Prof Dr Julia Asbrand

since 02/2023
Professor of Clinical Psychology of Childhood and Adolescence (W3) and Head of the Psychotherapeutic University Outpatient Clinic for Children, Adolescents and Families, Friedrich Schiller University Jena

04/2020 - 01/2023
Professor of Clinical Child and Adolescent Psychology and Psychotherapy (W1 with tenure track to W2) and Head of the Specialised Outpatient Clinic for Children, Adolescents and Families, University Outpatient Clinic for Psychotherapy, Humboldt-Universität zu Berlin

06/2018 - 03/2020
Child and adolescent psychotherapist, university outpatient clinic at the Institute of Psychology, Albert-Ludwigs-Universität Freiburg

04/2016 - 03/2020
Postdoctoral Researcher Clinical Psychology and Psychotherapy, Institute of Psychology, University of Freiburg

10/2016 - 03/2018
Psychotherapist in training, university outpatient clinic at the Institute of Psychology, University of Freiburg

10/2014 - 09/2015
Psychotherapist in training, Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, University Medical Centre Freiburg

08/2013 - 09/2013
Visiting researcher at the Centre for Emotional Health, Macquarie University, Sydney, Australia

07/2011 - 03/2016
Doctoral candidate and teaching associate associate|research associate|academic staff, Clinical Psychology and Psychotherapy, Institute of Psychology, Albert-Ludwigs-Universität Freiburg

05/2020 - 05/2021
Continuing education Systemic Child and Adolescent Psychotherapy, Society for Systemic Therapy and Advisory Service(s)|consultations Berlin

09/2014-04/2019
Licence training as a child and adolescent psychotherapist, Freiburg Training Institute for Child and Adolescent Psychotherapy (FAKiP)
Degree: Licence and specialist qualification in child and adolescent psychotherapy (behavioural therapy, Baden-Württemberg

12/2011-03/2016
Doctoral student, Department of Clinical Psychology and Psychotherapy; Albert-Ludwigs-University Freiburg
Degree: Doctorate in Clinical Psychology, Dr phil., Albert-Ludwigs-University Freiburg

10/2005-04/2011
Diploma programme in Psychology, Universities of Freiburg and Gothenburg
Degree: Diplom Psychology, Albert-Ludwigs-University Freiburg

2026-2029

G-BA 01NVF24317. "STRESS-Care - A stepped-care programme to promote resilience and reduce mental stress in adolescent students" (duration 36 months, €344,326). The project, under the overall management of Saarland University, aims to develop an innovative, low-threshold form of care for schools in order to sustainably strengthen the mental health of young people. The project is being carried out in collaboration with Prof. Dr Monika Equit, Prof. Dr Sarah Schäfer, Prof. Dr Tanja Michael, Prof. Dr Michéle Wessa, Prof. Dr Julian Schmitz etc. and with the participation of health insurance companies, school social workers, the Halle/Saale education authority and schools in Saxony-Anhalt.

2025-2027

BMBF 16SV9395. "STARK - Playful therapy support with adaptive reality for children" by the Federal Ministry of Education and Research (duration: 36 months, €195,710) as part of a research network together with Dr Wilko Heuten, Prof. Dr Fabian Hemmert, Prof. Dr Claudia Calvano, Jens Piesk, Martin Raute)

2024-2027

DFG AS 553/7-1. "Dynamic belief updating in the anxiety phenotype: Developmental aspects and salience context" (together with Prof. Dr Ulrike Lüken, HU Berlin, and Dr Rasmus Bruckner, FU Berlin) funded by the German Research Foundation (DFG) (duration: 48 months, 248,000€) as part of the research group "Contextual influences on dynamic learning processes in changing environments: Basic Mechanisms and Clinical Implications" (FOR 5389, spokesperson Prof. Dr Tania Lincoln, University of Hamburg)

2023-2026

16KN105024. MentalGesund - DIVAN-Kids / Therapeutic conception and clinical validation of the digital intervention" by the Central Innovation Programme for SMEs, contract research for Nurogames GmbH and Intecsoft GmbH & Co. KG (€54,995 net), cooperation with Prof. Dr Isabel Dziobek and Dr Simone Kirst, HU Berlin

