Adverbialpositionen im deutsch-englischen Vergleich

Der Ausgangspunkt ist die These, daß die verschiedenen Adverbialklassen im Deutschen unterschiedliche Basispositionen aufweisen und daß sich diese durch unterschiedliche strukturelle Anforderungen an die Klassen ergeben. Es soll gezeigt werden, daß sich die plausible Vermutung, daß die Adverbialklassen in Sprachen wie dem Deutschen und dem Englischen entsprechenden strukturellen Bedingungen unterliegen, bestätigt. Unterschiede im Verhalten der Adverbiale in den beiden Sprachen werden demnach nicht durch unterschiedliche Eigenschaften der Adverbiale erfaßt, sondern diese ergeben sich durch die unterschiedlichen Satzstrukturen und die unterschiedlichen Weisen der Argumentverwaltung. Dies wird illustriert anhand von Adverbialen der Art und Weise, Lokal- und Temporaladverbialen, Adverbialen der Subjekthaltung und Satzadverbialen

School Bullying: A Crisis or an Opportunity?

In 1999, a U.S. Supreme Court justice asked lawyers for a young woman who had endured years of peer sexual harassment, “Is this just kids being kids?” (Stein, 2003). In doing so, the justice posed a question that is often applied to bullying. Many adults view ostracism, demeaning behavior, even physical assaults among young people to be normal or “growth experiences” for the victims. Yet considerable evidence indicates that bullying can deny young people basic educational opportunities, as they attempt to escape daily harassment through truancy or dropping out (Slee, 1994), or develop maladaptive ways of coping with emotional trauma (e.g., Graham & Juvonen, 1998). Effects are not restricted to those actively bullied. Bystanders learn that aggression pays. They may experience a disturbing mix of feelings such as fear, pleasure, guilt, and moral confusion (O’Connell, Pepler, & Craig, 1999; Jeffrey, Miller, & Linn, 2001)

Changing Adolescents\u27 Attitudes About Relational and Physical Aggression: An Early Evaluation of a School-Based Intervention

A pilot study evaluating the Second Step, Middle School/Junior High®program was conducted to determine its effect on students’ attitudes regarding aggression and perceived difficulty of performing social skills. Sixth-through eighth-grade students (N = 714) were surveyed before and after the pro-gram was implemented by teachers in intervention classrooms. Second Step students were taught curricular modules corresponding to their year in middle/junior high school. Program effects were tested using a repeated measures design. Relative to nonparticipants, Second Step students in their second year of school de-creased in their overall endorsement of aggression and perceived difficulty of per-forming social skills. Program effects were less consistent for those in their first year of middle/junior high school. Additional research is needed to investigate program effects under varying conditions (e.g., lesson quality, pacing of lessons) and with long-term exposure

\u27The Steps to Respect\u27 Program Uses a Multilevel Approach to Reduce Playground Bullying and Destructive Bystander Behaviors

Bullying reduction efforts benefit from combining universal and selected interventions. All children are involved occasionally as aggressor, victim or encouraging bystander, and some children are frequently involved. Bullying behavior is amply rewarded in the school environment. The Steps to Respect program aims to reduce rewards by increasing adult intervention and support for socially responsible student behavior. Cognitive-behavioral classroom curricula address peer norms, assertiveness, and general social-emotional skills. A random control trial showed decreases in playground bullying and negative bystander behavior after one year. Longitudinal analyses showed declines in all five problem behaviors after two years. Results were strongest when teachers also coached individuals involved in bullying. Compared to ‘zero-tolerance’ models, coaching offers advantages with respect to student reporting rates, discipline consistency, time-savings, and educational opportunities

Zur Positionierung der Adverbiale im deutschen Mittelfeld

Unter Syntaktikern besteht generell die Tendenz, im Deutschen die Freiheit bezüglich der Positionierung der Adverbiale sogar für noch größer zu halten als die Freiheit der Positionierung der Argumente. Wie die Stellungsfreiheit der Argumente im Mittelfeld eines deutschen Satzes theoretisch zu erfassen sei, wird seit langer Zeit kontrovers diskutiert. Die Hauptfrage dreht sich darum, ob alle Serialisierungen der Argumente basisgeneriert sind oder ob es eine ausgezeichnete Serialisierung der Argumente, eine sogenannte Grundabfolge, gibt, aus der sämtliche anderen Aktantenserialisierungen durch eine Ableitungsoperation bzw. Bewegung zu gewinnen sind. Diese grundsätzlichen Fragen stellen sich auch bezüglich der Positionierungsmöglichkeiten der Adverbiale, auch wenn sie hierfür bei weitem nicht so häufig gestellt und diskutiert wurden.In this paper, we argue that there are base positions for adverbials in the middle field of the German sentence. By using a set of tests for determining base positions it is established that there are five classes of adverbials as far as their base positions are concerned: (I) frame adverbials, (II) sentence adverbials, (III) event-related adverbials, (IV) event-internal adverbials and (V) process-related adverbials. Within these classes, there may by semantic preferences for a certain order but this order is not syntactically determined. The base position of these classes and their c-command-relations reflect their semantic relations to the rest of the sentence. Finally, we show that there is evidence for scrambling among members of the different classes of adverbials and it is shown that scrambling of adverbials is a meaningful concept within a projective grammar

Observed Reductions in School Bullying, Nonbullying Aggression, and Destructive Bystander Behavior: A Longitudinal Evaluation

