion protein MUC18/MCAM is mainly expressed on vasculature within the CNS. These observations may have important implications for further studies investigating their possible roles in cell adhesion and proliferation control within the CNS

Demokratiefeindlichkeit : auch ein Tätigkeitsfeld für die Soziale Arbeit

Die Demokratiefeindlichkeit wird in der Schweiz sichtbarer. Ein Grund dafür ist das veränderte Informationsverhalten. Was kann die Soziale Arbeit beitragen, um die Demokratie zu stärken bzw. Demokratiefeindlichkeit abzuwehren