2021-2022

G-BA 01NVF21059. EDNA - The use of digital low-threshold waiting time interventions in outpatient psychotherapy. Full funding for concept development (duration: 6 months; €44,256; project management Prof. Dr Ulrike Lüken, HU Berlin)

2019-2023

DFG AS 553/1-1. "Changing cognitive processes based on internal and external cues in children with social anxiety disorder" by the German Research Foundation (DFG) (duration: 36 months; €249,640; together with Prof. Dr Brunna Tuschen-Caffier, University of Freiburg)

2019

Innovative teaching concept for B.Sc. students for the post-qualification of the polyvalent B.Sc. valid from 1 September 2020 (€117,626, together with Prof. Dr Brunna Tuschen-Caffier)

2016-2019

Funding of the LÖWE project (LÖsen Wir Es) on the basics of anxiety and attention disorders in childhood and adolescence by the Scientific Society Freiburg im Breisgau

2012-2015

Doctoral scholarship from the Studienstiftung des deutschen Volkes (German Academic Scholarship Foundation)

2012-2014

Funding of the doctoral project by the Scientific Society Freiburg im Breisgau

Publications submitted

Phan, D., Öngören, H.O., Spirkl, N., Heinzel, S., Metzen, D., Bechtholdt, M., Asbrand, J. (2026). Climate on Your Mind: A Psychometric and Demographic Review of the Hogg-Eco-Anxiety Scale in a German Youth Sample. In revision.

Fink-Lamotte, J., Reese, G., Asbrand, J., Dippel, N., & Wolski, M. (2026). Using injunctive norms to increase environmental behaviour, reduce shame and maintain mental health during the climate crisis. Submitted.

Vietmeier, N., Reents, M., Svaldi, J., Tuschen-Caffier, B. & Asbrand, J. (2026). Psychopathology, but not social media use predicts body dissatisfaction in preadolescent children. Submitted.

Vietmeier, N., Dietze, N., Tuschen-Caffier, B., & Asbrand, J. (2026). Emerging and context-dependent attentional avoidance in childhood social anxiety disorder: A naturalistic eye-tracking study. Submitted.

Heinzel, S., Asbrand, J., Bechtoldt, M., N., Birtel, M.D., Fink-Lamotte, J., Hilbert, K., Kip, A., Vogel, S., Metzen, D., & Tschorn, M. (2026). All hands on deck - Towards an integrative research agenda for mental and planetary health. Submitted.

Publications (peer-reviewed, *shared authorship)

2026

Vietmeier, N., Tuschen-Caffier, B., & Asbrand, J. (2026). Self-Evaluation in Childhood Social Anxiety Disorder: Effects of Repeated Exposure with Support Strategies. Research on Child and Adolescent Psychopathology, 54(2), 45. 10.1007/s10802-026-01422-5.

Vietmeier, N., Dietze, N., Tuschen-Caffier, B., & Asbrand, J. (2026). Eye movements, not reaction times, reveal anticipatory attentional bias in childhood social anxiety disorder. Journal of Child Psychology and Psychiatry.

Spirkl, N. & Asbrand, J. (2026). "I feel your worry" - Climate Emotions and Distress in Families. Global Environmental Psychology. Accepted.

2025

Fassot, E. M., Tuschen-Caffier, B., Hauffe, V., & Asbrand, J. (2025). Maternal Expectations and Overinvolvement, and Child Emotion Regulation in Children with and Without Anxiety Disorders: An Experimental Observational Study. International Journal of Environmental Research and Public Health, 22(12), 1802. https://doi.org/10.3390/ijerph22121802External link

Vietmeier, N., Horváth, L., Ziegler, M., Tuschen-Caffier, B., Schmitz, J., & Asbrand, J. (2025). Capturing the dynamics of youth emotion regulation in anxiety-evoking situations through development and evaluation of a state emotion regulation questionnaire for adolescents. Scientific Reports. https://doi.org/10.3390/ijerph22121802

Engelskirchen, L., Asbrand, J., & Tuschen-Caffier, B. (2025). Feasibility and potential efficacy of an ecological momentary intervention for training acceptance and problem solving in young people. Cognitive Therapy and Research. https://doi.org/10.1007/s10608-025-10643-9

Engelskirchen, L., Asbrand, J., & Tuschen-Caffier, B. (2025). Investigating social exclusion, affect and emotion regulation in young people using the Ostracism Online Paradigm. Scientific Reports. https://doi.org/10.1038/s41598-025-09565-z

