Current research projects

Duration: 2024 - 2028
Funding: Deutsche Forschungsgemeinschaft (DFG, FOR 5389)
Status: ongoing
Contact: Johannes Lehnen & Prof. Dr. Julia Asbrand
Cooperation partners: Prof. Dr. Ulrike Lüken (HU Berlin) & Dr. Rasmus Bruckner (FU Berlin)

This project is part of the research unit "Kontexteinflüsse auf dynamische Lernprozesse in sich verändernden Umgebungen: Grundlegende Mechanismen und klinische Implikationen" (FOR 5389, Spokesperson Prof. Dr. Tania Lincoln, U Hamburg)

Background: Learning is key to survival when facing dynamically changing environmental threats. Many environments are characterized by uncertainty due to (1) irreducible outcome variability, e.g., when the location of an attacking predator can only approximately be predicted, and (2) uncertainty arising from systematic changes, e.g., when the location in which a predator appears, changes systematically. An adequate consideration of these types of uncertainty requires dynamic belief updating (DynBU), promoting survival by balancing explorative vs. defensive behaviors. This pertains particularly to internal models of threats. Aims: We provide an in-depth behavioral and neural analysis of statistical learning, particularly DynBU, as a function of the anxiety phenotype across the lifespan. Further, the project examines if individual ifferences in DynBU in anxiety disorder (AD) patients can be related to intervention-driven changes (cognitive behavioral therapy) in threat expectations. Hypotheses: (1) We hypothesize an overestimation of how much should be learned from new outcomes (learning rate) in the anxiety phenotype, shaped by defensive reactions. This effect will particularly be dependent on the presence of expected uncertainty. We further assume a correlation between anxiety and learning-rate related activity in the prefrontal and parietal cortex as well as a stronger involvement of the periaqueductal gray (PAG) in higher anxiety levels. (2) We hypothesize a negative correlation between age and the tendency to show overly high learning rates under expected uncertainty, as well as a moderation of this effect by the anxiety phenotype. On an exploratory level, (3) we will test the applicability of clinical and experimental paradigms in a younger group of children (aged 8 to 9 years), and (4) target the relation between DynBU and threat expectations during exposure treatment. Planned methods: Participants will report on relevant clinical information (see clinical backbone). They will further complete the common Confetti-Cannon-Task (comparison across all projects) and a salience context sensitive Predator-Task (comparison with project 5). Finally, an adult subsample will complete the Predator-Task in the MRI scanner which will offer important insights into the neural systems of statistical learning under heightened defensive reactivity in the anxiety phenotype. Expected impact: The current project will enrich the RU's goals, mainly aim 2 (developmental and environmental context influences) and aim 3 (clinical manifestations of DynBU). We will extend the RU's clinical focus by including the anxiety phenotype from childhood to adulthood. A shared paradigm allows comparability across development (projects 6 & 7) and psychopathology (projects 2 & 9). This will allow for developing and testing innovative treatments focusing on uncertainty processing for the prevention and early intervention of AD during a putative second funding period.

Duration: 2025 - 2027
Funding: internally funded
Status: ongoing
Contact: Marie-Luise Völker & Prof. Dr. Julia Asbrand
Cooperation partners: N.N.

Where do socially anxious children and adolescents direct their attention during interactions with other people? How do they regulate their emotions? These are two questions that have mostly been studied in the laboratory so far. But is it the same like in the real life? Therefore, this project aims to investigate the attention biases and emotion regulation of children/adolescents with social anxiety disorder by comparing data from the laboratory with data from real life. Through the use of standardized questionnaires and eye-tracking this goal is intended to be achieved.

Duration: 2023 - 2026
Funding: internally funded
Status: in preparation
Contact:  Nora Spirkl de & Prof. Dr. Julia Asbrand
Cooperation partners: Dr. Edwin Lim (Universitätsklinikum Jena), Dr. Veronika Engert (Universitätsklinikum Jena)

The climate crisis has negative impacts on the natural world as well as the physical and mental health of many people. These impacts can stem from exposure to its direct and indirect impacts such as extreme weather events, air pollution, food shortages, forced migration, and war. In addition, many people that are not (yet) directly impacted are increasingly aware of the existential threat posed by the climate crisis, often resulting in distress alongside a complex array of negative emotions.

Plenty of research demonstrates the negative role high and persistent levels of stress can play in mental health outcomes. However, research has so far mainly focused on the impact of individual stressors while leaving the impacts of societal crises as stressors largely unexamined. Yet, there is some research pointing to a negative impact of societal crises such as the climate crisis on mental health among adolescents, beyond the effects of individual stressors. Thus, it is vital to study how young people can cope with and regulate their climate emotions to prevent negative mental health outcomes.

