Prof. Dr. David Zimmermann
Profil
Zusammenfassung
Prof. Zimmermann forscht zu Pädagogik in schwierigen Kontexten – insbesondere zur Arbeit mit traumatisierten, geflüchteten und sozial belasteten Kindern und Jugendlichen sowie zur Professionalisierung von Fachkräften in Schulen und Justizvollzug. Seine Expertise liegt in der Verbindung von psychosozialen Belastungen mit pädagogischen Konzepten und in der Evaluation von Interventionen in vulnerablen Settings.
Skills
Stammdaten
Identität, Organisation und Kontakt aus HU-FIS.
- Name
- Prof. Dr. David Zimmermann
- Titel
- Prof. Dr.
- Fakultät
- Kultur-, Sozial- und Bildungswissenschaftliche Fakultät
- Institut
- Institut für Rehabilitationswissenschaften
- Arbeitsgruppe
- Pädagogik bei psychosozialen Beeinträchtigungen
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- Telefon
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- Zuletzt gescrapt
- 28.6.2026, 01:15:07
Forschungsthemen8
"Be Kool" - Beziehungs- und Kooperationsqualität unter Lehrenden und Lernenden
Quelle ↗Förderer: Andere inländische Stiftungen Zeitraum: 02/2020 - 07/2021 Projektleitung: Prof. Dr. David Zimmermann
Evaluation von Settings der Kindertagespflege für die Arbeit mit Kindern mit Fluchthintergrund
Quelle ↗Zeitraum: 06/2017 - 12/2017 Projektleitung: Prof. Dr. David Zimmermann
Kompetenzzentrum Flucht, Trauma und Behinderung
Quelle ↗Förderer: Bundesministerium des Innern Zeitraum: 07/2019 - 12/2021 Projektleitung: Prof. Dr. David Zimmermann, Prof. Dr. Claudia Becker
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Publikationen25
Top 25 nach Zitationen — Quelle: OpenAlex (BAAI/bge-m3 embedded für Matching).
Frontiers in Psychiatry · 15 Zitationen · DOI
Background: Treatment of major depressive disorder (MDD) in men is complicated by the endorsement of traditional masculinity ideologies (TMI) often leading to reluctance toward psychotherapy, therapy interfering processes, or premature termination. In addition, it has been shown that men with MDD have a significantly increased risk of being hypogonadal (e.g., total testosterone levels <12.1 nmoL/L). Therefore, it is recommended to examine depressed men with regard to their testosterone status and if hypogonadism is present to combine psychotherapy with testosterone treatment (TT). Aim: This project aims to evaluate a male-specific psychotherapeutic program (MSPP) for MDD in depressed eugonadal and hypogonadal men receiving testosterone in comparison to a standard cognitive behavioral therapy (CBT) for MDD and a Waitlist. Methods: The study presents a 2×3 factorial study design. In total, 144 men aged between 25 and 50 will be stratified by testosterone status (eugonadal/hypogonadal) and then randomized into one of the three conditions (MSPP, CBT, or Waitlist). Additionally, a healthy control group of 100 men will be recruited, which will undergo only baseline assessments. Both standardized psychotherapy programs will encompass 18 sessions delivered in a weekly manner. Aligned with the TT-related medical visits of the 72 hypogonadal men, all participants will be followed up with clinical assessments and bio sampling at weeks 0, 6, 15, 24, and 36. Expected results: Compared to Waitlist control groups, treatment groups are expected to be more effective and efficacious (depression score reduction of ≥50%) at week 24 and at the follow-up at week 36. The MSPP is expected to show higher effectiveness and efficacy for depressive symptoms and higher acceptability (lower dropout rate) as compared to CBT. Discussion: This study represents the first attempt to test a male-specific psychotherapy for MDD in a single-setting compared to standard CBT and a Waitlist control condition using randomized clinical trial methodology. In addition, the potential positive adjunct effect of psychotherapy to TT in reducing depressive burden and improving quality of life in hypogonadal depressed men represents a neglected research area and might introduce new hypogonadism screening procedures in depressed men and combined treatment approaches for depressed men suffering from hypogonadism. Limitations are the rigorous inclusion and exclusion criteria, which limit the generalizability of the study results to first episode treatment naïve depressed men. Clinical Trial Registration: ClinicalTrials.gov, identifier NCT05435222.
Teaching and Teacher Education · 12 Zitationen · DOI
Research Papers in Education · 12 Zitationen · DOI
The broad, contested notion of vulnerability is one of the areas of education in which concerns with the mental health and wellbeing of young people come together. This paper examines the theoretical and socio-political development of the ‘vulnerability Zeitgeist’ in recent years and the extent to which it has been applied to both young people and teachers in schools. We outline how the instrumental and negative views of vulnerability, which dominate policy discourse, run counter to the more expansive and ambivalent understandings familiar from sociological and psychoanalytic theory and use two cases drawn from studies undertaken in England and Germany to highlight their deleterious effects. Our analysis suggests that a more relational and collaborative approach, which explores vulnerability from the perspectives of both teachers and students, is necessary to improve support for the most vulnerable young people. We suggest that there are benefits to focusing on the vulnerability of young people and teachers, which research has until now examined separately, together conceptually and in practice to help to build trust and change attitudes to mental health and wellbeing in schools.
Kooperationen4
Bestätigte Forscher↔Partner-Paare aus HU-FIS — Gold-Standard-Positive für das Matching.
Professionalisierung in der Deutsch-als-Zweitsprache-Förderung für geflüchtete Menschen mit Lernschwierigkeiten
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Pädagogik im Berliner Jugendvollzug
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Kompetenzzentrum Flucht, Trauma und Behinderung
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