Understanding others' feelings, intentions, and beliefs is a crucial social skill both for our personal lives and for meeting the challenges of a globalized world. Recent evidence suggests that the ability to represent and infer others' mental states (Theory of Mind, ToM) can be enhanced by mental training in healthy adults. The present study investigated the role of training-induced understanding of oneself for the enhanced understanding of others. In a large-scale longitudinal study, two independent participant samples (N = 80 and N = 81) received a 3-month contemplative training. This training focused on perspective taking and was inspired by the Internal Family Systems model that conceives the self as being composed of a complex system of inner personality aspects. Specifically, participants practiced perspective taking on their own inner states by learning to identify and classify different inner personality parts. Results revealed that the degree to which participants improved their understanding of themselves-reflected in the number of different inner parts they could identify-predicted their improvements in highlevel ToM performance over training. Especially the number of identified parts that were negatively valenced showed a strong relation with enhanced ToM capacities. This finding suggests a close link between getting better in understanding oneself and improvement in social intelligence.

Objective Microsurgical diskectomy/sequestrectomy is the standard procedure for the surgical treatment of lumbar disk herniations. The transforaminal endoscopic sequestrectomy technique is a minimally invasive alternative with potential advantages such as minimal blood loss and tissue damage, as well as early mobilization of the patient. We report the implementation of this technique in a German university hospital setting. Methods One single surgeon performed transforaminal endoscopic sequestrectomy from February 2013 to July 2016 for lumbar disk herniation in 44 patients. Demographic as well as perioperative, clinical, and radiologic data were analyzed from electronic records. Furthermore, we investigated complications, intraoperative change of the procedure to microsurgery, and reoperations. The postoperative course was analyzed using the Macnab criteria, supplemented by a questionnaire for follow-up. Pre- and postoperative magnetic resonance imaging volumetric analyses were performed to assess the radiologic efficacy of the technique. Results Our study population had a median age of 52 years. The median follow-up was 15 months, and the median length of hospital stay was 4 days. Median duration of surgery was 100 minutes with a median blood loss of 50 mL. Surgery was most commonly performed at the L4–L5 level (63%) and in caudally migrated disk herniations (44%). In six patients, surgery was performed for recurrent disk herniations. The procedure had to be changed to conventional microsurgery in four patients. We observed no major complications. Minor complications occurred in six patients, and in four patients a reoperation was performed. Furthermore, a significantly lower Oswestry Disability Index score (p = 0.03), a lower Short Form 8 Health Survey (SF-8) score (p = 0.001), a lower visual analog scale (VAS) lower back pain score (p = 0.03) and VAS leg pain score (p = 0.0008) at the 12-month follow-up were observed in comparison with the preoperative examination. In MRI volumetry, we detected a median postoperative volume reduction of the disk herniation of 57.1% (p = 0.02). Conclusions The transforaminal endoscopic sequestrectomy can be safely implemented in a university hospital setting in selected patients with primary and recurrent lumbar disk herniations, and it leads to good clinical and radiologic results. However, learning curve, caseload, and residents' microsurgical training requirements clearly affect the implementation process.

Social-emotional education and the relational competence of school staff and leaders are emphasized in research since they strongly impact childrens’ social, emotional, and cognitive development. In a longitudinal project—Empathie macht Schule (EmS)—we aim at evaluating the outcome and process of an empathy training for the whole school staff, including leaders. We compare three treatments to three control elementary schools via a mixed-methods approach employing qualitative and quantitative research methods targeting both, the school staff and the schoolchildren. Since the start of the project in 2019, the COVID-19 pandemic has disrupted the global education process, that is, the range of training activities for school staff in an unprecedented manner. First the lockdown and then the hygienic measures impact the habits and certainties in schools on multiple levels, including artifacts (e.g., physical distancing measures and virtual platforms), processes (e.g., virtual learning and home-schooling), social structures (e.g., separation of a high-risk group), and values (e.g., difficulties in building relations and showing empathy due to physical distance). Leaders and staff are facing an uncertain situation, while their actions and decisions may—also unintentionally—shape the social reality that will be inhabited to a significant extent. In this context, a number of questions become salient. How does the disruption of the pandemic affect interpersonal relationships, interactions, and the social field—the sum of relationships within the system of a school—as a whole? And specifically, how do the actors reflect on changes in the social field, their relationships, and the schools’ and classrooms’ overall relationship quality due to the crisis? The assessment combines qualitative interviews with leaders and teachers (N = 10) along with a self-report survey (N = 80) addressing the effects of the pandemic on interpersonal aspects in schools. Surprisingly, a number of positive effects were mentioned regarding the learning environment in the smaller-sized classes, which were caused by hygienic measures, as well as increased cohesion among faculty. The potential influence of these effects by consciously shaping relationships and cultivating empathy is discussed in the article.

ZusammenfassungDie COVID-19-Pandemie hat vielfältige Herausforderungen für Public Health und den Öffentlichen Gesundheitsdienst (ÖGD) in Deutschland offenbart bzw. verstärkt. Sie bietet jedoch auch ein Gelegenheitsfenster für eine langfristig wirksame Transformation im Bereich der öffentlichen Gesundheit. Vor diesem Hintergrund erfolgte im Oktober und November 2020 eine Online-Befragung der Mitglieder des Nachwuchsnetzwerkes Öffentliche Gesundheit (NÖG), in welcher die Erfahrungen mit und der Blick auf Public Health während der COVID-19-Pandemie eruiert wurden und sich erste Erkenntnisse aus der Pandemie für den deutschen Public-Health-Kontext abzeichneten. In diesem Beitrag werden diese vorgestellt und ausgehend von den Ergebnissen der Befragung Desiderate formuliert, welche zielgerichtete und konkrete Anhaltspunkte für die Weiterentwicklung und Förderung der öffentlichen Gesundheit geben sollen. Zentrale Themen, welche die befragten Nachwuchsfachkräfte beschäftigten, waren die erhöhte öffentliche und politische Aufmerksamkeit für öffentliche Gesundheit mit einer Fokussierung auf den Infektionsschutz, der Stellenwert von Public Health in Deutschland sowie Stärken und Schwächen von Public-Health-Strukturen und -Fachkräften. Die Desiderate zielen auf eine langfristige und holistische Stärkung von Public Health ab, in der die Ausbildung interdisziplinärer Nachwuchsfachkräfte einen hohen Stellenwert einnimmt.