The direct and indirect effect of loneliness on the development of adolescent alcohol use in the United Kingdom.

Alcohol use among adolescents in the United Kingdom (UK) remains relatively high compared to those in other European countries. The present study sought to examine both the direct and indirect effect of loneliness on drinking behavior. Participants were school children (mean age 13.5 years at Time 1) participating in a Randomized Controlled Trial in the UK, who completed a battery of questionnaires examining alcohol-use indicators, loneliness, self-efficacy and sensation seeking at Time 1 and at +12 months. Loneliness at Time 1 had a substantive, though largely indirect (i.e., via self-efficacy and sensation seeking covariates), impact on alcohol-related harm at +12 months. Furthermore, Loneliness interacted with gender in the prediction of context of alcohol use, where being female and experiencing loneliness put an individual at a greater risk of unsupervised drinking. Females experiencing loneliness were also 2.9 times as likely to have had a drink in the past 30 days, and around 2.5 times as likely to have ever consumed a full drink, when compared to their male peers. The current results indicate that loneliness is an important but complex factor in adolescent drinking. There are important implications for the development of interventions to prevent underage drinking, not least that it is not appropriate to consider all underage drinkers as socially marginalised. However, for those that are, the self-medication hypothesis is potentially relevant through emotional self-efficacy

Kulturelle Bildung in bildungsbenachteiligten Milieus: eine empirische Untersuchung zur Wirkung von Tanz- und Bewegungstheaterangeboten in der Ganztagsgrundschule

Die in den letzten Jahren verstärkte Forderung nach empirischen Studien und Belegen für die Wirkungen kultureller Bildungsangebote bezüglich formaler und non-formaler Settings (z.B. Ganztagsgrundschule) und so genannter bildungsbenachteiligter Gruppen dokumentiert sich in verschiedenen Förderinitiativen und Forschungsverbünden. Diese widmen sich meist aus interdisziplinären Perspektiven den Fragen nach Bildungspotentialen künstlerisch-pädagogischer Angebote. Daran anknüpfend wird in der vorliegenden Studie mit 227 Grundschulkindern (MMZP1 = 8,61 Jahre; SDMZP1 = ,83) analysiert, inwiefern sich ein künstlerisch-pädagogisches Tanz- und Bewegungstheaterangebot auf die kreativen Fähigkeiten der Schüler/innen auswirkt (nIV = 139; nKG = 88). Dieser Beitrag fokussiert die Betrachtung der Entwicklung der Kreativitätsfacetten Produktivität, Problemlösungsfähigkeit und Originalität zu drei Messzeitpunkten (prä, post, follow-up) bei Kindern aus bildungsbenachteiligten Milieus. Die Ergebnisse zeigen positive Effekte des Tanz- und Bewegungstheaterangebots auf die Produktivität von Kindern aus Brennpunktschulen. Auch scheint sich das Angebot vor allem positiv auf die Problemlösungsfähigkeit von Kindern aus Nicht-Brennpunktschulen auszuwirken. Beide Interaktionseffekte zeigen gewinnbringende Perspektiven für die Implementierung von Tanz- und Bewegungstheaterangeboten in (außer-)schulischen Kontexten.The recently increased demand for empirical studies about the impact of arts education in formal and non-formal settings (e.g., all-day primary school) is documented in various funding initiatives and research associations. These question, mostly from an interdisciplinary perspective, educational potentials of artistic-pedagogical offers. Following, the purpose of this study with 227 primary school children (MTT1 = 8.61 years; SDTT1 = .83) was to analyze how a creative children dance and movement theatre program influences the creative abilities of students (nIV = 139; nCG = 88). This article focuses on the development of the creative patterns of productivity, problem solving and originality at three different measurement points (pre, post, follow-up) of children from an educationally deprived social environment. Results indicated that the dance and movement theatre program positively affects the productivity of children from schools in socially disadvantaged areas. Additionally, the program seemed to especially improve the problem solving skills of children, who are not socially disadvantaged. Both interaction effects indicated beneficial perspectives for the implementation of dance and movement theatre programs in educational settings