Fakultät für Psychologie

Frühlingssemester 2023

• Entwicklungspsychologie II (Prof. Dr. A. Grob)
• Entwicklungspsychologie III (Dr. M. Steppan)
• Persönlichkeits- und Differentielle Psychologie II (Dr. Maximiliane Uhlich)
• Schulpsychologie I (Dr. K. Keller)
• Diagnostische Übungen (M.Sc. L. Gantscheva)
• Diagnostische Übungen (M.Sc. L.T. Schächinger Tenés)
• Wie schreibe ich eine Bachelorarbeit in der Entwicklungs- und Persönlichkeitpsychologie? (Dr. J. Weiner)
• Seminar mit Übung: Psychologische Diagnostik (PD Dr. E. Studerus)
• Psychologische Diagnostik (PD Dr. E. Studerus)
• Forschungsmethoden und Statistik II (PD Dr. E. Studerus)
• Statistische Verfahren in der Psychologie IV (PD Dr. E. Studerus)
• Streitfall Mehrsprachigkeit: Grundlagen und Folgen des mehrsprachigen Aufwachsens (Dr. J.C. Weiner)
• Entwicklung in Familien mit Migrationshintergrund: Risiken und Chancen (Prof. Dr. Beate Schwarz)
• Cognitive Development across the Lifespan (Dr. Emily Meachon, MSc Agnes Detert)
• Psychologische Beratung und Diagnostik im höheren Erwachsenenalter (Dr. Brian Cardini & Maria Lumsden Rieder)
• Entwicklungs- und Lebenslaufberatung (Dr. L. Gauck)
• Diagnostik und Beratung im schulpsychologischen Kontext – Teil II: Lernstörungen und emotionale Störungen (lic. phil. D. Joset)
• Frühe Förderung: Anwendung entwicklungspsychologischen Wissens (PD Dr. Noortje Vriends)
• Masterkolloquium & Journal Club (Prof. Dr. A. Grob gemeinsam mit dem gesamtes Team Abteilung)
• Dissertationskolloquium (Prof. Dr. A. Grob)

Herbstsemester 2023

• Entwicklungspsychologie I (Dr. P. Lannen)
• Persönlichkeits- und Differentielle Psychologie I (Dr. M. Uhlich)
• Persönlichkeits- und Differentielle Psychologie III (Prof. Dr. M. Allemand)
• Schulpsychologie II (Dr. K. Keller)
• Testtheorie und Testkonstruktion (Dr. M. Steppan)
• Diagnostische Übungen (M.Sc. L. Gantscheva)
• Diagnostische Übungen (M.Sc. A. Detert)
• Diagnostische Übungen (Dr. Tobias Kahl)
• Gesprächsführung und Beratung (Dr. Tobias Kahl)
• Gesprächsführung und Beratung (Dr. L. Gauck)
• Wie schreibe ich eine Bachelorarbeit in der Entwicklungs- und Persönlichkeitspsychologie? (Dr. J. C. Weiner)
• Perception and Action across the Lifespan (Dr. Emily Meachon)
• Intelligenz: Schlüssel zum Erfolg? (Prof. Dr. A. Grob und M.Sc. Leila Schächinger)
• Transitionen im Jugendalter (Prof. Dr. Beate Schwarz)
• Diagnostik und Beratung im schulpsychologischen Kontext – Teil III (Schulpsychologische Beratung und Interventionen) (lic. phil. D. Joset)
• Familiäre Belastungen, Ressourcen, interdisziplinäre Indikationsstellungen und  Interventionsplanung (Prof. Dr. Marc Schmid)
• Therapie von Gedächtnisstörungen im Kindes- und Jugendalter (Dr. Martina Studer)
• Psychologische Bericht- und Gutachtenerstellung (Dr. Letizia Gauck)
• Informationskompetenz für Psychologie (Dr. R. Segerer)
• Masterkolloquium/Journal Club (Prof. Dr. A. Grob & gesamtes Team Abteilung)
• Dissertations- und SEED-Kolloquium (Prof. Dr. A. Grob)

Master of Advanced Studies in Kinder- und Jugendpsychologie (MAS KJP)
Diploma of Advanced Studies in Kinder- und Jugendpsycholgie (DAS KJP)
Certificate of Advanced Studies in Kinder- und Jugendpsychologie (CASKJP)

