Zusammenfassung. Psychische Störungen können über die ganze Lebensspanne auftreten. Strukturierte klinische Interviews sind zentrale Hilfsmittel für ihre rasche, zuverlässige und umfassende Diagnostik. Im deutschsprachigen Raum stehen mit den Verfahren der DIPS-Familie Interviews zur Diagnostik psychischer Störungen über die gesamte Lebensspanne zur Verfügung, die seit den 90er Jahren regelmäßig aktualisiert wurden. Ihre Reliabilität, Validität und Akzeptanz wurde wiederholt in großen Stichproben aus ambulanten, stationären und Forschungssettings überprüft. Die Einführung des DSM-5 erforderte eine umfassende Überarbeitung der DIPS-Interviews, deren wesentliche Merkmale dargestellt werden. Um die breitere Verwendung von strukturierten klinischen Interviews zu fördern, werden die Verfahren der DIPS-Familie neu als „Open Access-Dokumente“ zur Verfügung gestellt. Abschließend werden weitere Entwicklungen zu Training, Dissemination und Computerisierung im Ausblick angesprochen.

School absenteeism is a significant social and public health problem. However, existing prevalence rates are often not representative due to biased assessment processes at schools. The present study assessed school absenteeism in Germany using a nationwide online self-report survey. Although our definition of school absenteeism was more conservative than in previous studies, nearly 9 % of the 1359 high school students reported school absenteeism within the past 7 days. Absent students lived less often with both parents, were on average of lower socioeconomic status, and reported more emotional problems, behavioral problems and less prosocial behavior than attending students. Being an indicator of a wide variety of problems in children and adolescents, school absenteeism deserves much more attention. Future directions for research and implications for prevention and intervention programs are discussed.

Objectives Loving-kindness meditation (LKM) has been shown to improve wellbeing and positive emotions in clinical and non-clinical populations. The main goal of the present study was to examine whether LKM might be an effective intervention to promote positive mental health using the Positive Mental Health Scale (PMH) and to decrease depression, anxiety, and stress in university students. Methods The sample (n = 110) consisted of university students in Germany. One half of them (n = 55) underwent LKM intervention. They were compared with a matched control group (n = 55) which did not receive treatment. All participants completed positive and negative mental health measures at baseline and 1-year follow-up assessments. LKM participants additionally completed the same measures before and after treatment. Multiple analyses of variance were conducted to test for short- and long-term effects of LKM on positive and negative mental health measures. Results A significant short-term effect of LKM on anxiety and PMH was found. Long-term analyses revealed a significant decrease of depression, anxiety, and stress for LKM completers, and a significant increase of depression, anxiety, and stress for the control group. Conclusions The results suggest that LKM enhances mental health in university students.

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