Szota, K., Christiansen, H., Dippel, N., & Asbrand, J. (2025). Let's talk about mental health - Pilot study on school-based mental health literacy interventions for adolescents in Germany. Mental Health & Prevention, 200416. https://doi.org/10.1016/j.mhp.2025.200416External link

Vietmeier, N., Tuschen-Caffier, B., & Asbrand, J. (2025). Social stress task with parental support or self-instruction decreases negative cognitions in children with social anxiety disorder. Scientific Reports, 15(1), 10220. https://doi.org/10.1038/s41598-025-95032-8External link

Schmidtendorf, S., Asbrand, J., Tuschen-Caffier, B., & Heinrichs, N. (2024). Can attentional bias predict outcome of CBT in children with social anxiety disorder? Journal of Behaviour Therapy and Experimental Psychiatry. https://doi.org/10.1016/j.jbtep.2025.102029.External link

Asbrand, J., Calvano, C., Crombach, A., Hanisch, C., Hartmann, A. S., Hechler, T., ... & Christiansen, H. (2025). The new Psychotherapists Act: A review of three years and examples of university implementation in clinical child and adolescent psychology and psychotherapy. Childhood and Development. https://doi.org/10.1026/0942-5403/a000482External link

2024

Langhammer, T., Hilbert, K., Wasenmueller, R., Praxl, B., Ertle, A., Asbrand, J., & Lueken, U. (2024). Review of a digital CBT-based programme for mental health in the general population during the COVID-19 pandemic: A stepped-care approach. Depression and Anxiety. https://doi.org/10.1155/2024/8950388External link

Asbrand, J., Hilbert, K., Langhammer, D., Ertle, A., & Lüken, U. (2024). Mental health distress in families in the COVID-19 pandemic: Findings from a help-seeking sample. Childhood and development. Accepted.

Norden, M., Saakyan, W., Vietmeier, N., Kirst, S., Dziobek, I., Asbrand, J., & Drimalla, H. (2024, December). Introducing the "Simulated Interaction Task for Children" (Kids-SIT): Recording and Analysing Social Interaction Behavior. In Proceedings of the International Conference on Mobile and Ubiquitous Multimedia (pp. 509-512).

Udvardi-Lakos, N., Weirich, M., Asbrand, J., & Renkl, A. (2024). Example-based learning in heuristic domains: Using relevant content knowledge can support the effective allocation of intrinsic, extraneous, and germane cognitive load. Frontiers in Psychology. Accepted.

Beele, G., Liesong, P., Bojanowski, S., Hildebrandt, K., Asbrand, J., Correll, C. U., Morina, N., & Uhlhaas, P. J. (2024). Virtual reality exposure therapy (VRET) to reduce school anxiety in adolescents: A pilot study. JMIR Mental Health. 10.2196/56235External link

Asbrand, J., Spirkl, N., Reese, G., Spangenberg, L., Shibata, N., & Dippel, N. (2024). Understanding coping with the climate crisis: An experimental study with young people on agency and mental health. Anxiety, Stress, and Coping. https://doi.org/10.1080/10615806.2024.2388255.External link

Kaurin, A., Asbrand, J., Mann, H., & Calvano, C. (2024). Clinical Psychology, Social Identities and Societal Challenges: Implications for Diversity-Sensitive Practice and Training. Journal of Clinical Psychology. http://doi. org/10.1002/jclp.23736External link

2023

Kastendieck, T., Dippel, N., Asbrand, J., Hess, U. (2023). Child and adult faces: Facial mimicry and emotion perception are influenced by the interaction of target age and face masks. Scientific Reports, 13(1). 14848. doi.org/10.1038/s41598-023-40007-wExternal link

Asbrand, J.*, Gerdes, S., Breedvelt, J., Guidi, J., Hirsch, C., Maercker, A., Douillez, C., Andersson, G., Debbané, M. Cieslak, R., Offer of Professorship, W., Bockting, C. (2023). Clinical psychology and the COVID-19 pandemic: A mixed methods survey among members of the European Association of Clinical Psychology and Psychological Treatment (EACLIPT). Clinical Psychology in Europe. doi.org/10.32872/cpe.8109External link