The focus of the research project LUKA - Living and Coping with Climate Worries and Everyday Stress is to examine how young people cope with the climate crisis in comparison with other stressors and highly distressed young people react differently than young people with low levels of psychological stress.

Duration: 2023 - 2026
Funding: internally funded 
Status: ongoing
Contact: Nora Spirkl de & Prof. Dr. Julia Asbrand
Cooperation partners: N.N.

Climate change, pandemic, wars - we live in times of multiple and concurrent global crises. This can lead to negative emotions and mental distress for many people. A vulnerable group that has not yet received sufficient attention are families (children, adolescents, and parents). Therefore, the focus of the research project Crisis pathways - Impacts of Global Crises on Families and Children is to examine how families emotionally process different global crises. A particular spotlight will be on younger children and their parents, since there is a notable lack of research in this population.

While parents may provide an important source of social support to their children, many also struggle to regulate their own emotions about the climate crisis and other global crises. This can present a barrier to effectively addressing these issues with their children. Thus, research on the effects of parental support and moderating factors is urgently needed in order to develop tools to aid parents in this regard.

To investigate this research question, an online survey was conducted. Based on these results, a subsequent laboratory study with parent-child dyads is currently in preparation.

Duration: 2024 - 2025
Funding: Internally funded
Status: Ongoing
Contact: Prof. Dr. Julia Asbrand & Nora Spirkl
Cooperation Partners: Dr. Michael Eichinger & Dr. Felix Peter

Pediatric and adolescent medical care is usually the first point of contact not only for somatic problems, but also for psychological stress in children and adolescents. The focus of our study is on the ongoing effects of the COVID-19 pandemic (e.g. Ravens-Sieberer et al., 2023), but also the climate crisis (e.g. Ma, Moore, & Cleary, 2022) and other global crises (Lass-Hennemann et al., 2023). How first responders deal with this burden is (partly) decisive for how young people experience global crises (COVID-19 pandemic, climate crisis, wars, etc.; Crandon et al., 2022) and what help they receive. While initial studies describe how global crises - especially the climate crisis - are generally finding their way into pediatric and adolescent medical practice (e.g. Edlinger et al., 2022), the resulting psychological stress has so far received less attention. This receives attention primarily with regard to extreme weather events and the assessment of pediatricians as to what relevance this could have for affected children and adolescents (Hieronimi et al., 2024).

Our study aims to address the existing gap and investigate what concerns about various global crises (e.g. COVID-19 pandemic, climate crisis, war, etc.) are reported by children and adolescents in practice, what effects reporting on these could have and whether pediatricians and adolescent physicians or people working in this field in general, such as medical-technical assistants (summarised below as pediatricians and adolescent physicians) explicitly address these. In addition, we record pediatricians' own exposure to socio-ecological crises and, with regard to the climate crisis, their perception of risk and their experience of competence in dealing with children and adolescents under psychological stress. We address how consciously pediatricians experience socio-ecological crises in their everyday work in order to be able to assess whether these factors are related to addressing the crises in practice. The long-term aim is to derive specific information and support services for pediatricians and adolescent physicians in order to further develop their skills and provide better support for children, adolescents and families.

This study therefore aims to investigate the following questions as part of an online survey of pediatricians and adolescent physicians. Due to a lack of research, the majority of the questions are exploratory in order to better understand the population and develop follow-up studies.

Duration: 2023 - 2027
Funding: internally funded
Status: in preparation
Contact: Hannah Boltz, Dr. Nele Dippel & Prof. Dr. Julia Asbrand
Cooperation partners: N.N.

Waiting times for an outpatient psychotherapy are often far too long and can be up to one year. During this time, children and adolescents often do not receive the support they actually need and there is a risk that existing symptoms will worsen or become chronic.

Internet and mobile-based interventions (IMIs) enable immediate, comprehensive, easily scalable and versatile use in psychotherapeutic settings. Among other things, they are already being used to bridge waiting times in the adult sector. So far, there are no equivalents in the child and adolescent sector. For this reason, the app I-WAIT (Intervention zur WArtezeitüberbrückung auf einen Individuellen Therapieplatz) is being developed as part of this doctoral project and piloted for feasibility in the outpatient clinic setting.

