Guest Editorial: Bildung-Psychology: The Substance and Structure of an Emerging Discipline

Spiel, Christiane; Reimann, Ralph; Wagner, Petra; Schober, Barbara

doi:10.1080/10888690802199426

Cited by 17 publications

(28 citation statements)

References 16 publications

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“…ViSC has also previously been presented as a concrete application of the Bildung-Psychology approach (Spiel et al, 2008). Atria and Spiel (2003) report that the model was informed by Huesmann's (1988) social information-processing theory and Salmivalli's empirical results of bullying as a group process (e.g., Salmivalli, Lagerspetz, Björkqvist, Osterman, & Kaukiainen, 1996).…”

Section: The Bildung-psychology Approachmentioning

confidence: 94%

“…As Spiel et al (2008) note, although there are elements of the lifelong learning and evidence-based practice approaches in evidence elsewhere, ' . .…”

Section: The Bildung-psychology Approachmentioning

confidence: 98%

“…ViSC, originally designed for 'at risk' and disadvantaged 15-to 19-year-olds in Austria (Atria & Spiel, 2003 has since been used with a lower secondary level participant base in Germany (Gollwitzer et al, 2006) and primary school students in Austria (Spiel et al, 2008).…”

Section: The Bildung-psychology Approachmentioning

confidence: 99%

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From Theory to Practice: Two Ecosystemic Approaches and Their Applications to Understanding School Bullying

Guckin

Minton

2013

Aust. j. guid. couns.

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School professionals, particularly school counsellors and school psychologists, require detailed knowledge of many important factors that contribute to the personal, academic, and vocational development of the students in their charge (e.g., psychosocial development, curricula developments, local community developments and initiatives, national and international policy developments). The amount of detail and knowledge required by school counsellors/psychologists is bewildering, even before consideration of the individual differences in those who require their help. A framework can provide school professionals with a parsimonious approach to organising, synthesising and understanding all the information that needs to be considered in relation to a child within a particular environment. The current article reviews and comments upon the usefulness of two such theoretical frameworks -Bronfenbrenner's ecological model (1979, 1989) and Spiel, Reimann, Wagner, and Schober's (2008) Bildung-Psychology approach -to an exploration and understanding of a common issue; namely, bully/victim problems among school pupils. It is argued that such ecological/systemic approaches could usefully inform the design and evaluation of future efforts to address school bullying and violence. By extension, we propose that the simplicity of such models is of great value to the school professional who seeks a framework that can guide them in their work.

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Section: The Bildung-psychology Approachmentioning

confidence: 94%

“…As Spiel et al (2008) note, although there are elements of the lifelong learning and evidence-based practice approaches in evidence elsewhere, ' . .…”

Section: The Bildung-psychology Approachmentioning

confidence: 98%

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From Theory to Practice: Two Ecosystemic Approaches and Their Applications to Understanding School Bullying

Guckin

Minton

2013

Aust. j. guid. couns.

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“…The authors point out similarities between implementation frameworks and the BildungPsychology model. The integrated view offered by Bildung-Psychology regarding lifelong learning as influenced by factors on the micro-, meso-, and macro-level (Spiel et al, 2008) corresponds well to the findings from the developing field of implementation science. In line with lifelong learning, implementation is a growing science built on research and evaluation of practices that unfold over years and decades.…”

Section: Overview Of Contributions To the Special Issuementioning

confidence: 99%

“…The substantive level of Bildung deals with the question which characteristics of a person who has acquired some Bildung are really desirable (cp. Spiel, Reimann, Wagner, & Schober, 2008). Spiel and Reimann (2005a) argue that over its history, the meaning of Bildung has often changed.…”

Section: Introductionmentioning

confidence: 99%