Udvardi-Lakos, N., Weirich, M., Kölling, K., Lützenburger, K., Asbrand, J., & Renkl, A. (2023). Combining a direct and indirect training approach for cross-domain competencies: Case of the course "pedagogy for psychotherapists". Psychology Learning and Teaching. doi.org/10.1177/147572572311634External link

Asbrand, J., Krämer, M., Heinrichs, N., Nitschke, K., & Tuschen-Caffier, B. (2023). Exposure-based cognitive behaviour therapy for children and adolescents with social anxiety disorder: A randomized controlled group treatment trial. Childhood and Development. doi.org/10.1026/0942-5403/a000423External link

2022

Asbrand, J., & Tuschen-Caffier, B. (2022). Taking a closer look at social performance in childhood social anxiety disorder: Biopsychosocial context considerations and effects of cognitive behaviour therapy. Children, 9(10), 1515. doi.org/10.3390/children9101515External link

Fassot, E., Tuschen-Caffier, B. & Asbrand, J. (2022). Association of parental characteristics and emotion regulation in children and adolescents with and without psychopathology: A case-control study. PloS one, 17(7), e0271486. doi.org/10.1371/journal.pone.0271486External link

Hilbert, K., Boeken, O., Asbrand, J., Seemann, S., Langhammer, T., Praxl, B., ... & Lueken, U. (2022). Who is seeking help for psychological distress associated with the COVID-19 pandemic? Characterisation of risk factors in 1269 participants accessing low-threshold psychological help. PloS one, 17(7), e0271468. doi.org/10.1371/journal.pone.0271468External link

Asbrand, J., Vögele, C., Heinrichs, N., Nitschke, K., & Tuschen-Caffier, B. (2022). Autonomic dysregulation in child social anxiety disorder: An experimental design using CBT treatment. Applied Psychophysiology and Biofeedback, 1-14. doi.org/10.1007/s10484-022-09548-0.External link

Driver, J., Brill, N., Doebener, L.-M., Asbrand, J., & Christiansen, H. (2022). Transgenerational transmission of mental illness and the family climate: A meta-analysis of expressed emotion and parental mental illness. Frontiers of Psychiatry. doi.org/10.3389/fpsyt.2021.721796External link

2021

Langhammer, T., Hilbert, K., Asbrand, J.*, & Lueken, U. (2021). Mental health trajectories of individuals and families post COVID-19 pandemic: Study protocol of a long-term assessment and post-pandemic stepped-care programme. Mental Health and Prevention. doi.org/10.1016/j.mhp.2021.200221External link

Schmidtendorf, S., Wiedau, S., Seefeldt, W., Asbrand, J., Krämer, M., Tuschen-Caffier, B., & Heinrichs, N. (2021). Initial maintenance of attention to threat in children with social anxiety disorder? Null findings from two eye-tracking experiments. Cognitive Therapy and Research, 1-12. doi.org/10.1007/s10608-021-10244-2External link

2020

Asbrand, J., Foltys, L., Ebeling, L., & Tuschen-Caffier, B. (2020). Parent-child agreement on child psychopathology and its importance for therapy success. Behaviour Therapy, 31, 217-228. doi.org/10.1159/000511095External link

Asbrand, J., Schulz, A., Heinrichs, N., & Tuschen-Caffier, B. (2020). Biased perception of physiological arousal in child social anxiety disorder before and after cognitive behavioural treatment. Clinical Psychology in Europe, 2(2). doi.org/10.32872/cpe.v2i2.2691External link

Asbrand, J., Heinrichs, N., Schmidtendorf, S., Nitschke, K., & Tuschen-Caffier, B. (2020). Experience versus report: Where are changes seen after exposure-based cognitive-behavioural therapy? A randomised controlled group treatment of childhood social anxiety disorder. Child Psychiatry and Human Development, 51, 527-441. doi.org/10.1007/s10578-019-00954-wExternal link

2019

Asbrand, J., Heinrichs, N., Nitschke, K., Wolf, O. T., Schmidtendorf, S., & Tuschen-Caffier, B. (2019). Repeated stress leads to sensitisation of the cortisol stress response in child social anxiety disorder. Psychoneuroendocrinology. doi.org/10.1016/j.psyneuen.2019.06.003External link

