Mestringskurs for ungdom. Mobbing og PTSD-symptomer. Psykisk helse i skolen. Kvantitativ forskningsmetode. Professor II ved Læringsmiljøsenteret, Universitetet i Stavanger.
- Etterlatte etter 22.7. (prosjektledelse v/senter for krisepsykologi, Bergen)
- Two teachers (prosjektledelse v/Lesesenteret, UiS)
Råd og utvalg
- Advisory Board: Sosial nettverksstøtte og kreft (Senter for krisepsykologi)
Fandrem, H., Oppedal, B. & Idsøe, T. (2020). Reactive and proactive aggression among immigrant and non-immigrant early adolescents in Norway: The relation to emotional and conduct problems. Adolescent Psychiatry. ISSN 2210-6766. DOI: 10.2174/2210676610666200327165927.
Keles, S., & Idsoe, T. (2020, online first) Six- and twelve-month follow-up results of a cluster randomized controlled trial of a CBT-based group course. Prevention Science. https://doi.org/10.1007/s11121-020-01160-0.
Lenes, M., McClelland, M. M., ten Braak, D., Idsøe, T. & Størksen, I. (2020). Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway. Early Childhood Research Quarterly. ISSN 0885-2006. Volum 53. s. 612-624. DOI: 10.1016/j.ecresq.2020.07.005.
Idsøe, T., Keles, S., Olseth, A. R. & Ogden, T. (2019). Cognitive behavioral treatment for depressed adolescents: results from a cluster randomized controlled trial of a group course. BMC Psychiatry. Doi: 10.1186/s12888-019-2134-3. (Open access.)
Ten Braak, D., Størksen, I., Idsoe, T., & McClelland, M. (2019). Bidirectionality in self-regulation and academic skills in play-based early childhood education. Journal of Applied Developmental Psychology, 65, 101064.
Tvedt, M. S., Bru, E., & Idsoe, T. (2019). Perceived Teacher Support and Intentions to Quit Upper Secondary School: Direct, and Indirect Associations via Emotional Engagement and Boredom. Scandinavian Journal of Educational Research, 1-22.
Backer-Grøndahl, A., Nærde, A. & Idsøe, T. (2018). Hot and Cool Self-Regulation, Academic Competence, and Maladjustment: Mediating and Differential Relations. Child Development. doi.org/10.1111/cdev.13104.
Keles, S. & Idsøe, T. (2018). A meta-analysis of group Cognitive Behavioral Therapy (CBT) interventions for adolescents with depression. Journal of Adolescence. 67, 129–139. https://doi.org/10.1016/j.adolescence.2018.05.011.
Keles, S., Idsøe, T., Friborg, O., Sirin, S., & Oppedal, B. (accepted). The longitudinal relation between daily hassles and depressive symptoms among unaccompanied refugees in Norway. Journal of Abnormal Child Psychology.
Keles S., Olseth A. R., Idsøe T. & Sørlie M.-A. (2018). The longitudinal association between internalizing symptoms and academic achievement among immigrant and non-immigrant children in Norway. Scandinavian Journal of Psychology. doi.org/10.1111/sjop.12454.
Keles, S., Friborg, O., Idsøe, T., Sirin, S., & Oppedal, B. (2016, online first). Resilience and acculturation among Unaccompanied Refugee Minors. International Journal of Behavioral Development, 1–12. doi: 10.1177/0165025416658136.
Keles, S., Friborg, O., Idsøe, T., Sirin, S., & Oppedal, B. (2016). Depression among Unaccompanied Refugees: The relative contribution of general and acculturation-specific daily hassles. Ethnicity & Health, 21, 300–317. Online first. DOI: 10.1080/13557858.2015.1065310.
Garvik, M., Idsoe, T. & Bru, E. (2016). Motivation and Social Relations in School following a CBT Course for Adolescents with Depressive symptoms: An Effectiveness Study. Scandinavian Journal of Educational Research, 60, 2019–239. Online first. DOI: 10.1080/00313831.2015.1017838.
Keles, S., Friborg, O., Idsøe, T., Sirin, S., & Oppedal, B. (2015). Depression among unaccompanied minor refugees: The relative contribution of general and acculturation-specific daily hassles. Ethnicity & health, 21, 300–317. doi:10.1080/13557858.2015.1065310
Dyregrov, K., Endsjø, M., Idsøe, T., & Dyregrov, A. (2015). Suggestions for the ideal follow-up for bereaved students as seen by school personnel. Emotional and Behavioural Difficulties, 20, 289–301. DOI: 10.1080/13632752.2014.955676
Nilelsen, M. B., Tangen, T., Idsoe, T., Mathiesen, S. B., & Magerøy, N. (2015). Post-traumatic stress disorder as a consequence of bullying at work and at school. A literature review and meta-analysis. Aggression and Violent Behavior, 21, 17–24.
