Grütter, J. (2024). Willkommenskultur und positive Gruppendynamik [Welcoming school cultures and positive group dynamics]. Guest lecture at the Department of Education, University of Applied Sciences and Arts, Northwestern Switzerland.
Grütter, J. (2022). Investigating social change in adolescents’ civic engagement – How can we do that? Workshop on quantitative methods in educational research. University of Zurich, 5th December.
Grütter, J. (2022). Understanding and shaping group dynamics in heterogenous classrooms. Seminar Series, Center for the Advanced Study of Collective Behavior, University of Konstanz. 30th of May.
Grütter, J. (2021, online). Moral reasoning in the context of social inequality. General Meeting of the European Social Domain Theory Group. 28th of May.
Grütter, J. (2021, online). Development of children’s and adolescents’ reasoning about social inequality. Guest lecture at the Seminar Series of the Jacobs Center for Productive Youth Development, University of Zurich, 7th of May.
Grütter, J. (2020). Children and adolescents’ reasoning about social inequality. Guest lecture at Centro de Investigación y Docencia Económicas, Aguas Calientes, Mexico. 13th of April.
Grütter, J. (2019). Prevention of discrimination in schools. Guest lecture at the University of Basel, Department of Psychology (Social Psychology), 4th of October.
Grütter, J. (2019). Social justice and inclusion in Nepal. Guest lecture at Tribhuvan University, Department of Psychology (Clinical Psychology), Padma Kanya Campus, 15th of May.
Grütter, J. (2016). Soziale Netzwerke in inklusiven Schulklassen: Wie gut sind Kinder mit besonderem Bildungsbedarf und Kinder mit Migrationshintergrund in das soziale Gefüge der Schulklasse integriert? [Social networks in inclusive schools: How much do children with special educational needs and immigrant children participate in the social activities of the classroom?]. Guest lecture at the University of Leipzig, Department of Education, 22nd of August.
Grütter, J. (2016). Intergruppenfreundschaften, sozio-moralische Kompetenzen und inklusive Haltungen bei Kindern und Jugendlichen. [Cross-group friendship, socio-moral competencies and inclusive attitudes in children and adolescents]. Guest lecture at the Chemnitz University of Technology, Department of Psychology (Social Psychology), 26th of April.
Peplak, J. & Grütter, J. (2023). Facilitating positive intergroup relations: Research on chlildren’s and adolescents’ outgroup prosociality. Biennial Meeting of the Society for Research in Child Development, Salt Lake City, USA, 23-25.3, 2023.
Grütter, J. (2021, online). Promoting social belongingness, inclusion & positive intergroup attitudes in multicultural schools: Novel findings from different intergroup contexts. 3rd Cultural Diversity, Migration, and Education conference (CDME), Potsdam, Germany.
Grütter, J. (2020). The role of socio-emotional competencies and identity for civic engagement. Biennial Meeting of the Society for Research on Adolescence, San Diego, USA, 19-21.3, 2020.
Grütter, J. & Peplak, J. (2019). Children’s emotions and prosocial behavior in the context of intergroup relations. Biennial Meeting of the Society for Research in Child Development, Baltimore, USA, 21-23.3, 2019.
Garrote, A. & Grütter, J. (2016). Social participation in peer networks: How do characteristics of the group influence children and adolescents at risk? Symposium was held at the 50. Congress of the German Society of Psychology, Leipzig, 18.-22.9 2016.
2024
Barth, C., Krukowski, E., & Grütter, J. (2024). Promoting Peer Inclusivity in the Classroom: The Role of Teacher-Student Relations and Responsibility for Classroom Social Dynamics. In A. Hitti & L. Elenbaas (Chairs), The role of authority figures in supporting children’s and adolescents’ intergroup interactions [Symposium]. 27th Biennial Meeting of the ISSBD, Lisbon, Portugal, , 16 – 20.6, 2024.