Frühlingssemester 2023

• Entwicklungsübergänge im Jugendalter (Prof. Dr. Alexander Grob)
• Kinder und Jugendliche mit AD(H)S in der Schule (Dr. rer. nat. Juliane Ball)
• Autismus-Spektrum-Störungen (PD. Dr. med. Evelyn Herbrecht & CharlotteGweder, lic. phil.)
• Menschen mit Behinderungen und ihre Familien: Worauf ist bei der Beratung und Begleitung zu achten? (Isabelle Rösli, lic. phil. & Dr. med. Felix Walder)
• Schulabsentismus (Dr. Silvia Meyer)
• Elterncoaching bei Lernproblemen (Fabian Grolimund, lic. phil.)
• Suizidalität im Jugendalter (Prof. Dr. med. Alain Di Gallo & PD Dr. Dipl.-Psych. Marc Schmid)
• Der Medienalltag von Kindern und Jugendlichen: Risiken und Chancen (Dr. Sarah Genner)
• Children’s Rights: An evolving field for professionals working with and for children (Prof. Dr. Philip Jaffé)
• Sonderschulung - Integrative oder separative Schulung (Basil Eckert, lic. phil.)
• Emotionsregulation und Ressourcen fördern (Ina Blanc, MA)
• Herausforderungen in der Führung (Matthias Ryffel, MA)
• Ressourcenorientierte Gesprächsführung (Dr. Letizia Gauck)

Herbstsemester 2023

• Kolloquium (Prof. Dr. Alexander Grob)
• Standardisierte Abklärungsverfahren SAV (Martin Uhr, lic. phil., Nicole Wey, M. Sc.)
• Umgang mit traumatisierten Kindern und Jugendlichen im schulischen Kontext (Dr. phil. Maria Teresa Diez Grieser)
• Praxis der Gesprächsführung in der Schulpsychologie und der Erziehungsberatung (Daniela Bleisch, lic. phil. & Dr. phil. Kathrin Herberger)
• Kolloquium (Prof. Dr. Alexander Grob)
• Wachstum und Reife aus entwicklungsbiologischer Sicht (KD. Dr. med. Sepp Holtz)
• Neuromotorik: Bedeutung für die soziale Integration (KD. Dr. med. Sepp Holtz)
• Umgang mit Abschied und Tod (Ina Blanc, MA)
• Migration und interkulturelle Beratung im Spannungsfeld von Systemen (Prof. em. Dr. Andrea Lanfranchi)
• Berufsethik in der kinder- und jugendpsychologischen Praxis (Dr. Ralph Wettach)
• Bildungsgleichheit: Wie die Schule soziale Ungleichheit verschärft (Dr. phil. Luca Preite & Dr. Rebekka Sagelsdorff & Andrea Fischer, MA)
• Classroom-Management oder Konfliktprävention in der Schule (Prof. Dr. Allan Guggenbühl)
• Bindungsstörungen und psychosomatische Auffälligkeiten im schulischen Kontext (PD Dr. Margarete Bolten)

Certificate of Advanced Studies in Imaginativ-systemischen Interven-tionen (CAS ISI)

• Entwicklungspsychologie (Ina Blanc, MA)
• Hypnosystemische Arbeit mit der Familie (Susy Signer-Fischer, lic. phil.)
• Methoden zum Umgang mit Angst (Dr. med. Camilla Ceppi Cozzio)
• Identität mit Selbstwert (Ina Blanc, MA)
• Methoden zum Umgang mit Trauer und Trauma (Susy Signer-Fischer, lic. phil.)
• Potentialentwicklung (Dr. Letizia Gauck)

Doktoratsstudiengang Schulpsychologie, Entwicklungsdiagnostik und Erziehungsberatung Doktorat (SEED)

Frühlings- und Herbstsemester 2023

• Kolloquium Schulpsychologie, Entwicklungsdiagnostik und Erziehungsberatung Doktorat (SEED) (Prof. Dr. A. Grob)

2023 (mit peer review)

