Artikler med fagfellevurdering
Arnesen, A., Smolkowski, K., Ogden, T., & Melby-Lervåg, M. (2017). Validation of the elementary social behaviour assessment: teacher ratings of students' social skills adapted to Norwegian, grades 1–6. Emotional and Behavioural Difficulties, doi: 10.1080/13632752.2017.1316473.
Bjørnebekk, G., & Kjøbli, J. (2017). Observed callousness as a predictor of treatment outcomes in parent management training. Clinical Child Psychology and Psychiatry, 22, 59–73. doi:10.1177/1359104515621961.
Bøe, T., Dearing, E., Stormark, K. M., & Zachrisson, H. D. (2017). Subjective economic status in adolescence: its determinants and associations with mental health in the Norwegian youth@hordaland study. Journal of Family and Economic Issues, 38 Online first.
Bøe, T., Skogen, J. C., Sivertsen, B., Hysing, M. Petrie, K. J., Dearing, E., & Zachrisson, H. D. (2017). Economic volatility in childhood and subsequent adolescent mental health problems. BMJ Open. 2017;7:e017030.
Cook, K. D., Dearing, E., Zachrisson, H. D. (2017). Information Sharing between Teachers and Early Education Programs during School Entry in Norway: Associations with Children's School Adjustment and Success in the First Year. International Journal of Child Care and Education Policy, 11:14. doi.org/10.1186/s40723-017-0039-5
Czarnecka, B., Brennan, R., & Keles, S. (2017). Cultural Meaning, Advertising, and National Culture: A Four-Country Study. Journal of Global Marketing, 1–14. doi:10.1080/08911762.2017.1376364.
Dearing, E., & Zachrisson, H. D. (2017). Concern over internal, external, and incidence validity in studies of childcare quantity and externalizing problems. Child Development Perspectives, 11,133-138. doi:10.1111/cdep.12224.
Eliassen, E., Zachrisson, H. D., & Melhuish, E. (2017). Is cognitive development at three years of age associated with ECEC quality in Norway? European early Childhood Education Research Journal. Online first. doi.org/10.1080/1350293X.2018.1412050.
Frønes, I. (2017). The high-tech society, youth work and popular education. International journal of open youth work, 1, 88–100.
Gjerde, L., Eilertsen, E. M., Reichborn-Kjennerud, T., McAdams, T., Zachrisson, H. D., Zambrana, I. M., Roysamb, E., Kendler, K., & Ystrom, E. (2017). Maternal perinatal and concurrent depressive symptoms and child behavior problems: A sibling control study. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58, 779–786. doi:10.1111/jcpp.12704.
Hukkelberg, S., & Ogden, T. (2017). General and specific factors of working alliance in parent training: A bifactor exploratory structural equation modelling approach. Psychotherapy Research. Online. doi: 10.1080/10503307.2017.1330574.
Hukkelberg, S. (2017). Reexaminiation of child problem behaviors as measured by ECBI: Factor structure and measurement invariance across two parent training interventions. SAGE journals. doi: 1073191117706022.
Hukkelberg, S. S., & Ogden, T. (2017). Measurement Issues: Dimensionality of oppositional defiant disorder. Child and Adolescent Mental Health. doi: 10.1111/camh.12248.
Keles, S., Idsøe, T., Friborg, O., Sirin, S., & Oppedal, B. (2017). The longitudinal relation between daily hassles and depressive symptoms among unaccompanied refugees in Norway. Journal of Abnormal Child Psychology, 45, 1413–1427. doi: https://doi.org/10.1007/s10802-016-0251-8.
Kenward, B., Koch, F.-S., Forssman, L., Brehm, J., Tidemann, I., Sundqvist, A., Marciszko, C., Hermansen, T. K ., Heimann, M., & Gredebäck, G. (2017). Saccadic reaction times in infants and adults: Spatiotemporal factors, gender, and inter-laboratory variation. Child Development, 53, 1750−1764. doi: 10.1037/dev0000338.
Lund, T., Dearing, E., og Zachrisson, H. D. (2017). Is affluence a risk for adolescents in Norway? Journal of Research on Adolescence. Online first. doi:10.1111/jora.12304.
Petitclerc, A., Côté, S., Doyle, O., Burchinal, M., Herba, C., Zachrisson, H. D., Boivin, M., Tremblay, R. E., Tiemeier, H., Jaddoe, V., Raat, H. (2017). Which Families Use Childcare? Comparing Socioeconomic Selection across Five Western Policy Contexts. International Journal of Child Care and Education Policy, 11:3. doi:10.1186/s40723-017-0028-8.
Ribeiro, L. A., & Zachrisson, H. D., (2017). Peer effects on aggressive behavior in Norwegian child care centers. Child Development doi: 10.1111/cdev.12953.
Ribeiro, L. A., Zachrisson, H. D., & Dearing, E. (2017). Peer effects on the development of language skills in Norwegian childcare centers. Early Childhood Research Quarterly. 41, 1–12.
Tømmerås, T., & Kjøbli, J., (2017). Family resources and effects on child behavior problem interventions: A cumulative risk approach. Journal of child and family studies. Online first. doi:10.1007/s10826-017-0777-6.
Artikler uten fagfellevurdering
Hagen, K. A., & Ogden, T. (2017). Hvilke barn og familier har størst utbytte av foreldreveiledningen «Parent Mangement Training»? Best Practice Psykiatri/Neurologi,12, 33−35.
Vannebo, A. (2017). Foreldreopplæring hjelper mot barns atferdsproblemer. Forskning.no, 9.8.2017.
Bøker og bokkapitler
Bøker
Eng, H., Ertesvåg, S. K., Frønes, I., & Kjøbli, J. (2017). Den krevende foreldrerollen. Familiestøttende intervensjoner. Oslo: Gyldendal Akademisk.