Buchmann, M., Grütter, J., & Zuffiano, A. (in preparation). General and time-specific convergence of teacher and student views of student mental health from late childhood to mid-adolescence. [Poster session]. 27th Biennial Meeting of the ISSBD, Lisbon, Portugal, 16 – 20.6.2024.
Denk, B.F., Farah, S., Pruessner, J.C., & Grütter, J. (2024). Heart rate synchrony and dyadic relationships in children. Workshop Behavioral Dynamics in Social Interactions, Krakow, 2-4.5, 2024.
Farah, S. & Grütter, J. (2024). Resource allocation following peer inequalities: balancing desire for fairness with concerns about peer status. [Poster session]. 27th Biennial Meeting of the ISSBD, Lisbon, Portugal, 16 – 20.6.
Farah, S., Barth, C. & Grütter, J. (2024). Understanding Bystander Responses to Social Exclusion: Prosociality, Extraversion, and Aggression Management. [Poster session]. 25th International Society for Research of Aggression World Meeting, Munich, Germany, 29.07- 3.8.2024.
Grütter, J., Putama, P., Denk, B., Farah, S., Pruessner, J. & Kano, F. Affective and action synchrony in children’s dynamic peer interaction. . Workshop Behavioral Dynamics in Social Interactions, Krakow, 2-4.5, 2024.
Weber, A., Rai, N., Bhatta, P. & Grütter, J. (2024, June 16 – 20). Civic beliefs and participation in an evolving democracy: a longitudinal study on Nepalese adolescents. In S. Gönültaş (Chair), Youths’ Power in Societies: Exploring Factors Related to Youth’s Civic Engagement in Political and Social Contexts [Symposium]. 27th Biennial Meeting of the ISSBD, Lisbon, Portugal, 16 – 20.6, 2024.
2023
Barth, C. & Grütter J. (2023). Adolescents’ perceptions of social mobility in relation to their career aspirations: First insights from Nepal. Paper presentation at the Biennial Meeting of the Society for Research in Child Development, Salt Lake City, USA, 23-25.3, 2023.
Barth, C., Grütter, J. (2023). The role of inclusive classroom norms for children’s reasoning about social exclusion based on learning difficulties. Poster presentation at the Biennial Meeting of the Society for Research in Child Development, Salt Lake City, USA, 23-25.3, 2023.
Grütter, J. & Barth, C. (2023). Children’s evaluation of bystander behavior in intergroup situations: The role of peer group dynamics and first insights from a school-based intervention program. Paper presentation at Biennial Meeting of the Society for Research in Child Development, Salt Lake City, USA, 23-25.3, 2023.
Grütter, J., Barth, C., & Kovacevic, Z. (2023). Fostering cross-group friendships and inclusion in schools: Recent findings from the Friendship Project – A multilevel intergroup intervention. Paper presentation at Biennial Meeting of the Society for Research in Child Development, Salt Lake City, USA, 23-25.3, 2023.
2022
Barth, C., Grütter, L. (2022). The role of inclusive classroom norms for children’s reasoning about social exclusion based on learning difficulties. Paper presented at the 3rd Conference on Social Inclusion, Zurich, Switzerland, 9-10.6, 2022.
Grütter, J. (2022). “If we choose the right person, they might later on develop the society”. Nepalese adolescents moral reasoning and anticipated civic engagement. Paper presented at the European Association for Research on Adolescence (EARA), Dublin, Ireland, 24-27.8.2022.
Grütter, J., Barth, C., Aréchar, A., & Rizzo, M. (2022) Children’s evaluations of global, local and interpersonal inequalities: First insights from Nepal and Switzerland. Paper presented at the Biennial meeting of the ISSBD, Rhodes, Greece, 19 – 23.6.2022.
Grütter, J., Dändliker, L., Archarya, A., & Killen, M. (2022) Nepalese adolescents’ reasoning about social mobility: The role of group status and experiences with discrimination. Paper presented at the Biennial meeting of the ISSBD, Rhodes, Greece, June 19 – 23.6.2022.
