Andreas Teisner Høstmælingen

Høstmælingen, Andreas Teisner; Bjørnebekk, Gunnar; Olseth, Asgeir Røyrhus; Ramer, Nolan E.; Colder, Craig R. & Sørlie, Mari-Anne (2026). Externalizing problems and reward–punishment sensitivity: Testing within-person reciprocal associations in an elementary school sample—A replication of Ramer et al. (2024). Developmental Psychology. ISSN: 1939-0599 https://doi.org/10.1037/dev0002158

Nordahl, Kristin Berg; Høstmælingen, Andreas Teisner; Olseth, Asgeir Røyrhus; Apeland, Anett Kristin; Laland, Hanne; Kjøbli, John; Rognstad, Kristian; Bearman, Sarah Kate; Ugueto, Ana M.; Weisz, John R. & Hukkelberg, Silje Sommer (2026). Observed Exposure in Treatment for Children and Youth with Anxiety: Prevalence and Relations to Outcome. Child & family behavior therapy (Print). ISSN: 1545-228X https://doi.org/10.1080/07317107.2026.2627559

Olseth, Asgeir Røyrhus; Høstmælingen, Andreas & Bjørnebekk, Gunnar (2026). Effects of functional family therapy for adolescents in child welfare services on subsequent criminal charges and out-of-home placements: a randomized effectiveness trial. Journal of Experimental Criminology. ISSN: 1572-8315 https://doi.org/10.1007/s11292-026-09736-6

Sørlie, Mari-Anne; Hukkelberg, Silje Sommer; Bringedal, Görel & Høstmælingen, Andreas Teisner (2026). Mobbetall og skoleintervensjoner: Er det mindre mobbing i PALS-skoler enn i andre skoler? Nordisk tidsskrift for pedagogikk og kritikk. ISSN: 2387-5739 https://doi.org/10.23865/ntpk.v12.7307

Cooper, Stewart E.; Trusty, Wilson T.; Broglia, Emma; Moltu, Christian; Høstmælingen, Andreas Teisner & Boswell, James S. (2025). From Data to Intervention: Four International Case Studies of Practice-Research Networks in Mental Health - Society for the Advancement of Psychotherapy. https://societyforpsychotherapy.org/from-data-to-intervention-four-international-case-studies-of-practice-research-networks-in-mental-health/

Høstmælingen, Andreas Teisner; Bjørnebekk, Gunnar; Olseth, Asgeir Røyrhus & Sørlie, Mari-Anne (2025). Individual differences in students’ approach and avoidance sensitivity as predictors of academic progression during elementary school. Journal of Educational Psychology. ISSN: 1939-2176 https://doi.org/10.1037/edu0000947