Duration: 2025 - 2028
Funding: BMBF
Status: ongoing
Contact: Maxi Casper & Prof. Dr. Julia Asbrand
Cooperation partners: Prof. Dr. Claudia Calvano (Freie Universität Berlin), Prof. Dr.-Ing. Fabian Hemmert (Bergische Universität Wuppertal), Dr. Ing. Wilko Heuten (OFFIS e.V.), Nurogames GmbH Köln, intecsoft GmbH & Co. KG Dresden

Even before global crises became the focus of attention - and not just crises such as pandemics, war and climate change - depressive disorders were one of the most common mental health problems in childhood and adolescence. Global crises increase the number of children suffering from depression. Stressed parents and the increase in violence in families are also very stressful psychologically and can therefore be a cause and trigger for depression. At the same time, there are too few readily available and low-threshold treatment options. It is therefore important to develop a technology that children can use as a low-threshold and quickly available initial intervention in situations of psychological stress.

The STARK project is working with researchers from clinical child and adolescent psychology, engineering, gamification and graphic design on an interactive technology that supports children with depression between the ages of nine and twelve. The system combines mixed reality and gamification approaches and provides users with multisensory support in dealing with feelings. The technology integrates participatory work with (affected) children and young people to develop the intervention. It is based on proven methods for treating depressive disorders and includes innovative therapeutic approaches: Children should learn through play that thinking, feeling and acting are closely connected. They should also learn to recognize, name and regulate their feelings. To this end, they are placed in various situations in virtual worlds in which they perform activating or relaxing tasks. The findings are transferred to the physical world by means of augmented game modules. The project will be evaluated and the results will be published in specialist journals and in a way that is comprehensible to the general public.

More information: here (https://www.interaktive-technologien.de/projekte/stark)

Duration: 2024 - 2025
Funding: internally funded
Status: in progress
Contact: Hannah Boltz & Prof. Dr. Julia Asbrand

In recent years, the use of digital interventions to support mental health has spread rapidly. These digital services, such as apps, online therapies or virtual support systems, offer people with mental distress an accessible and often cost-effective way to improve their mental health. Especially in times of the COVID-19 pandemic, which has made access to traditional, in-person health services more difficult, digital interventions have become an important addition to mental health care.

Our aim is to use systematic synthesis and evaluation of research findings to assess the implementation, use and effectiveness of digital interventions with regard to mental health literacy. How is this addressed and which components are particularly addressed? These are the questions addressed by the meta-analysis presented here.

Duration: 2024 - 2026
Funding: Academy for Teaching Development (ALe), Friedrich-Schiller-University Jena
Status: ongoing
Contact: Prof. Dr. Julia Asbrand & Lilly Stemmann
Cooperation partners: Prof. Dr. Hanna Drimalla (U Bielefeld)

When the Psychotherapy Act (PsychThG) was reformed in 2019, fundamental changes were made to the course of psychology studies. In the former system, students completed an exclusively scientific Master's degree. The new Master's degree course in Clinical Psychology and Psychotherapy (KliPPT), on the other hand, is the first non-medical licensing degree course to integrate large practical components into a primarily scientfic course. These practical components include the seminar Berufsqualifizierende Tätigkeit II (BQT II), in which students are confronted with their first practical psychotherapeutic contents. In order to create further learning situations outside of practicing with fellow students, video-based interaction sequences (VIS) were filmed as part of the Vis-a-Vis project and integrated into the seminar. In the VISs, students are confronted with different psychotherapeutic situations and have the opportunity to practice dealing with these situations. While working with the VIS, verbal and non-verbal interaction markers are recorded. In addition, the subjective increase in competence is recorded at three measurement points. The aim of the study is to evaluate the video-based interaction sequences as a learning method for increasing psychotherapeutic skills.

Duration: 2023 - 2025
Funding: internally funded
Status: ongoing
Contact: Nora Spirkl de & Prof. Dr. Julia Asbrand
Cooperation partners: Dr. Felix Peter

There is a large body of evidence showing that the climate crisis causes a wide array of emotions in young people. When encountering these emotions, they employ different kinds of emotion regulation and coping strategies. However, research in this area is still facing difficulties in terms of assessment: Psychometrically sound questionnaires to examine both climate emotions and subsequent emotion regulation and coping strategies in this age group are currently lacking. In addition, existing questionnaires are often developed for trait-based research; however, our focus is state-based research that can demonstrate the deployment of different strategies in a concrete situation. Thus, the goal of this project is to develop psychometrically sound questionnaires for a wide age span of young people that can be used in state-based experimental research.