Soziale Arbeit, Bildung und Pflege Prof. Dr. Dipl.-Psych. Johanna Pretsch

Psychologie

nach Vereinbarung

Seit 2022             Professorin für Psychologie an der Hochschule Esslingen

2020 bis 2022     Fachliche Leitung des Psychologischen Diensts beim Internationaler Bund (IB) e.V. Baden: Berufliche Rehabiliation und           Teilhabebegleitung

2014 bis 2022     Familientherapeutin bei Ohlebusch Karlsruhe GmbH: Aufsuchende Familientherapie im Rahmen der Hilfen zur Erziehung

2012 bis 2020     Wissenschaftliche Mitarbeiterin im Arbeitsbereich Psychologische Diagnostik, Differentielle und Pers?nlichkeitspsychologie an der Universit?t Koblenz-Landau

Pretsch, J. & Gelhausen, A. (2023). Psychoedukation systemisch: Impulse zum psychoeduktiven Arbeiten in den ambulanten Hilfen zur Erziehung. Systeme, 37(2), 125-145.

Pretsch, J., Thomas, N. & Buchholz, N. (2023). Gemeinsam gegen die Ohnmacht: ein Gruppenangebot zur St?rkung und Stabilisierung für aus der Ukraine geflohene Menschen. Zeitschrift für systemische Therapie und Beratung, 41(1), 27-33.

Pretsch, J. (2021). How Do People React to (In) Equality and (In) Justice? A Psychological Approach. In Equality (pp. 267-294). Palgrave Macmillan, Cham.

Pretsch, J. & Erhardt-Madapathi, N. (2018). Experiences of justice in school and attitudes towards democracy: A matter of social exchange? Social Psychology of Education, 21(3), 655-675.

Erhardt-Madapathi, N., Pretsch, J. & Schmitt, M. (2018). Effects of Injustice in Primary Schools on Students' Behavior and Joy of Learning. Social Psychology of Education, 21(2), 337-369.

Pretsch, J. & Schmitt, M. (2017). Validity Risks and Potential Advancements of Situational Judgment Tests and Assessment Centre Exercises in Personality Research. European Journal of Personality, 31, 477-478.

J., Mayer, A., Leising, D., Krieger, T., Grosse Holtforth, M., & Pretsch, J. (2017). Exploring occasion specificity in the assessment of DSM-5 maladaptive personality traits: A latent state-trait analysis. European Journal of Psychological Assessment, 33, 47-54.

Ehrhardt, N., Pretsch, J., Herrmann, I. & Schmitt, M. (2016). Observing justice in the primary school classroom. Zeitschrift für Erziehungswissenschaft, 19, 157-190.

Pretsch, J., Ehrhardt, N., Engl, L., Risch, B., Roth, J., Schumacher, S., & Schmitt, M. (2015). Justice in schools and students' emotions, well-being, and behavior: a longitudinal study. Social Justice Research, 29(1), 119–138. 

Schnotz, W., Kauertz, A., Ludwig, H., Müller, A., & Pretsch, J. (Eds.) (2015). Multidisciplinary research on teaching and learning. Springer.

Zimmermann, J., Altenstein, D., Krieger, T., Grosse Holtforth, M., Pretsch, J., Alexopoulos, J., Spitzer, C., Benecke, C., Krueger, R. F., Markon, K. E., & Leising, D. (2014). The structure and correlates of self-reported DSM-5 maladaptive personality traits: Findings from two German-speaking samples. Journal of Personality Disorders,28, 518-540.

Pretsch, J., Heckmann, N., Flunger, B., & Schmitt, M. (2014). Agree or disagree? Influences on consensus in personality judgments. European Journal of Psychological Assessment, 30(1), 31-39. 

Pretsch, J., Flunger, B., Heckmann, N. & Schmitt, M. (2013). Done in 60 seconds? Inferring Teachers' Subjective Well-Being from Thin Slices of Nonverbal Behavior. Social Psychology of Education: An International Journal, 16(3), 421-434.

Flunger, B., Pretsch, J., Schmitt, M, & Ludwig, P. (2013). The role of explicit need strength for emotions during learning. Learning and Individual Differences, 23, 241-248.

Pretsch, J., Flunger, B. & Schmitt, M. (2012). Resilience predicts well-being in teachers, but not in non-teaching employees. Social Psychology of Education: An International Journal, 15(3), 321-336.

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