1. Arbenz, G. C., Gander, F., & Ruch, W. (2023). Breadth, polarity, and emergence of character strengths and their relevance for assessment. The Journal of Positive Psychology, 18(3), 383–393.
   https://doi.org/10.1080/17439760.2021.2018026
2. Campbell, L*., Tan, R. K*., Uhlich, M*., Francis, J. M.*, Mark, K.*, Miall, N., ... & I-SHARE research consortium. (2023). Intimate Partner Violence During COVID-19 Restrictions: A Study of 30 Countries From the I-SHARE Consortium. Journal of Interpersonal Violence, 08862605221141865. https://doi.org/10.1177/08862605221141865
3. Chester, L. A., Valmaggia, L. R., Kempton, M. J., Chesney, E., Oliver, D., Hedges, E. P., ...Studerus, E., … & van Os, J. (2023). Influence of cannabis use on incidence of psychosis in people at clinical high risk. Psychiatry and Clinical Neurosciences. https://doi.org/10.1111/pcn.13555
4. Dorrance Hall, E., Sharabi, L., Roaché, D., James-Hawkins, L., Croft, A., Alexopoulos, C., Lamarche, V., Uhlich, M., & Timmermans, E. (2023). Needing Space During Lockdown: A Longitudinal Test of Relational Turbulence Theory in the Context of Conversations About Physical and Emotional Space During the COVID-19 Pandemic. Communication Research. https://doi.org/10.1177/00936502231174771
5. Francis, Z., Weidmann, R., Bühler, J.L., Burriss, R., Wünsche, J., Grob, A., & Job, J. (2023; accepted). My willpower belief and yours: Investigating dyadic associations between willpower beliefs, social support, and relationship satisfaction in couples. European Journal of Personality. https://doi.org/10.1177/08902070231220416
6. Grieder, S., Visser, L., Timmerman, M.E., & Grob, A. (2023). Measurement invariance of the Intelligence and Development Scales-2 across the language versions, gender and age. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000771
7. Hensel, D., Mark, L., Abdelhamed, A., Burns, S., Esho, T., Hendricks, J., Jobim Fischer, V., Ivanova, O., Marks, M., Michelsen, K., Nimby, F., Strizzi, J., Tucker, J., Uhlich, M., & Toller Erausquin, J. (2023). Changes in Solo Masturbation and Partnered Sexual Behaviors Following the First COVID-19 Wave: Data from an International online survey of 26 Countries. International Journal of Sexual Health. https://doi.org/10.1080/19317611.2023.2224777
8. Klupp, S., Grob, A., & Möhring, W. (2023). Gait variability relates to prosocial, emotional and risk-taking behavior in typically developing children. Perceptual and Motor Skills, 130, 191-207. https://doi.org/10.1177/0031512522114396 
9. Klupp, S., Grob, A., & Möhring, W. (2023). Aerobic fitness and fine motor skills are related to switching and updating in typically developing children. Psychological Research, 87, 1401-1416. https://doi.org/10.1007/s00426-022-01749-w
10. Künsch, C., Fürer, L., Steppan, M., Schenk, N., Blum, K., Kaess, M., ... & Zimmermann, R. (2023). Withdrawal ruptures in adolescents with borderline personality disorder psychotherapy are marked by increased speech pauses–can minimal responses be automatically detected?. Plos one, 18(1), e0280329.
11. Meachon, E. J., Klupp, S., & Grob, A. (2023). Gait in individuals with and without ADHD: A systematic literature review. Gait & Posture, 104, 31-42. https://doi.org/10.1016/j.gaitpost.2023.06.003
12. Meachon, E. J., Melching, H., & Alpers, G. W. (2023). The overlooked disorder: awareness of DCD differs across cultures and between clinical professions. Advances in Neurodevelopmental Disorders, 1- 9. https://doi.org/10.1007/s41252-023-00334-5
13. Meyer, S., Lang, C., Ludyga, S., Grob, A., & Gerber, M. (2023). “What If Others Think I Look Like…” The Moderating Role of Social Physique Anxiety and Sex in the Relationship between Physical Activity and Life Satisfaction in Swiss Adolescents. International Journal of Environmental Research and Public Health, 20(5), 4441.
14. Troesch, L. M., Weiner-Bühler, J. C., & Grob, A. (2023). Longitudinal Examination of Potential Bilingual Advantage Effects for Selective Attention and Cognitive Functioning in Young Children. Language Learning and Development, 1-20. https://doi.org/10.1080/15475441.2023.2246451
15. Schächinger Tenés, L. T., Weiner-Bühler, J. C., Volpin, L., Grob, A., Skoruppa, K., & Segerer, R. K. (2023). Language proficiency predictors of codeswitching behavior in dual-language-learning children. Bilingualism: Language and Cognition, 1–17. https://doi.org/10.1017/S1366728923000081
16. Schulz, D., Segerer, R., Lenhard, W., Mangold, M., Schindler, J., & Richter, T. (2023). Assessing inhibitory control in kindergarten children: Validity of integrating response accuracy and response latency. Cognitive Development, 68, 101392.
17. Steppan, M., Zimmermann, R., Fürer, L., Southward, M., Koenig, J., Kaess, M., ... & Schmeck, K. (2023). Machine Learning Facial Emotion Classifiers in Psychotherapy Research: A Proof-of-Concept Study. Psychopathology, 1-10.
18. Urbanaviciute, I., Gander, F., & Massoudi, K. (2023). Working life during the pandemic: Experienced changes and their implications for occupational well-being among employees in Switzerland. Swiss Psychology Open, 3(1),Article 1. https://doi.org/10.5334/spo.39
19. Weidmann, R., Wünsche, J., & Grob, A. (2023). Cross-sectional and longitudinal associations between romantic attachment, health satisfaction, and health goal importance in partnered and single individuals. Journal of Adult Development. https://doi.org/10.1007/s10804-023-09451-w
20. Weiner-Bühler, J. C. (accepted in May 2023). Herausforderungen beim frühen Lese-/Rechtschreiberwerb bei Deutschschweizer Kindern: Eine neuro- und entwicklungspsychologische Forschungsperspektive. In Sammelband zu Dialekt und Standard in der Schule. Hrsg. S. Hauser & A. Schiesser (release date Spring 2024). hep-Verlag.

