Scientific monitoring of the implementation of multi-systemic therapy in Germany (Mainz)
This form of therapy (www.mstservices.com) is for young people with a high risk of developmental issues (delinquency, substance abuse, upcoming foster care, suspension from school, etc.) at the age of twelve to seventeen and their families. Originally from the United States, this form of therapy has already successfully been implemented in Europe and now it is being implemented in Germany, at the Heilpädagogikum Schillerhain Mainz for the first time.
The scientific monitoring captures the attainment of the therapy’s goals (going to school, training on the job/ apprenticeship, accommodation with the family, no further criminal proceedings), as well as the development of the psychosocial burden of young people. Duration of the project: End of 2016 - until at least 2021.
Evaluation of rehabilitation measures targeting school absenteeism of the children's Hospital Waldburg-Zeil and specialist clinics Wangen, Allgäu
This evaluation aims to quantify the quality of the treatment’s results in school absenteeism of children and adolescents. The patients of the specialist clinics Wangen, whose reasons for hospitalization (primary or secondary) are linked to school absenteeism, are examined five times. At these times of assessment, the patients are examined regarding the dimensions contentedness with the measures, psychosocial stress, school attendance behavior, academic achievement, learning, working and social behavior, self-esteem and anxiety. To do so, the patients themselves, the legal guardians, GP and clinic doctors, base school teachers and clinic school teachers as well as therapists are being interviewed. Duration of the project: Beginning of 2016 - end 2018; possibly with extension.
Peer-based promotion of writing
The development and evaluation of a peer-based promotion of literacy of young people in grade five is the aim of this concept. A structured Guide (topping, 2001) from the United States was developed further and transferred to a didactic process. A first two-week introductory phase based on direct instruction is followed by a six-week implementation phase, in which the teenagers independently go through the process with support of the generated teaching material. They work in teams and write stories. The pilot project was successfully completed with four lower secondary school classes (two-group design, pre-post survey, plus interim inquiry after the introductory phase) and the main study is currently being prepared.