Artikler med fagfellevurdering
Backer-Grøndahl, A., Arnesen, A., Idsøe, T., Grønlie, A. A. & Tømmerås, T. (2022). Forebyggende hjelpetiltak under korona våren 2020. Psykologi i kommunen. Nr. 1, 2022. https://psykisk-kommune.no/fagartikkel/forebyggende-hjelpetiltak-under-korona-varen-2020/19.228?fbclid=IwAR29W1drnB8M9uDV40-ljHtDU6pFTBLOoyKhwBjtGTCIUXAS5gstv8f6Tzw
Bjørknes, R., Skogen, J. C., Nærde, A., Sandal, G. M., Haug, E., Mæland, S., Fadnes, L. T., & Lehmann, S. (2022). Parental stress during the COVID-19 pandemic: A one-year follow-up. PLoS ONE 17(12): e0276190. https://doi.org/10.1371/journal.pone.0276190
Bjørnebekk, G., & Thøgersen, D. M. (2022). Possible interventions for preventing the development of psychopathic traits among children and adolescents? International journal of environmental research and public health, 19(1), 409. https://doi.org10.3390/ijerph19010409
Borgen, N. T., Olweus, D., Breivik, K., Kirkebøen, L. J., Solberg, M. E., Frønes, I., Cross, & D., Raaum, O. (2022). Do school-level anti-bullying interventions affect prescriptions of prescribed drugs in young adulthood? A case using the Olweus Bullying Prevention Program. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-022-00150-w
Feldman, J. S., Shaw, D. S., Nordahl, K. B., Backer-Grøndahl, A., Nærde, A. (2022). Stable, longitudinal relations between early paternal supportive parenting and preschool-age children's self-regulation. Social Development, 1-16. https://doi.org/10.1111/sode.12607
Flouri, E., Mueller, M., Idsøe, T., & Nærde, A. (2022). Outdoor play areas in childcare settings and children’s physical aggression: A longitudinal study of Norwegian kindergartens. European Journal of Developmental Psychology. https://doi.org/10.1080/17405629.2022.2087628
Haug, E., Mæland, S., Lehmann, S., Bjørknes, R., Fadnes, L., Sandal, G., & Skogen, J. C. (2022). Increased Gaming During COVID-19 Predicts Physical Inactivity Among Youth in Norway - A Two-Wave Longitudinal Cohort Study. Frontiers in Public Health, 10, https://doi.org/10.3389/fpubh.2022.812932
Hukkelberg, S. & Ervik-Jeannin. (2022). Treatment Foster Care Oregon (TFCO): Preliminary Results from a Study among Norwegian Youths.Youth, 2(4), 526-537; https://doi.org/10.3390/youth2040038
Hukkelberg, S., Ogden, T. & Thøgersen, D. M. (2022). Youth Level of Service/Case Management Inventory Assessments as Predictors of Behavioral Change in Multisystemic Therapy and Functional Familiiy Therapy in Norway. Research on Social Work Practice, 0(0), 1-9. https://doi.org/10.1177/10497315221086641
Jensen, M., Askeland, I. R., & Bjørknes, R. (2022). Interrater reliability and experiences of Assessment, Intervention, and Moving-on 3 Assessment Model in a multidisciplinary Norwegian sample. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.1019739
Lehmann S., Skogen, J. C., Sandal, G., Haug E., & Bjørknes, R. (2022). Emerging mental health problems during the COVID-19 pandemic among presumably resilient youth -a 9-month follow-up. BMC Psychiatry, 22, 67 https://doi.org/10.1186/s12888-021-03650-z
Mjelve, L. H., Nyborg, G., Arnesen, A., Bjørnebekk, G., Crozier, W. R. & Copland, R. J. (2022). Characteristics of Teacher-Nominated Shy Students in Norwegian Elementary Schools. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2022.2027582
Nyborg, G., Mjelve, L. H., Arnesen, A., Crozier, W. R., Bjørnebekk, G. & Coplan, R. J. (2022). Teachers’ strategies for managing shy students’ anxiety at school. Nordic Psychology. https://doi.org/10.1080/19012276.2022.2058072
Ogden, T. (2022). Fra forskningskunnskap til pedagogisk praksis. Paideia, (6), 7–16. Hentet fra https://tidsskrift.dk/Paideia/article/view/129485
Rey-Guerra, C., Zachrisson, H.D., Dearing, E., Berry, D., Kuger, S., Burchinal, M.R., Nærde, A., van Huizen, T., & Côté, S. M. (2022). Do More Hours in Center-based Care Cause More Externalizing Problems? A Cross-National Replication Study. Child Development. https://doi.org/10.1111/cdev.13871
Ribeiro, L. A., Zachrisson, H. D., Nærde, A., Wang, M. V., Brandlistuen, R. E. & Passaretta, G. (2022). Socioeconomic disparities in early language development in two Norwegian samples. Applied Development Science. https://doi.org/10.1080/10888691.2022.2051510
Røe-Indregård, H., Rowe, M. L., Rydland, V. & Zambrana, I. M. (2022). Features of communication in Norwegian parent-child play interactions. First Language. https://doi.org/10.1177/01427237211072661