In Druck oder zur Publikation akzeptiert (mit peer review)

1. Gander, F., & Wagner, L. (2023). Which positive personality traits do people want to change? European Journal of Personality. https://doi.org/10.1177/08902070231211957
2. Gander, F., Wagner, L., Vylobkova, V., Kretzschmar, A., & Ruch, W. (2023). Paragons of character—Character strengths and well-being of moral, creative, and religious exemplars. Journal of Personality. https://doi.org/10.1111/jopy.12907
3. Odermatt, S.D., Weidmann, R., Schweizer, F., & Grob, A. (accepted; 2024). Academic performance through multiple lenses: Intelligence, conscientiousness, and achievement striving motivation as differential predictors of objective and subjective measures of academic achievement in two studies of adolescents. Journal of Research in Personality, 109, 104461. https://doi.org/10.1016/j.jrp.2024.104461.
4. Weidmann, R., Bühler, J.L., Wünsche, J., & Grob, A. (accepted; 2024). Does narrating the life story predict personality change? Journal of Research in Personality.

Tests/Buchkapitel/wissenschaftliche Berichte

1. Grob, A., & Weber, P. (2023). Chronische Krankheiten und Lebensstufen. In Weber, P. (Hrsg.). Transitionen bei neurologischen Erkrankungen (p. 7-18). Berlin: Springer.
2. Rossier, J., Urbanaviciute, I., Gander, F., Hofmann, J., Masdonati, J., & Ruch, W. (2023). Vulnerabilities and Psychological Adjustment Resources in Career Development. In D. Spini & E. Widmer (Eds.), Withstanding Vulnerability throughout Adult Life: Dynamics of Stressors, Resources, and Reserves (pp. 253–267). Springer Nature. https://doi.org/10.1007/978-981-19-4567- 0_16

Fabian Gander
Mitherausgeber des Journal of Happiness Studies.
Gutachtertätigkeiten für Zeitschriften: American Psychologist, Applied Psychology: Health and Well-Being, Computers in Human Behavior Reports, Emotion, European Journal of Psychology Open, International Journal of Applied Positive Psychology, Zeitschrift für Psychologie

Alex Traut
Gutachtertätigkeit für Zeitschriften:
BMC Psychology, Journal of Happiness Studies

Lucia Gasparovicova
Gutachtertätigkeit für Zeitschrift: European Journal of Psychological
Assessment

Letizia Gauck
Assessorin der Schweizerischen Studienstiftung
Schulratspräsidentin der Primarschule Gotthelf, Basel-Stadt
Mitglied der Studiengangkommission der Weiterbildungen Kinder- und Jugendpsychologie
Mitglied der Anerkennungskommission der Schweizerischen Vereinigung für Kinder- und Jugendpsychologie (SKJP)
Mitglied im Patronatskomitee Elternhilfe beider Basel
Diverse Vorträge und Kurstage (FHNW, PH Luzern, PZ.BS, Karg-Stiftung, Elternverein für das hochbegabte Kind und weitere)

Alexander Grob
Vorsitzender Studiengangkommission Weiterbildungen in Kinder- und Jugendpsychologie (WB KJP: MAS, DAS, CAS) und CAS Imaginativ-systemische Interventionen (ISI)
Präsident der Leitungsgruppe NFP76 «Fürsorge und Zwang»; Schweizerischer Nationalfonds für Wissenschaftliche Forschung
Stiftungsrat Wildt’sches Haus
Stiftungsrat Palatin Stiftung
Vorsitzender der Kommission Doktoratsstudiengang Schulpsychologie, Entwicklungsdiagnostik, Erziehungsberatung und Doktorat (SEED)
Gutachter für verschiedene Zeitschriften

Marina Jambreus
Workshop „Sprachstanderhebung mit dem DaZ-E“, Gemeinde Horw (online), 22.11.2023 Referat „Durchführung der Sprachstanderhebung mit dem DaZ-E“, Stadt Solothurn, Olten & Leimental, 24.10.2023, 07.11.2023 & 30.11.2023

Silvia Meyer
Webinar „Intelligenz- und Entwicklungsdiagnostik mit den IDS-2“, Testzentrale der Schweizer Psychologen AG Bern Bern (online), 5. Mai 2023
«Schule? Nein, danke.» - Schulabsentismus: Entstehung, Folgen und Handlungsoptionen Weiterbildung im Rahmen der WB KJP, Universität Basel, 21. April 2023