Grütter, J., Tschopp, C., Barth, C., & Buholzer, A. (2022). The friendship project: Promoting cross-group friendships in heterogenous classrooms. Paper presented at the 3rd Conference on Social Inclusion, Zurich, Switzerland, 9-10.6, 2022.
2021
Barth, C., Paukstat, V., & Grütter, J. (2021, online). The role of supportive teacher student relationships for social participation in ethnically diverse classrooms. 3rd Cultural Diversity, Migration, and Education conference (CDME), Potsdam, Germany. Retrieved from osf.io/y92n3
Grütter, J., Barth, C., Tschopp, C., & Buholzer, A. (2021, online). Intergroup perceptions, belonging and friendship in multicultural schools. 3rd Cultural Diversity, Migration, and Education conference (CDME), Potsdam, Germany. Retrieved from osf.io/r25uq
Grütter, J., Barth, C., Tschopp, C., & Buholzer, A. (2021, online). Teachers’ emotional reactions and reasoning about social exclusion based on learning difficulties and hyperactive behavior. 47th Annual Conference of the Association for Moral Education (AME).
Grütter, J., Dhakal, S., Dändliker, L., & Buchmann, M. (2021, online). The role of sympathy for adolescents’ civic engagement: Longitudinal evidence from Nepal and Switzerland. Pre-Conference on Moral Development for the Biennial Meeting of the Society for Research on Adolescence. https://www.moral-development-psy.org/presenters.html
2019
Dhakal, S., Grütter, J., & Killen, M. (2019). How does access to education predict the school adjustment and career orientation of girls from marginalized families in Nepal? Paper presented at the Second International conference on Quality Education, Nepal, 24-26 August 2019.
Grütter, J. & Buchmann. M. (2019). Development of civic competencies during adolescence: Longitudinal associations with sympathy and persistence in late childhood. Paper presented at the 19th European Conference on Developmental Psychology, Athens, 29.8-1.9.2019.
Grütter, J., Dhakal, S., & Killen, M. (2019). Adolescents’ friendship selection based on caste, SES, and academic achievement: The role of school diversity. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Baltimore, USA, 21-23.3, 2019.
Grütter, J., Dhakal, S., & Killen, M. (2019). The role of sympathy and trust for resource allocation decision within preexisting social inequalities. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Baltimore, USA, 21-23.3, 2019.
Grütter, J. (2019). Wie denken Kinder und Jugendliche in Nepal über soziale Ungleichheit? Die Rolle des sozialen Status und Diversitätserfahrungen in der Schule. [How do children and adolescents in Nepal reason about social inequalities based on wealth? The role of social status and experiences with diversity]. Paper presented at the annual meeting of the German Moral Development Research Group [Moralforschungstagung], Mannheim.
Gasser, L., Grütter, J., & Torchetti, L. (2019). Effects of inclusive classroom norms on children’s attitudes toward peers with hyperactive behavior. Paper presented at the EARLI, Aachen, Germany.
Dhakal, S., Grütter, J., & Killen, M. (2019). How does access to education predict the school adjustment and career orientation of girls from marginalized families in Nepal? Paper presented at the Second International conference on Quality Education, Nepal, 24-26 August 2019.
Killen, M., Grütter, J., & Dhakal, S. (2019). Adolescents expect that parents will discourage cross-group friendship between low-wealth and high-wealth peers: implications for social inclusion. Paper presented at the 19th European Conference on Developmental Psychology, Athens, 29.8-1.9.2019.
