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Fear of the pandemic, loss of part-time jobs, online classes, and sometimes very limited opportunities for social interaction have all contributed to a sharp increase in students' experience of stress over the past two years. The result has been an increase in mental illness and thus a steadily rising need for psychological counseling. Policymakers in some states are now responding by increasing funding for psychological counseling at universities. However, current studies point above all to the social isolation of students, which still exists two years after the start of the pandemic. What are the consequences for the actors in the higher education system, especially in the field of student counseling, teaching and coaching?
Coaching und Organisationsberatung an Schulen: welche Wege eröffnet die Positive Psychologie?
(2023)
Pandemiebedingte Verhaltensauffälligkeiten, Personalmangel, Digitalisierung, Unterricht mit geflüchteten Kindern und Jugendlichen: Schulen stehen vor massiven Herausforderungen. Lehrkräfte wie Schüler:innen erleben sich als äußerst belastet. Trotz des hohen Zusammenhangs zwischen Wohlbefinden und Leistung finden Ansätze, die Wohlbefinden in das Zentrum der Schulentwicklung stellen, bisher nur spärlich Eingang ins Schulsystem. Die Positive Psychologie kann die Organisationsberatung und -entwicklung an Schulen positiv beeinflussen und ihr einen Rahmen geben. In diesem Beitrag werden verschiedene Interventionen und deren Anwendung im System Schule dargestellt. Möglichkeiten und Grenzen der Positiven Psychologie für den Schulalltag werden diskutiert.
e-Government in Germany is usually not ranked top of the class in Europe. Rankings, such as the EU eGovernment Benchmark 2022, UN E-Government Development Index and others show that Germany is rather poorly ranked among the developed nations of the world. The authors assume that there is a correlation between the quality of Public Sector Education regarding digital competences and the quality of e-Government the so digitally educated civil servants can deliver. Civil servants in Germany usually graduate from one of the approximately 20 main universities of public administration; hence, an overview of the digital competences taught there is the core of this article. The main result is that both the quantity and the quality of digital competences taught need to be improved and, in the worst case depend on the university chosen, even zero digital competences are taught to the future civil servants.
Arbeit mit virtuellen Teams
(2004)