Asbrand, J.*, Schmitz, J., Krämer, M., Nitschke, K., Heinrichs, N., & Tuschen-Caffier, B. (2019). Effects of group-based CBT on post-event processing in children with social anxiety disorder following an experimental social stressor. Journal of Abnormal Child Psychology, 47(12), 1945-1956. doi.org/10.1007/s10802-019-00558-xExternal link

2017

Schmidtendorf, S., Wiedau, S., Asbrand, J., Tuschen-Caffier, B., & Heinrichs, N. (2017). Attentional bias in children with social anxiety disorder. Cognitive Therapy and Research. doi.org/10.1007/s10608-017-9880-7External link

Asbrand, J., Heinrichs, N., & Tuschen-Caffier, B. (2017). Maternal Expressed Emotion and Parental Fear of Negative Evaluation in Children with Social Anxiety Disorder. Journal of Clinical Psychology and Psychotherapy, 45(4), 245-257. doi.org/10.1026/1616-3443/a000383External link

Asbrand, J., Hudson, J., Schmitz, J. & Tuschen-Caffier, B. (2017). Maternal parenting and child behaviour: An observational study in childhood social anxiety disorder. Cognitive Therapy and Research, 1-14. doi.org/10.1007/s10608-016-9828-3External link

Keil, V., Asbrand, J., Tuschen-Caffier, B., & Schmitz, J. (2017). Children with social anxiety and other anxiety disorders show similar deficits in habitual emotional regulation: Evidence for a transdiagnostic phenomenon. European Child & Adolescent Psychiatry, 26(7), 749-757. doi.org/10.1007/s00787-017-0942-xExternal link

2016

Asbrand, J., Blechert, J., Nitschke, K., Tuschen-Caffier, B., & Schmitz, J. (2016). Aroused at home: Altered basic autonomic regulation during orthostatic and physical activation in children with social anxiety disorder. Journal of Abnormal Child Psychology, 45(1), 143-155. doi.org/0.1007/s10802-016-0147-7External link

Asbrand, J., Svaldi, J., Krämer, M., Breuninger, C., & Tuschen-Caffier, B. (2016). Familial accumulation of social anxiety symptoms and maladaptive emotion regulation. PloS ONE 11(4): e0153153. doi.org/10.1371/journal.pone.0153153External link

2015

Asbrand, J.*, Lerach, T. & Tuschen-Caffier, B. (2015). Disorder-typical parenting factors in attention and anxiety disorders in childhood and adolescence - A systematic review. Journal of Clinical Psychology and Psychotherapy, 44(4), 239-253. doi.org/10.1026/1616-3443/a000329External link

2014

Asbrand, J., Krämer, M., Tuschen-Caffier, B. & Schmitz, J. (2014). The influence of situational anxiety on the social performance and self-evaluation of children with social anxiety.Journal of ClinicalPsychology and Psychotherapy, 43(2), 83-91. doi.org/10.1026/1616-3443/a000254External link

2012

Schmitz, J., Blechert, J., Krämer, M., Asbrand, J. & Tuschen-Caffier, B. (2012). Biased perception and interpretation of bodily anxiety symptoms in childhood social anxiety. Journal of Clinical Child and Adolescent Psychology, 41(1), 92-102. doi.org/10.1080/15374416.2012.632349External link

Publications without peer-review

2024

Asbrand, J. & Christiansen, H. (2024). Digital media in childhood and adolescence - curse or blessing for a mentally healthy upbringing? Paediatrician and adolescent physician. In print.

Asbrand, J., Brakemeier, E.-L., Betsch, C., & Reese, G. (2024). When the climate knocks at the lecture theatre: A tiered approach to integrating the climate crisis into psychological teaching. Psychologische Rundschau. In press.

Asbrand, J. & Schmitz, J. (2024). "Digital Natives" - Growing up mentally healthy in a digital world. Monatszeitschrift Kinderheilkunde. https://doi.org/10.1007/s00112-024-02006-7.

Asbrand, J. & Lindenberg, K. (2024). Living environment digital media - risk or opportunity for mentally healthy growing up? Paediatric Practice. https://www.med-search.info/mgof-xaveropp/praxis-zeitschriften/start.xav?start=%2F%2F%2A%5B%40node_id%3D%271694219%27%5D.