Sette, S., Gasser, L., & Grütter, J., (2019). Reciprocal effects among teacher liking, peer inclusion, and adolescents’ academic achievement in a two-wave longitudinal study. Paper presented at the 19th European Conference on Developmental Psychology, Athens, 29.8-1.9.2019
Woodward, B., Grütter, J., Karki, I., Sharma, M., Freites, E., Ahmed, H., & Killen, M. (2019). Adolescents’ expectations about intergroup encounters and friendship between high and low SES peers. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Baltimore, USA, 21-23.3, 2019.
2018
Grütter, J., Dhakal, S. & Killen, M. (2018). Growing up with cultural and social diversity in strong social hierarchies: Adolescents’ interpretations of discrimination and potential for cross-group friendships in Nepal Paper presented at the 51. Congress of the German Society of Psychology, Frankfurt, 15.-20.9 2018.
Grütter, J., Dhakal, S., & Killen, M. (2018). Adolescent’s reasoning about social justice and discrimination in Nepal. Poster presented at the Conference of the Psychological Studies of Social Issues, Pittsburgh, 29.6.-1.7.2018.
Grütter, J., Karki, I., Dhakal, S., Shrestha, R., & Killen, M. (2018). The role of inclusive education for adolescent’s reasoning about social exclusion in Nepal. Paper presented at the 51. Congress of the German Society of Psychology, Frankfurt, 15.-20.9 2018.
Grütter, J., Karki, I., Parajuli, S., & Killen, M. (2018). How does access to education predict the school adjustment and career orientation of girls from marginalized families in Nepal? Poster presented at the Biennial Meeting of the Society for Research on Adolescence Minneapolis, USA, 12-14th April 2018.
2016
Grütter, J., Meyer, B., Stegmann, S., Philipp, M., & van Dick, R. (2016). Interethnic relations in diverse classrooms: The role of ethnic diversity, faultlines, and teacher care. Paper presented at the 50. Congress of the German Society of Psychology, Leipzig, 18.-22.9 2016.
Tschopp, C., Buholzer, A., & Grütter, J. (2016). The pivotal role of teacher-parent collaboration in inclusive schools. Paper presented at the 11th EARLI SIG Conference on Diversity and Inclusion as Challenge for Teacher Education. Zürich, 20-22.6.
2015
Grütter, J., Malti, T., Meyer, B., & Gasser, L. (2015). The role of classroom composition and in-group norms on children’s intentions to exclude peers with special educational needs. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Philadelphia, USA, 19.-21.3.
Grütter, J., Malti, T., Tropp, L., & O’Brien, T. (2015). Cross-group friendship, classroom composition and attitudes towards school among ethnic minority group children. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Philadelphia, USA, 19.-21.3.
Grütter, J., Meyer, B., & Glenz, A. (2015). Social exclusion in inclusive classrooms: A question of measurement and context? Paper presented at the 45th Annual Meeting of the Jean Piaget Society, Toronto, 4-6.6 2014.
2014
Grütter, J., Kummer Wyss, A., & Meyer, B. (2014). Inklusion fängt in den Köpfen an: Ist die soziale Inklusion von Kindern mit besonderem Förderbedarf reine Einstellungssache? [Inclusion starts in our heads: Is the social inclusion of children with special educational needs just a question of attitude?] Poster presented at the 49. Congress of the German Society of Psychology, Bochum, 21.-25.9.
Grütter, J. & Meyer, B. (2014). Sozialer Ausschluss von Kindern mit besonderen Bedürfnissen: Realität oder methodisches Artefakt? [Social exclusion of children with special educational needs: A question of viewpoint?] Paper presented at the Congress of the Swiss Society for Research in Education, Lucerne, 23.-25.6.
Grütter, J. & Meyer, B. (2014). Social exclusion of children with ADHD: A comparison of different forms of intergroup contact. Poster presented at the 17th General Meeting of the European Association of Social Psychology, Amsterdam, 8.-12.7.
Gasser, L., Grütter, J., Glenz, A., & Malti, T. (2014). Peers’ moral reasoning as predictors of physical and relational aggression. Paper presented at the 4th SIG13 Symposium on Moral Education for a Democratic Citizenship, Verona, 25-28.6.