Kjøbli, J., Eng, H., Ertesvåg, S. K., og Frønes, I. (2017). Å mestre det vanskelige. Individrettede intervensjoner for barn og unge. Oslo: Gyldendal Akademisk.
Ogden, T. (2017). Lädarskap i klassen. Lund, Studentlitteratur.
Kapitler
Askeland, E., og Kjøbli, J. (2017). Parent management training – Oregon (PMTO): Effektiv hjelp til familier med barn som har atferdsvansker. I H. Eng, S. K. Ertesvåg, I. Frønes, & J. Kjøbli, J. (2017). Den krevende foreldrerollen. Familiestøttende intervensjoner. Oslo: Gyldendal Akademisk.
Christensen, B., Tollefsen, N,. Ogden, T. (2017). Multisystemisk terapi (MST). I Eng, H., Ertesvåg, S. K., Frønes, I., & Kjøbli, J. (2017). Den krevende foreldrerollen. Familiestøttende intervensjoner. Oslo: Gyldendal Akademisk.
Christensen, B., og Ervik-Jeannin, R. (2017). Treatment foster care Oregon. I H. Eng, S. K. Ertesvåg, I. Frønes, & J. Kjøbli (red). Den krevende foreldrerollen. Familiestøttende intervensjoner. Oslo: Gyldendal Akademisk.
Frønes, I. (2017): Sosialisering. I D. T. Gravesen (Red). Pædagogik i skole og fritid. København: Hans Reitzelz Forlag.
Frønes, I., Eng, H., Ertesvåg, S. K., og Kjøbli, J. (2017): Intervensjon og evidens; forståelse og utfordringer. I S. K. Ertesvåg, H. Eng, I. Frønes, og J. Kjøbli (red). Risiko, intervensjon og evidens. Utfordringer og strategier for barnevern, utdanning, helse og politikk. Oslo: Gyldendal.
Frønes, I. (2017): Høyterskelsamfunnet. Om oppvekst, intervensjon og evidens i kompetansesamfunnet. I I. Frønes, H. Eng, S. K. Ertesvåg, og J. Kjøbli (red). Risiko, intervensjon og evidens. Utfordringer og strategier for barnevern, utdanning, helse og politikk.
Frønes, I. (2017). Kompetansesamfunnets utfordringer. I Bunting og Moshuus (red). Skolesamfunnet: Kompetansekrav og ungdomsfellesskap. Oslo: Cappelen Damm akademisk.
Frønes, I. (2017). Barnefattigdom i kompetansesamfunnet. I Oppvekstrapporten 2017: Økte forskjeller – gjør det noe? Oslo: Bufdir.
Idsoe, T., Dyregrov, A., & Dyregrov, K. (2017). 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.
Nærde, A. & Skipstein, A. (2017). Anxiety and depression among mothers. In: K. S. Mathiesen, A. V. Sanson, & E. B. Karevold (Eds.), Tracking opportunities and problems from infancy to adulthood – 20 years with the TOPP study (pp. 157–167). Göttingen, Germany: Hogrefe Publishing.
Ogden, T. (2017). Systematiskt arbete med lärandemiljöer – socialt arbete i en skolomfattande modell. I: Backlund, Å., Högdin, S., & Weitz, Y. S. (red.) Skolsocialt arbete. Skolan som plats för och del i det sociala arbetet. Stockholm: Gleerup utbildning.
Ogden, T., Askeland, E., Christensen, B., Christiansen, T., & Kjøbli, J. (2017). Crossing National, Cultural, and Language Barriers: Implementing and Testing Evidence-Based Practices in Norway. In: Weisz, J., & Kazdin, A. (eds.) Evidence Based Psychotherapies with Children and Adolescents. New York: Guilford.
Ogden, T. (2017). Evidens i forskning, politkk, praksis og medier. I: I. Frønes, H. Eng, S. K. Ertesvåg og J. Kjøbli (red). Risiko, ingervensjon og evidens. Oslo: Gyldendal Akademisk.
Skipstein, A. & Nærde, A. (2017). Predictors of symptoms of anxiety and depression among mothers. In: K. S. Mathiesen, A. V. Sanson, & E. B. Karevold (Eds.), Tracking opportunities and problems from infancy to adulthood – 20 years with the TOPP study (pp. 169-181). Göttingen, Germany: Hogrefe Publishing.
Thøgersen, D. M,, og Bjørnebekk, G. (2017). Funksjonell familieterapi. I H. Eng, S. K. Ertesvåg, I. Frønes, & J. Kjøbli (red). Den krevende foreldrerollen. Familiestøttende intervensjoner. Oslo: Gyldendal Akademisk.
Zachrisson, H. D., Dearing, E., Blömeke, S. , & Moser, T. (2017). What levels the playing field for socioeconomically disadvantaged children in the Norwegian ECEC model? In: H. P. Blossfeld, N. Kulic, J. Skopek, & M. Triventi. Childcare, Early Education and Social Inequality: An International Perspective. Cheltenham. UK: Edward Elgar Publishing.
Zachrisson, H. D., & Melhuish, T. (2017). Early Childhood Education and Care (Encyclopedia Entry). In: Eds. B. Hopkins, E. Geangu, & S. Linkenauser. Cambridge Encyclopedia of Child Development. Cambridge, UK: Cambridge University Press.
Rapporter
Aschjem, S. C., Gomez, B. A., Olsen, K., og Torsvik, S. (2017) Evaluering av Bufetat − TIBIR-prosjektet (2012-2016). Rapport. ISBN 978-82-93406-03-7. Oslo: NUBU og Bufetat.