Emily Meachon
Guest Editor: Frontiers in Human Neuroscience “Current Perspectives on Developmental Coordination Disorder (DCD): Volume II”
Gutachtertätigkeiten für die Ethikkommission der Fakultät für Psychologie
Gutachtertätigkeiten für Zeitschriften: Cortex; Human Movement Science; Research in Developmental Disabilities; BMJ Open; Child: Care, Health and Development; British Journal of Occupational Therapy; Psychiatry Research Case Reports; Neurodiversity
Mitglied: International Motor Development Research Consortium (IMDR-C); International Society of Research and Advocacy for Developmental Coordination Disorder (ISRA-DCD)

Robin Segerer
Liaison Librarian für Psychologie und Kommunikationswissenschaften an der Universitätbibliothek Zürich

Martin Steppan
Gutachtertätigkeit für verschiedene Zeitschriften
Associate editor bei Child and Adolescent Psychiatry and Mental Health

Erich Studerus
Gutachtertätigkeiten für verschiedene Zeitschriften und für die Ethikkommission der Fakultät für Psychologie
Editorial Advisory Board Member von Archives of Women’s Mental Health
Vorstandsmitglied des «Swiss Early Psychosis Project» (SWEPP)

Maximiliane Uhlich
Gutachtertätigkeit: Journal of Social and Personal Relationships, Archives of Sexual Behavior, On the expert directory for developing Social Connection Guidelines for CASH (Canadian Alliance for Social Connection and Health) in partnership with the GenWell Project and the Public Health Agency of Canada

Jessica Carolyn Weiner
Gutachtertätigkeiten für Zeitschriften: Bilingualism: Language and Cognition; Learning and Instruction; Language and Cognition; Language & Speech
Mitglied der Swiss Society for Early Childhood Research (SSECR)
Reviewerin für Jacobs Foundation JF Research Fellowship Proposals

Giovanni Felice Agustoni
Development of an Instrument to Evaluate Online Peer Chat Counseling for Adolescents and Young Adult: A Preliminary Study
Abstract: Young adults report mental health problems disproportionately to the rest of the population, with numerous personal, social, and logistical barriers preventing them from seeking help. The context of online peer chat counseling may be an appropriate service, offering initial social support and reducing barriers to accessing help. This research aims to develop a reliable and valid instrument to evaluate peer counseling session, starting with the fourth edition of the Session Evaluation Questionnaire (Stiles et al., 1994; Rocco et al., 2017) and new items for describing the peer relationship. It may enable measurements to ensure the effectiveness and safety of the service to deliver help. Through a sample of 115 evaluated counseling sessions from the online peer chat counseling service Young4HelpChat, a principal component analysis was conducted to ensure the scale’s dimensionality and was also assess the scale’s psychometric qualities, internal structure, and the convergent validity of the developed dimensions with a satisfaction index. The developed scale shows adequate internal consistency and carries the necessary characteristics to be a valid, reliable, and promising instrument in the supervision of online peer chat counseling. Nevertheless, studies are needed to better validate the scale’s factor structure due to the small counseling session sample used.
(Betreuung: Martin Steppan)

Christina Albicker
A matter of motivation? – The role of sexual communal strength in the interplay of sexual desire, sexual frequency and sexual satisfaction.
The current research investigates how the motivation to meet a partner’s sexual needs, referred to as Sexual Communal Strength (SCS), affects different parts of couples’ sexuality. With a dyadic daily experience study, I demonstrate that sexual desire is a predictor for sexual frequency and SCS is a predictor for sexual satisfaction for people in committed romantic relationships. In Study 1, higher sexual desire was associated with higher sexual frequency independent of SCS. In Study 2, people with higher motivation to fulfill the sexual needs of their partner had more sexually satisfied partners independent of the frequency of sexual intercourse. This effect was higher for men’s sexual satisfaction than for women’s. Sexual frequency was however directly associated with sexual satisfaction. An exploratory analysis revealed that the correlation between partners’ SCS was small. Implications for research on SCS and for practitioners of couples and sexual therapy are discussed.
(Betreuung: Alex Traut)

Léonie S. Berger
The Relationship of Adverse Peer Experiences and Emotion Regulation in Adolescence and the Influence of Friendship Quality
During adolescence, friendships and peers become increasingly important. The quality of these relationships and peer experiences influences well-being and adequate emotion regulation. Previous research has shown that negative peer experiences, such as victimization and rejection, are related to adolescents’ emotion regulation. This thesis examined the relationship between negative peer experiences and adaptive emotion regulation in a multi- informant approach using reports from adolescents and their parents. In addition, friendship quality with the best friend was examined as a moderator of this relationship and as a possible protective factor. Path models were used to analyze data from 227 participants between the ages of 11 and 17 years. The results showed a significant relationship between adverse peer experiences and emotion regulation in parent-report measures but not in self-report measures. These two relationships appeared to differ significantly depending on the source of information, especially for girls. Reports of adverse peer experiences were significantly related between parents and adolescents but reports of emotion regulation were not. The quality of friendship with the best friend in the self-report measure did not moderate the relationship between adverse peer experiences and emotion regulation. However, the results suggest a possible influence on the relationship between adverse peer experiences and emotion regulation, which should be explored in further research. Limitations and future directions were discussed.
(Betreuung: Lucia Gasparovicova, MSc.)