2013
Grütter, J., Meyer, B., & Malti, T. (2013). Social exclusion of children with special educational needs: A Swiss study using social network analysis. Paper presented at the 35th International School Psychology Association Conference, Porto, 17-20.7.
Grütter, J. (2017). The role of socio-moral development, cross-group friendships, and teacher behavior for peer group inclusivity. Dissertation at the University of Zurich. Available from: http://opac.nebis.ch/ediss/20173153.pdf
The classroom idol. In the Swarm (Centre for the Advanced Study of Collective Behaviour). https://open.spotify.com/episode/6qpFiltmcc2mN6FeZO2i18
Newspapers and Magazines
Gemeinsam stark: Freundschaften fördern, Verhaltensprobleme überwinden. PLUS – das Weiterbildungsmagazin. https://issuu.com/phluzern/docs/phluz_23061022_wb_magazin_plus_gesamt_digital_2?fr=xKAE9_zU1NQ
Toleranz schulen – Von Willkommenskultur, Rollenmodellen und Beziehungsmanagement. Mai, 2023. https://www.campus.uni-konstanz.de/wortwechsel/toleranz-schulen
https://www.campus.uni-konstanz.de/wortwechsel/toleranz-schulen-teil-2-von-willkommenskultur-rollenmodellen-und-beziehungsmanagement
So gelingt das Miteinander. Checkliste Inklusion. [Creating inclusive classrooms]. Klett und Balmer Verlag, September 2022. https://www.klett.ch/rundgang/im-gespraech/checkliste-inklusion-so-gelingt-das-miteinander
Mit dir wollen wir nicht spielen! Fritz und Fränzi. Das Schweizer Elternmagazin. https://www.fritzundfraenzi.ch/gesellschaft/kinder-unter-sich-mit-dir-wollen-wir-nicht-spielen/
Wie Freundschaften in der Schule fördern? [Promoting friendship at school]. Insieme Magazine, September 2021
Stimmt es dass..schulische Inklusion Sozialkompetenzen fördert? [Is it true..that inclusive classrooms promote social competencies?]. UZH Journal (October, 2020)
How can I support my child when faced with sorrows and anxiety regarding COVID-19?]. (2020, March 19). Südkurier. https://www.suedkurier.de/ueberregional/wissenschaft/Wie-nehme-ich-meinem-Kind-die-Corona-Angst-Expertentipps-zum-richtigen-Umgang-mit-der-Ausnahmesituation;art1350069,10475591
Bildung und sozialer Wandel in Nepal [Education and social change in Nepal]. (2019, August 9). Teacher University Lucerne. https://www.phlu.ch/news-und-medienmitteilungen/bildung-und-sozialer-wandel-in-nepal.html
Equal participation of students from poor, rich backgrounds helps beat inequality. (2019, May 19). Ratopati. http://english.ratopati.com/story/9597?fbclid=IwAR1t_92QJIkX_XOoAlu5Iu0WrUv2U6C9k9NBVim-qFTIJQmg_O3fD3aNnUw
Children look to teachers as role models for how to treat their peers. BOLD blog.
https://bold.expert/children-look-to-teachers-as-role-models-for-how-to-treat-their-peers/
How do cross-group friendships encourage inclusivity? Diversity in the classroom. BOLD blog. https://bold.expert/why-do-children-exclude-others/
Why do children exclude others? BOLD blog.
https://bold.expert/academically-at-risk-children-benefit-from-teachers-emotional-support/
Academically at-risk children benefit from teachers’ emotional support – Learning Environment. BOLD blog.
https://bold.expert/how-do-cross-group-friendships-encourage-inclusivity/
Wie spreche ich mit meinem Kind über das Coronavirus? [How do I talk to my child about COVID-19?].
Psychological resources regarding COVID-19, German Society of Psychology. (June, 2020)