Morken, I. M., Bru, E., Norekvål, T. M., Larsen, A. I., Idsoe, T., & Karlsen, B. (2014). Perceived support from healthcare professionals, shock anxiety and post-traumatic stress in implantable cardioverter defibrillator recipients. Journal of clinical nursing, 23, 450–460.
Garvik, M., Idsoe, T., & Bru, E. (2013). Depression and school engagement among Norwegian upper secondary vocational school students. Scandinavian Journal of Educational Research, 20, 289–301. DOI: 10.1080/13632752.2014.955676
Bru, L., Solholm, R., & Idsoe, T. (2013). Participant’s Experiences of an Early Cognitive Behavioral Intervention for Adolescents with Symptoms of Depression. Emotional and Behavioural Difficulties Journal, 20, 24–43. DOI: 10.1080/13632752.2012.675138
Størksen, S., Idsoe, T. (co-supervisor), & Roland, E. (2011). Schoolyard corner society: Relating membership to reactive and proactive aggressiveness. Emotional and Behavioral Difficulties, 16, 145–158.
Flack, T., Salmivalli, C., & Idsoe, T. (2011). Peer relations as a source of stress? Assessing affiliation- and status-related stress among adolescents. European Journal of Developmental Psychology, 8, 473–489.
Cosmovici, E. M., Idsoe, T., Bru, E., & Munthe, E. (2009). Perceptions of learning environment and on-task orientation among pupils with different achievement levels: A study conducted among Norwegian secondary-school students. Scandinavian Journal of Educational Research, 53, 379–396.
Stornes, T., Bru, E., & Idsoe, T. (2008). Classroom social structure and motivational climates: On the influence of teachers’ involvement, teachers’ autonomy support and regulation in relation to motivational climates in school classrooms. Scandinavian Journal of Educational Research, 52, 315–329.
Idsoe, T., Solli, E., & Cosmovici, E. M. (2008). Social psychological processes in family and school: More evidence on their relative etiological significance for bullying behaviour. Aggressive Behavior, 34, 460–74.
Idsoe, T., Hagtvet, K. A., Bru, E., Midthassel, U. V., & Knardahl, S. (2008). Antecedents and outcomes of intervention-program participation and task priority change among school psychology counselors: A latent variable growth framework. Journal of School Psychology, 46, 23–52.
Idsoe, T. (2006). Job aspects in the School Psychology Service: Empirically distinct associations with positive challenge at work, perceived control at work, and job attitudes. European Journal of Work and Organizational Psychology, 15, 46–72.
Karlsen, B., Idsoe, T., Hanestad, B. R., Murberg, T., & Bru, E. (2004). Perceptions of support, diabetes-related coping and psychological well-being in adults with type 1 and type 2 diabetes. Psychology, health & medicine, 9, 53–70.
Karlsen, B., Idsoe, T., Dirdal, I., Hanestad, B. R., & Bru, E. (2004). Effects of a group-based counseling programme on diabetes-related stress, coping, psychological well-being and metabolic control in adults with Type 1 or Type 2 diabetes. Patient Education and Counseling, 53, 299–308.
Midthassel, U. V., Bru, E., & Idsoe, T. (2000). The principal’s role in promoting school development activity in Norwegian compulsory schools. School Leadership & Management, 20, 247–261.
Ikke fagfellevurderte publikasjoner
Idsoe, T., Dyregrov, A., Salloum, A., & Dyregrov, K. (accepted). School-based interventions. In M. A. Landolt, M. Cloitre, U. Schnyder (eds.), Evidence Based Treatments for Trauma-Related Disorders in Children and Adolescents. Switzerland: Springer.
Idsoe, T., Dyregrov, A., Idsoe, E. C., & Nielsen, M. B. (2016). Bullying and PTSD symptoms in children. In C. Martin, V. Preedy & V. B. Patel (eds.), Comprehensive Guide to Post-Traumatic Stress Disorder. New York: Springer Publishing Company.
Idsøe, E. M. C., & Idsøe, T. (2012). Emosjonelle vansker: Hva kan voksne i skolen gjøre med emosjonelle vansker forårsaket av negative livshendelser? Håndbok i Respektprogrammet. Stavanger: Senter for atferdsforskning.
Idsoe, T., & Idsoe, E. C. (2011). Hva med de som blir mobbet? I U.V. Midthassel, E. Bru, S. Ertesvåg, & E. Roland (eds.), Sosiale og emosjonelle vansker – barnehagens og skolens møte med sårbare barn (pp. 97–112). Oslo: Universitetsforlaget.
Idsoe, T., Cosmovici, E. M., & Chirita, R. (2010). Psychosocial risk for antisocial behaviour: How can school psychologists and teachers identify and reduce risk factors? Bulletin of Integrative Psychiatry, 16, 39–5.
Idsøe, T., Dyregrov, A., Idsøe, E. M. C., & Nielsen, M. B. (2016). Bullying and PTSD symptoms in children. In C. Martin, V. Preedy & V. B. Patel (eds.), Comprehensive Guide to Post-Traumatic Stress Disorder. New York: Springer Publishing Company.