Rahel Blunier
Associations of Self-Compassion with Relationship Satisfaction, Life Satisfaction and Closeness of Relationship
This study examined the associations of self-compassion with relationship satisfaction, life satisfaction, and relationship closeness in a sample of 1,069 heterosexual couples using Actor- Partner Interdependence Models (APIMs). Results suggested both actor and partner effects between self-compassion and relationship satisfaction and between self-compassion and life satisfaction. However, the present study found only a significant actor effect between self-compassion and relationship closeness. Furthermore, no gender effects were observed. In addition, the present study could show, that while some parts of the effects may be explained by personality and attachment, self-compassion explains unique variance in satisfaction. The results of the present study underline the importance of studying self-compassion more in the future, as valuable knowledge may be gained in how to successfully use self-compassion interventions in therapy and how to possibly use this knowledge further.
(Betreuung: Fabian Gander)

Laura Cristina Carvajal Garcia
Exploring the attitudes towards animal-assisted interventions and their relevance for a population with DCD and/or ADHD compared to typically developing adults: A Preliminary Study
Animal-assisted interventions (AAI) have an impact on humans. This research proposes AAI as an alternative treatment for secondary symptoms in individuals with developmental coordination disorder (DCD) and attention deficit hyperactivity disorder (ADHD). Aiming to determine if AAI could be seen as an alternative therapy for ADHD/DCD, N= 86 participants with ADHD (n= 33), DCD (n= 2), and typical developing (TD, n= 51) were analyzed. Significant differences between the TD and the clinical sample were found regarding general interest in AAI and willingness to try AAI [z=-3.82, p =<.001]; [z=-2.49, p= .013]. The results indicate a significant difference between the ADHD/DCD (M = 52.9) group compared to the TD (M = 36.9), [z = 2.91, p = .004] in the Dog Phobia Questionnaire (DPQ). Controlled interactions with animals might help address secondary symptoms leading to a better quality of life.
(Betreuung: Dr. Emily Meachon)

Leonie Dolder
Soziosexualität und Beziehungszufriedenheit: Eine dyadische Analyse von exklusiv-monogamen und offenen Paaren.
Die Soziosexualität beschreibt die Einstellung von Personen zu unverbindlichen sexuellen Interaktionen, sowie die Bereitschaft diese einzugehen. Bislang wurde der Fokus der Forschung auf den negativen Zusammenhang zwischen einer permissiven Soziosexualität und der Beziehungszufriedenheit gelegt. Aufgrund des Wandels der sexuellen Bedürfnisse im modernen Zeitalter sollen in der vorliegenden Arbeit anhand dyadischer Daten verschiedene Actor-Partner Interdependenz Modelle (APIM) berechnet werden. Das Ziel ist, den Zusammenhang zwischen Soziosexualität und Beziehungszufriedenheit bei heterosexuellen Paaren zu vergleichen, die entweder in einer exklusiv-monogamen oder in einer offenen Beziehung sind. Die Stichprobe basiert auf den Daten einer Onlineumfrage von 488 heterosexuellen Paaren im Alter von 18-81 (M = 32.4, SD = 13.5). Die Ergebnisse haben, wie erwartet, gezeigt, dass eine höhere Soziosexualität mit einer tieferen Beziehungszufriedenheit bei exklusiv-monogamen Beziehungen einhergeht. Dabei hat es keinen Geschlechterunterschied gegeben. Es wurde kein signifikanter Gruppenunterschied zwischen den beiden Beziehungsformen gefunden. Ein möglicher Grund dafür könnte die fehlende statistische Power gewesen sein. Es gab jedoch Hinweise dafür, dass sich der Zusammenhang von Soziosexualität und Beziehungszufriedenheit in offenen Beziehungen anders verhalten könnte als in exklusiven Beziehungen. Zusätzlich wurde untersucht, ob sich die Partner:innen jeweils in ihrer soziosexuellen Ausrichtung gleichen. Es wurde eine positive Korrelation zwischen den Partner:innen gefunden. Resultierende Implikationen können bei Einzel- und Paartherapien angewendet werden, auch wenn die eigene Soziosexualität keinen Einfluss auf die/n Partner:in hat, sondern lediglich auf die eigene Beziehungszufriedenheit.
(Betreuung: Fabian Gander)

