For the first time to our knowledge, short- and long-term effects of a multi-site randomized-controlled trial (RCT) video feedback infant–parent interaction (VIPI) intervention in naturalistic settings are published. The targets families with children younger than 2 years old parent–child interactions problems. Outcome variables were 1) observed 2) parent-reported child social emotional development. Between-group differences moderating parental symptoms depression, personality disorders...

Participants were 121 children, aged 4–8 years referred for conduct problems, and their mothers. A parent training intervention was implemented in two outpatient clinics Norway. Treatment responders defined as children scoring below a cut‐off on the Eyberg Child Behavior Inventory, score an optimal day‐care school reported by teachers, addition to 30% reduction or greater observed negative parenting. Self‐reported parenting practices explored potential mediators. The results of logistic...

Background: While short‐term effects of parent training (PT) have been extensively evaluated, long‐term outcome and present predictors a diagnosis for children with ODD/CD treated are very limited. Method: In the study, diagnostic status as treatment response were examined in 5–6‐year follow‐up. Out 99 who had randomised controlled trial evaluating The Incredible Years or combined child (PT+CT) programme, 54.5% participated follow‐up study. Their was determined Kiddie‐SADS interview....

Abstract This study explored the association between teacher-reported student-teacher relationship quality (closeness and conflict) demographic factors, school functioning child mental health in a cross-sectional study. The was conducted among national sample of Norwegian children (N = 825) grades 1 to 7. Bivariate analyses standard multiple regression analysis were conducted. Conflict student–teacher relationships correlated highly with factors particular, problems externalization. For...

Abstract The validity of the Student–Teacher Relationship Scale (STRS) was examined in a national sample 863 Norwegian schoolchildren grades 1–7 (aged 6–13). original factor structure STRS tested by confirmatory analysis (CFA). CFA results did not support three-factor STRS. Subsequent short form (STRS-SF) supported shortened version, which contained 15 items and two factors (closeness conflict). concurrent STRS-SF also found to be good. This study provides initial for children 1–7....

Meta-analytic evidence suggests that children have higher cortisol levels in childcare than at home. In the present study change of morning to mid-afternoon was explored home and a Norwegian sample toddlers. Further, analyses associations between child-, family-, factors were conducted. One hundred twelve attending 85 centres included study. Saliva samples observations conducted 5–6 months after entered childcare. Linear mixed-model revealed statistical significant difference during day as...

The study investigated the quality of interactions between childcare providers and toddlers during a lunch in centres. Meals centres are semi-structured adult-led situations where children not only eat, but also provided with opportunities for implicit learning interactions. Participants were 13 aged about 18 months 11 different Norwegian municipality. Video recordings analysed organization structure, relational climate provider–child interactions, weighting provider sensitivity, language...

Beskrivelse: TRF inngår som én av tre tester i Achenbach System of Empirically Based Assessment (ASEBA). Thomas og Leslie Rescorla står bak denne testen, kom ut sin originalversjon på engelsk 2001. Torunn Nøvik Sonja Heyerdahl publiserte den norske oversettelsen 2002. skal besvares lærere for å kartlegge faglig fungering, tilpasning problemområder hos barn ungdom skolealder. Problemdelen har totalskåre danner utgangspunkt forskjellige subskalaer syndromer eller klynger problemområder. fylles...

Baseline assessments of 4 to 8‐year‐old children, 26 girls and 101 boys, referred outpatient treatment for disruptive behaviors, were examined, focusing on possible differences between the functioning boys their families. Child variables included diagnostic information, measures social competence, independent observations child behaviors. A variety family variables, such as information regarding parenting practices, parental stress, depression included. Teacher reports behaviors competence...

Of 1,409 eligible children aged 6-13 years in grades 1 to 7 who were randomly selected from a national sample of Norwegian schools, 858 participated the present study (60.9%). The was stratified by school centrality, region and size grade cohort. teachers assessed their children's academic performance, adaptive functioning, levels emotional/behavioral problems using 2001 version Teacher Report Form (TRF). Only one child each Girls had significantly higher scores than boys Working Hard,...

We studied the quality of caregiver–child relationships from perspectives parents and caregivers young children in full-time day care. The sample consisted 41 aged two years or younger (22 boys 19 girls) care, 35 their caregivers. Parents were interviewed. appeared to have up-to-date knowledge about importance. However, evaluating relationship between individual child its caregivers, both parties be more positive judgements than previous research would suggest. Caregivers are even...

Abstract The present study explored the association between child internalising and externalising problems in schools demographic factors (sex age), school functioning (academic performance adaptive functioning) teacher-reported student–teacher relationship quality a cross-sectional using structural equation modelling. was conducted among sample of Norwegian schoolchildren (n=825) grades 1–7. results showed others that conflict relationships had strongest with problems. system teachers...

This qualitative study investigated the perspectives of parents and caregivers regarding their partnership when young children are in daycare. Both overall relationship communication during daily contact mornings afternoons were studied. The sample consisted 41 aged two years or younger (22 boys 19 girls) who daycare, 35 children's caregivers. Parents interviewed. Despite high level satisfaction with relationship, a number said they did not have much specific knowledge child's experiences...

Young children exhibiting severe externalizing problems in school are at risk of developing several poor outcomes. School-based intervention programs have been found to be effective for students with different problems, including those behavioral emotional distress, or social problems. The present study investigated whether the IY-TCM programme, as a universal stand-alone reduced child reported by teacher, and evaluated if these improved their competence, internalizing academic performances...

In toddlers, the transition from home to childcare might elicit high levels of stress hormone cortisol. Measuring cortisol may give an indicator for children's experience and hence, help improve this transition. We applied linear mixed model analyses investigate 119 toddlers during their across time day (morning, afternoon, evening) phase (accompanied by parents, separated after four six weeks in childcare). The influence age, gender, number siblings, group size was analyzed. Time influenced...

This quasi‐experimental pre–post comparison group design examined if the Incredible Years ( IY ) Teacher Classroom Management TCM programme implemented as a school‐wide universal preventive intervention to students aged 6–8 years at lower primary level in regular school setting had an effect on teacher–student relationships and teacher–parent involvement. The ‐ training was delivered simultaneously entire of staff first third grade. reports 21 schools were compared teacher 23 control...

The effectiveness of the Thrive by Three intervention, a 10-month, multicomponent, in-service professional development model to promote quality caregiver-toddler interactions (i.e., process quality), was tested utilizing clustered randomized controlled design. Eighty childcare centers with 187 toddler classrooms in Norway were randomly assigned either intervention group (n=87) or usual-activity wait list control (n=100). Interactional assessed Toddler version Classroom Assessment Scoring...

In the present study, a sample of 27 teachers were interviewed regarding their experience and management young children with conduct problems in day‐care or school settings. The had been referred treated because oppositional at home. Qualitative analysis data was performed by using elements grounded theory approach. Although complex presenting considerable challenges for teachers, most described close engaged relationship these children. Teachers used within‐discipline within‐classroom...