Asbrand, J., Peter, F., Calvano, C. & Dohm, L. (2024). Climate Stress in Everyday Life: How Can We Support Children? In-Mind. https://www.in-mind.org/article/climate-stress-in-everyday-life-how-can-we-support-childrenExternal link

2023

Asbrand, J., Peter, F., Calvano, C. & Dohm, L. (2023). Climate stress becomes everyday life: How can children be supported? In-Mind. https://de.in-mind.org/article/klimastress-wird-alltag-wie-koennen-kinder-unterstuetzt-werden

Dippel, N. & Asbrand, J. (2023, Editorial). Internalising disorders in children and adolescents: An update of German-language research on anxiety and depresison with a view to a globalised world. Childhood and Development. doi.org/10.1026/0942-5403/a000431External link

Asbrand, J., Michael, T., Christiansen, H., & Reese, G. (2023, Editorial). Growing (up) in times of multiple crises - A call for mental health (research) action. Clinical Psychology in Europe. doi.org/10.32872/cpe.12713External link

Roesner, K. & Asbrand, J. (2023). Developmental pathways in youth anxiety disorders - Potential mechanisms for (mal)adapting to crisis and improving treatment. A commentary on Klein et al. (2023). Journal of Child Psychology and Psychiatry. doi.org/10.1111/jcpp.13905External link

Peter, F., Calvano, C., Asbrand, J., Simion, F., & Dohm, L. (2023). Young people without a lobby: A review of the interests of children and adolescents in Germany. Report Psychology.

2022

Asbrand, J. & Brinkmann, F. (2022, Editorial). The impact of the COVID-19 pandemic on children, adolescents and families in Germany. Childhood and Development. doi: 10.1026/0942-5403/a000372External link

2017

Asbrand, J. (2017, Editorial). Parental factors of childhood psychopathology. Journal of Clinical Psychology and Psychotherapy, 45(4). doi: 10.1026/1616-3443/a000390External link

Books and book chapters

Asbrand, J., Kenner, S. Peter, F., Calvano, C., & Schmitz, J. (2025). School in times of social crisis. Promoting the resilience and participation of children and young people. Kohlhammer publishing house. In print.

Weise, S. & Asbrand, J. (2025). Mental stress and illness in schools. In M. Avci-Werning & C. Gawrilow (Eds.): School Psychology - Handbook for resource-orientated psychology in schools. Springer. In print.

Asbrand, J. (2024). The world is burning, the school is burning... What do multiple crises do to students and how can we support them? In I. Feuser, S. Müller-Lehmann, N. Oehmichen (Eds.). Shaping the future. Being a teacher in times of existential crises. Stuttgart: Raabe-Verlag.

Peter, F. & Asbrand, J. (2024) Supporting young people in social crisis situations - Taking joint responsibility for the mental health of children and adolescents. In U. Killi (ed.). Handbook of school counselling.

Asbrand, J., & Peter, F. (2024). The psychosocial health of children and adolescents in the face of multiple crises: a current assessment and perspectives for the future. In A. Carrapatoso, S. Kenner, C. Bergmüller, V. Reinhardt, & N. Inkermann (2024). Handbook on Education for Sustainable Development. Wochenschau Verlag. In print.

Weise, S. & Asbrand, J. (2024). Mental stress and illness at school. In M. Avci-Werning & C. Gawrilow (2024): School Psychology - Handbook for resource-orientated psychology in schools. Springer. In print.

Asbrand, J., Peter, F., Calvano, C. & Dohm, L. (2024). Dealing with social crises at school. From the series "Psychology in everyday school life". Göttingen: Hogrefe Verlag. Material freely available: https://osf.io/m9xud/External link

Asbrand, J. & Schmitz, J. (2023, eds.). Textbook Clinical Child and Adolescent Psychology. Textbook series Standards Psychology. Kohlhammer Verlag.

Rubel, J. A., Wester, R. A., Asbrand, J., & Lutz, W. (2023). Psychotherapy research. In J. Asbrand & J. Schmitz (Eds.). Textbook of clinical child and adolescent psychology. Textbook series Standards Psychology, Kohlhammer Verlag.

Asbrand, J., & Schmitz, J. (2023). Behaviour therapy. In J. Asbrand & J. Schmitz (Eds.). Textbook of clinical child and adolescent psychology. Textbook series Standards Psychology, Kohlhammer Verlag.