Toni Graf
The Moderating Effect of Closeness on the Relationship Between Time Spent Together and Feelings of Loneliness Among Couples
Loneliness has been shown to be associated with adverse mental and physical health outcomes. Relationship status has been shown to be a protective factor of loneliness. However, feelings of loneliness vary across people in romantic relationships due to aspects of quality and quantity. Relationship quality and frequency of contact have been found to be protective factors against loneliness. Understanding the mechanisms of romantic relationships on loneliness is important to understand how to reduce feelings of loneliness. However, no research has been done regarding the effects of quantity of time spent with the romantic partner on feelings of loneliness. In addition, one paper found that the effect of spending time with the romantic partner on well-being was moderated through relationship quality. It was hypothesized that closeness and time spent together significantly reduced feelings of loneliness. Furthermore, it was hypothesized that the association between time spent together and loneliness is moderated by closeness. Data was used from the CouPers study, a multi wave longitudinal study from 2016-2018. A total sample of 496 couples were included in data analysis. Three APIMs were computed, and age and relationship duration used as control variables. Results showed that higher self-reported closeness and time spent together reduced self-reported feelings of loneliness. No partner effects were found. When controlling for closeness and moderation effects, actor effects of shared time vanished and positive partner effects arose. Lastly, no moderation effects of closeness on the association between time spent together and loneliness were found.
(Betreuung: Dr. Maximiliane Uhlich)

Nathalie Herles
Emotional states as direct or moderating effects of code switching behavior in bilingual children
The present study aims to investigate the impact of emotional states on code switching behavior of bilingual children. Specifically, the study seeks to explore whether children employ code switching as a strategy to regulate or express certain emotions, and whether experienced emotions moderate the effects of language proficiency and inhibition on code switching behavior. The research employed a generalized linear mixed model approach to analyze data from 62 bilingual children (male n = 29 and female n = 33), between the ages of 3;2 and 6;8 years old, who grew up with German or French as the societal language and Italian or Turkish as the heritage language. The study evaluated the direct effect of arousal and valence as emotional states on code switching behavior and their moderating effects on found trait predictors of code switching, language proficiency and inhibition. The results do not support the theoretical assumption that code switching is used as an emotion regulation strategy, but they do provide significant evidence that emotional states moderate the effects of language proficiency on code switching behavior. Specifically, when expressing negative emotions, bilinguals tend to rely more on  their societal language ability rather than their heritage language ability. The assumption that emotional states affect children's inhibitory skills could not be confirmed. Nonetheless, the evidence suggests that the unexpected frequency of code switching in young bilingual children may serve as an indicator of negative emotional states. This information can be valuable in providing better bilingual care in monolingual societies and further contribute to the research field of bilingualism. Therefore, additional research is encouraged to provide a more comprehensive understanding of emotion-triggered code switching that could be beneficial for parents, institutional caregivers, and policy makers.
(Betreuung: M.Sc. L. T. Schächinger Tenés)

Liezl Launspach
Metacognition and self-efficacy in adults with attention, hyperactive and motor coordination deficits
Objective: Previous research reported deficits in metacognition and self-efficacy in adults with ADHD, and tendencies of overconfidence in performance judgments as reflected in discrepancies scores between subjective beliefs and the actual performance outcomes. Although ADHD and DCD often co-occur and share overlapping symptoms with related impairments in attention and motor control, research efforts have tended to be more focused on adult ADHD than adult DCD. Therefore, the purpose of this study is to investigate whether adults with self-reported ADHD and DCD symptomatology experience similar deficits in metacognition and self-efficacy and what associations or interactions exist between self-efficacy, symptom severity and different aspects of metacognition. Method: The study sample included N = 292 participants divided into three groups with individuals who indicated having an existing diagnosis of ADHD (n = 32), a group with at- risk or probable DCD symptomatology (n = 23), and a control group (n =237). Participants completed an online survey with questionnaires for metacognition and general self-efficacy expectancy, and an objective abstract reasoning and fluid  intelligence task with self-evaluation of task performance before and after each trial. Results: Adults in the DCD group reported having lower general perceived self-efficacy, compared with the ADHD and TD group, whereas TD adults reported less deficits in metacognition than adults with ADHD and adults with DCD. Interaction effects between cognitive self-consciousness and ADHD or DCD, and positive beliefs about worry and ADHD were significant for the relationship between these two metacognitive concepts and self- efficacy. No group differences were found for biases or accuracy in the judgment scores. Conclusions: Both self-efficacy beliefs and metacognition were impaired in adults with at-risk or probable symptoms of DCD, highlighting the psychological challenges people with DCD must cope with, aside from motor deficits. Adults with ADHD have deficits in metacognition which, in association with symptom severity, seem to have a moderating effect on self-efficacy.
(Betreuung: Dr. Emily Meachon)