Slaatten, H., Haugland, B. S., Bjørknes, R., Fyhn, T., Tveito, T. H., Poteat, P., & Breivik, K. (2022). Stop Sexual Harassment: a study protocol for a cluster Randomized Controlled Trial in secondary schools in Norway. Frontiers in Public Health. doi: 10.3389/fpubh.2022.1051983
Solberg, S., Nyborg, G., Mjelve, L.H., Edwards, A. & Arnesen, A. (2022). Teachers’ experiences of school-based support in their work with shy students. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2021.103628
Stavnes, K., Ruud, T., Benth, J. S., Hanssen-Bauer, K., Weimand, B. M., Solantaus, T., Hilsen, M., Skogøy, B. M., Kallander, E. K., Kufås, E., Peck, G. C., Birkeland, B., & Hagen, K. A. (2022). Norwegian health personnel’s compliance with new legislation on children of ill parents: an exploratory cross‑sectional multicentre study. BMC Health Services Research. https://doi.org/10.1186/s12913-022-08268-9
Sørlie, M.-A., & Hukkelberg, S. S. (2022). Assessing Collective Efficacy in School: A Norwegian Validation Study of Goddard’s 12-item Scale. Nordic Studies in Education, 42(3), 272–. https://doi.org/10.23865/nse.v42.3542
Thøgersen, D. M., Elmose, M., Viding, E., McCrory, E. & Bjørnebekk, G. (2022). Behavioral Improvements but Limited Change in Callous-Unemotional Traits in Adolescents Treated for Conduct Problems. Journal of Child and Family Studies. https://doi.org/10.1007/s10826-022-02435-6
Tømmerås, T. & Kjøbli, J. (2022). Samspill i familien og psykiske vansker hos barn. Psykiskhelse.no. https://tinyurl.com/ydanjsdk
Bøker og bokkapitler
Arnesen, A., Hofslundsengen, H., & Næss, K.-A. B. (2022). Kartlegging av skriveutvikling og skrivevansker på barnetrinnet. I Næss, K.-A. B., & Hofslundengen, H. Skriveutvikling og skrivevansker. Cappelen Damm Akademisk. https://www.cappelendammundervisning.no/_skriveutvikling-og-skrivevansker-9788202694319
Ogden, T. (2022). Sosial kompetanse og problematferd blant barn og unge (2. utgave). Gyldendal. https://www.gyldendal.no/faglitteratur/pedagogikk-og-laererutdanning/spesialpedagogikk/sosial-kompetanse-og-problematferd-blant-barn-og-unge/p-10028118-no/
Ogden, T. (2022). Core and variation components. I Rapport, F., Clay Williams, R., & Braithwaite, J. Implementation Science. The Key Concepts. London, Routledge. https://doi.org/10.4324/9781003109945
Artikler uten fagfellevurdering
Apeland, A., Tømmerås, T., & Backer-Grøndahl, A. (2022). Støtte til mestring er en smart investering. Debattinnlegg. Kommunal Rapport. https://www.kommunal-rapport.no/debatt/stotte-til-mestring-er-en-smart-investering/146402!/
Frønes, I. (2022). Hva har de siste tiårenes evalueringsstudier lært oss? KONTEKSTonline utgave 10, ISSN 2535-4825. https://www.nubu.no/utgave-10/hva-har-de-siste-tiarenes-evalueringsstudier-lart-oss-article3382-2663.html
Frønes, I. (2022). Naturlige eksperiment. KONTEKSTonline utgave 10, ISSN 2535-4825. https://www.nubu.no/utgave-10/naturlige-eksperiment-article3379-2663.html
Frønes, I. (2022). Barnevernets utfordringer. KONTEKSTonline, utgave 9. ISSN 2535-4825. https://www.nubu.no/utgave-9/barnevernets-utfordringer-article3346-2652.html
Frønes, I. (2022). Ulik evne til å mestre skolen; en grunnleggende sosial ulikhet. KONTEKSTonline, utgave 9. ISSN 235-4825. https://www.nubu.no/utgave-9/ulik-evne-til-a-mestre-skolen-en-grunnleggende-sosial-ulikhet-article3345-2652.html
Høstmælingen, A. (2022). Hvordan norsk psykologi ble en klinisk profesjon. Tidsskrift for norsk psykologforening, 59(4), 248-256. https://psykologtidsskriftet.no/fagessay/2022/04/hvordan-norsk-psykologi-ble-en-klinisk-profesjon
Høstmælingen, A. (2022). Om pinnsvin, rever og barn. KONTEKSTonline, utgave 9. ISSN 235-4825. https://tinyurl.com/39m3whne
Lønnum, K. (2022). Barnevernreformen – en god intensjon med mangelfulle rammevilkår? KONTEKSTonline, utgave 9. ISSN 235-4825. https://www.nubu.no/utgave-9/barnevernreformen-en-god-intensjon-med-mangelfulle-rammevilkar-article3344-2652.html
Thøgersen, D. M. (2022). Skaper implementeringsfeltet mer avstand mellom forskning og praksis? KONTEKSTonline, utgave 10. ISSN 235-4825. https://www.nubu.no/utgave-10/skaper-implementeringsfeltet-mer-avstand-mellom-forskning-og-praksis-article3378-2663.html
Utgarden, I.-H. (2022). Forskningsnytt. KONTEKSTonline, utgave 10. ISSN 235-4825. https://www.nubu.no/utgave-10/forskningsnytt-article3380-2663.html
Utgarden, I.-H. (2022). Å bygge en god skolekultur tar tid. Forskning.no. https://tinyurl.com/mphdyaub
Utgarden, I.-H. (2022). Forskningsnytt. KONTEKSTonline, utgave 9. ISSN 235-4825. https://www.nubu.no/utgave-9/forskningsnytt-article3349-2652.html