Schmitz, J. & Asbrand, J. (2023). Social anxiety disorder. In J. Asbrand & J. Schmitz (Eds.). Textbook Clinical Child and Adolescent Psychology. Textbook series Standards Psychology. Kohlhammer Verlag.

Schmitz, J., Büch, H., & Asbrand, J. (2022). Diagnostics and school intervention options for social anxiety. In C. Schwenck & M. Hasselhorn (2022). Tests and trends (Volume 19): Diagnostics and school intervention options for social anxiety. Göttingen: Hogrefe Verlag.

Lindenberg, K., Asbrand, J., & Zietlow, A.-L. (2022). Child and adolescent psychotherapy. In A. Schütz, M. Brand, & S. Steins-Löber (Eds.). Psychology: an introduction to its foundations and fields of application. Kohlhammer Verlag.

Asbrand, J., Büch, H., & Schmitz, J. (2022). Social anxiety. From the series "Psychology in everyday school life". Göttingen: Hogrefe Verlag.

Schmitz, J. & Asbrand, J. (2020). Social anxiety disorder in childhood and adolescence. Kohlhammer publishing house.

2025

Teaching award (2nd place) for the lecture "Clinical Psychology of Childhood and Adolescence" by the students of the Institute of Psychology, University of Jena

2024

Funding from the Academy for Teaching Development at the University of Jena for the project "Vis-a-vis - Video-based interaction sequences as a bridge from theory to psychotherapeutic practice" (together with Dr Nele Dippel; EUR 15,000)

2021

Selection for the programme "ProFiL: Professionalisation for women in research and teaching: Mentoring - Training - Networking". Support programme for highly qualified female scientists on their way to professorship at the Berlin University Alliance

2021

Selection as an outstanding young leader from science, business, art and culture on behalf of Humboldt-Universität für Berlin der Begegnung, Genshagener Kreis e.V.

2019

Poster Award (1st place) "Repeated stress leads to sensitisation of the cortisol stress response in child social anxiety disorder". (2nd International Congress of the World Association for Stress Related and Anxiety Disorders, 2019).

2019

Poster prize (2nd place) "Online learning - Practical application: The development of a tool for interactive teaching of clinical psychology interventions." (11th Workshop Congress for Clinical Psychology and Psychotherapy and 37th Symposium of the Clinical Psychology Section of the German Psychological Society (DGPs), Erlangen, 2019)

2017

Instructional Development Award of the University of Freiburg (programme line "Structural models in the induction period" of the Ministry of Science, Research and the Arts Baden-Württemberg, federal-state programme "Qualitätspakt Lehre") for the teaching concept "Online lernen - Praktisch anwenden: Teaching clinical-psychological interventions interactively" (together with Prof Dr Brunna Tuschen Caffier; EUR 70,000)

2014

Funding for a research stay at the University of Salzburg by the Studienstiftung des deutschen Volkes (German Academic Scholarship Foundation)

2014

Funding for a research stay at Macquarie University, Sydney, Australia, by the Wissenschaftliche Gesellschaft Freiburg im Breisgau and the Studienstiftung des deutschen Volkes (German Academic Scholarship Foundation) e.V.

2007-2011

Study grant from the Studienstiftung des deutschen Volkes (German Academic Scholarship Foundation)

• Professional Association of German Psychologists (BDP)
• German Society for Psychology (DGPs, specialist groups: Clinical Psychology and Psychotherapy, Biological Psychology and Neuropsychology)
• German University Association
• European Association of Clinical Psychology and Psychological Treatment (EACLIPT)
• Society for Anxiety Research (GAF)
• Child and Adolescent Psychotherapy Behaviour Therapy (KJPVT) e.V.

The urgency of climate protection for mankind has been scientifically proven|to register for|to take sth.|to enrol for sth. This includes both social and individual contributions. As a scientist, I am taking up the ideas of the research group|working group|study group|task force at RPTU Landau to transparently present the contributions I am trying to make and initiate discussions on climate protection at the university and in science.

Overview of my personal contribution to climate protection

• No car since 2016
• No private or business flights since 2018
• Family lives mostly vegetarian/vegan
• Bank account with a sustainable and ethical bank, among others
• Green electricity since 2012
• Professional focus on sustainability since 2022

(to be continued)