Pirmin Pfamatter
Intergenerational Relations of Second-Generation Immigrants in Switzerland
Intergenerational relations have come to belong to the most important relations in the 2l't century. Our Western societies have seen unprecedented immigration, with a considerable number of immigrants already belonging to the second generation. Contrary to their parents, who were socialized into one culture, the second- generation naturally gets acculturated into two cultures (i.e., the parent's and the host country's culture). This has important implications for the intergenerational relations of immigrants and their well-being. However, there are only few European studies investigating the role of acculturation in intergenerational relations and well-being in ethnically diverse samples of adult second-generation immigrants. This dissertation had three goals: (1) to investigate feelings of indebtedness toward the parents, a new concept called sense of indebtedness toward the parents (SIP) in association to the established concepts of filial obligations and support exchange in intergenerational research. (2) to understand the role of acculturation for the consensus on filial obligations and its relevance for relationship quality and support exchange with parents. And (3) to shed light on the association of acculturation with well-being. Study I suggested that SIP is a reliable and valid measure among second-generation immigrants and positively linked to filial obligations and support given to parents in line with the study hypotheses. Study 2 showed a mediating effect of the consensus on filial obligations on the association between the ethnic culture (i.e., the culture of the parents), but not the host culture and intergenerational relations. Mediation effects were significant among women, but not men. Study 3 demonstrated a positive link between acculturation and well-being. However, a high orientation toward either culture seemed to be more beneficial for well-being than a high orientation toward both cultures at the same time, contrary to the study hypothesis. This dissertation suggests that a high orientation toward the ethnic culture seems to promote positive, intimate, and supportive intergenerational relations among second-generation immigrants. A high orientation toward the host culture might hinder good intergenerational relations, while fostering well-being. Taken together, this indicates, that both cultures play an important role in the immigrants' lives. Navigating them successfully still poses a challenge to adult Swiss second-generation immigrants. Future studies should aim to investigate the importance of both cultures in specific contexts, to include further aspects of intergenerational relations in research and to study other minorities to draw a more conclusive picture of intergenerational relations.
(Betreuung: Prof. Dr. Beate Schwarz, Prof. Dr. Alexander Grob,)

Salome Dorothée Odermatt
Unlocking the Potential: Validity Evidence for a Comprehensive Developmental Assessment in Children and Adolescents
ln psychological research and practice, test procedures that assess children's and adolescents' developmental domains play a fundamental role as they serve a variety of important purposes. For example, practitioners such as school psychologists base their high-stakes diagnostic decisions and recommendations for future schooling support measures on the results of these instruments. To ensure accurate interpretations of scores obtained from such test procedures, their validity needs to be corroborated. At the same time, a holistic assessment of the core developmental domains (i.e., cognitive abilities, psychomotor skills, socialemotional skills, cultural skills, noncognitive personality characteristics) is integral to enabling an in-depth understanding of children's and adolescents' unique strengths and areas of development. ln the pursuit of extending current knowledge on validity evidence and contributing to a comprehensive developmental assessment of children and adolescents, the current cumulative dissertation aims to provide insights on three validity aspects of test scores from the lntelligence and Development Scales (lDS) and the lntelligence and Development Scales-2 (lDS-2). Following this goal, three studies were conducted that analyzed (1) differential validity for a clinical subgroup of autistic individuals, (2) criterion validity for multi-informant academic achievement in typically developing individuals, and (3) the contribution of participant characteristics, in particular aspects of proficiency in the test language, to test performance, which may interfere with the validity of score interpretations in individuals at risk for linguistic disadvantages. Samples consisting of children and adolescents aged between 5 and 20 years drawn from the IDS and IDS-2 standardization and validation studies and from additional validation studies were investigated with independent-samples of tests, structural equation modeling analyses, and hierarchical regression analyses. Results of the first study demonstrated the differential validity of test scores in psychomotor skills, language skills, and externally rated achievement motivation of the IDS-2 for autistic children and adolescents and showed that group differences in some developmental domains (e.9., social-emotional skills) may be dependent on factors such as age. The second study provided evidence on the criterion validity of IDS and IDS-2 intelligence scores for multi-informant academic achievement. Moreover, it revealed the incremental role of noncognitive personality characteristics, such as traits and motives, in predicting most of the objective and subjective academic achievement measures. Last, the third study uncovered the contribution of proficiency in the test language as a critical participant characteristic in the assessment of the IDS-2 domains. The findings suggested that the relative importance of different language aspects depends mainly on the verbal demands of the presented tasks. ln conclusion, the present work provides evidence on the validity of test scores from two comprehensive test batteries across different groups of children and adolescents and contexts. ln addition, this dissertation highlights the need for a fine-grained view in the process of validating test procedures, offers conclusions on practical implications, and supports a holistic assessment of children's and adolescents' various developmental domains to ensure that the full potential of the individual is captured and unlocked.
(Betreuung: Prof. Dr. Alexander Grob, Prof. Dr. Wenke Möhring)