The collateral effects of the COVID-19 pandemic: A gender-specific systematic review of disordered eating behaviour in the general population.

Objective: The COVID-19 pandemic initiated public health measures, impacting mental health and exacerbating disordered eating behaviours (DEB). This study aims to fill gaps in understanding DEB in the general population during the pandemic, emphasising gender dynamics and the experiences of gender and/or sexual minority (SGM) individuals.

Method: A systematic literature review followed PRISMA guidelines to investigate DEB during the pandemic, focusing on gender-sensitive analyses and SGM populations.

The relationship between anabolic androgenic steroid use and body image, eating behavior, and physical activity by gender: A systematic review.

The prevalence of anabolic androgenic steroids (AAS) is rising, especially in recreational sports and the general population. While body image significantly influences AAS use, gender differences remain unclear. We examined gender-related connections between AAS use, body image, eating behavior, and physical activity.

Internet-based psychoeducation and support programme for relatives of young people with early psychosis: results of the first German-language intervention.

Background: International clinical guidelines recommend Family Interventions (FIs) especially for families of people at early stages of psychosis. The German S3 treatment guideline for schizophrenia gives FIs the highest level of clinical recommendation. However, some family relatives have limited access to these services due to health system constrains.

Pre-school Teachers' Stereotypes and Self-Efficacy are Linked to Perceptions of Behavior Problems in Newly Arrived Refugee Children.

Since 2015, increased numbers of refugee families with pre-school-aged children have arrived in Germany. In pre-schools, teachers' professional competence for teaching those children and adapting to their socio-emotional needs has become increasingly important. Previous research linked teachers' stereotypes and cultural beliefs to their self-efficacy and enthusiasm when teaching immigrant children.