This study was a longitudinal extension of a random control trial of the Steps to Respect antibullying program. Students in Grades 3–5 were surveyed (n = 624) and observed on the playground (n = 360). Growth curve models of intervention students showed 2-year declines in playground bullying, victimization, nonbullying aggression, destructive bystander, and argumentative behavior. Grade-equivalent contrasts indicated group differences in all problem behaviors. Problem behaviors in the control group increased or remained stable across grade. Intervention group students reported less difficulty responding assertively to bullying compared with control students. Within both groups, older students perceived themselves to be more aggressive and less frequently victimized than younger students. Methodological issues posed by inconsistencies between self-reported and observed behavior are discussed

Effects of a School-Based Social-Emotional Competence Program: Linking Children\u27s Goals, Attributions, and Behaviors

This study examined the effects of the Second Step social–emotional learning program and addressed the relations between social cognitions and prosocial and antisocial behavior. Children (N = 1,253) in intervention and control groups were assessed by teacher ratings, self report, and observation in two conflict situations. Intervention children were more likely to prefer prosocial goals and give egalitarian reasons for satisfaction than control children. Intervention children also required less adult intervention, and behaved less aggressively and (among girls) more cooperatively. Teacher ratings of social behavior showed improvement over time. Individual and dyadic behavior varied as a function of goals, hostile attributions, and attitude concordance within dyads. Findings are discussed with respect to social-cognitive models of aggression and prosocial behavior

The Connection between Health Promotion, Prevention, and Psychosocial Health: An Innovative Action Model

The promotion of psychosocial health among individuals, groups, and society is becoming an increasingly important task and research topic in the field of public health. Psychosocial health is a complex interaction between the psyche of an individual and the social environment in which that individual lives. Promoting psychosocial health is often challenging and complex for health care professionals. Therefore, an important question of public health significance is: how can we address and improve the psychosocial health of individuals, groups, as well as society in general? An interdisciplinary team of specialists at the Department of Health Professions at the Bern University of Applied Sciences, Switzerland, focused on the connection between health promotion, prevention, and psychosocial health. This team newly defined these topics in relation to how they could be synergistically combined to promote psychosocial health. Additionally, they presented an action model to graphically depict their connection. The proposed action model is based upon already well-established concepts, models, frameworks in health promotion, and prevention practice. In a further step, they have depicted them in a way that clearly integrates and combines their core concepts for their practical application in promoting psychosocial health. As these topics are overlapping, their clear illustration is important in promoting their systematic and planned usage. This new and innovative approach encourages the systematic usage of health promotion and prevention for the promotion of psychosocial health. The next step would be the implementation and evaluation of this action model, especially the measurement of the outcome (psychosocial health). The integrative and intentional use of health promotion and prevention is an innovative approach for the promotion of psychosocial health in public health practice

Walking the Talk in Bullying Prevention: Teacher Implementation Variables Related to Initial Impact of the \u27Steps to Respect\u27 Program

This study examined relationships between teacher implementation of a comprehensive bullying prevention program and student outcomes. Implementation in third- through sixth-grade classrooms (N = 36) was measured by observation and teacher report. Student outcomes were measured by student surveys and teacher ratings of peer social skills (N = 549) and observations of playground behaviors (n = 298). Multilevel modeling showed that teacher coaching of students involved in bullying was associated with less observed victimization and destructive bystander behavior among students engaged in these problems at pretest, and less observed aggression among fifth- and sixth-grade students. Support for skill generalization related to reductions in observed aggression and victimization among older students. Adherence to lessons was associated with higher ratings of peer social skills. Quality of lesson instruction corresponded to greater self-reported victimization, as well as more perceived difficulty responding assertively to bullying. Implications for school-based practice and future research directions are discussed

Reproducibility of the heat/capsaicin skin sensitization model in healthy volunteers

INTRODUCTION: Heat/capsaicin skin sensitization is a well-characterized human experimental model to induce hyperalgesia and allodynia. Using this model, gabapentin, among other drugs, was shown to significantly reduce cutaneous hyperalgesia compared to placebo. Since the larger thermal probes used in the original studies to produce heat sensitization are now commercially unavailable, we decided to assess whether previous findings could be replicated with a currently available smaller probe (heated area 9 cm(2) versus 12.5–15.7 cm(2)). STUDY DESIGN AND METHODS: After Institutional Review Board approval, 15 adult healthy volunteers participated in two study sessions, scheduled 1 week apart (Part A). In both sessions, subjects were exposed to the heat/capsaicin cutaneous sensitization model. Areas of hypersensitivity to brush stroke and von Frey (VF) filament stimulation were measured at baseline and after rekindling of skin sensitization. Another group of 15 volunteers was exposed to an identical schedule and set of sensitization procedures, but, in each session, received either gabapentin or placebo (Part B). RESULTS: Unlike previous reports, a similar reduction of areas of hyperalgesia was observed in all groups/sessions. Fading of areas of hyperalgesia over time was observed in Part A. In Part B, there was no difference in area reduction after gabapentin compared to placebo. CONCLUSION: When using smaller thermal probes than originally proposed, modifications of other parameters of sensitization and/or rekindling process may be needed to allow the heat/capsaicin sensitization protocol to be used as initially intended. Standardization and validation of experimental pain models is critical to the advancement of translational pain research