UB Paderborn / Katalog / Suche / in CDI

Change in teacher–student relationships and parent involvement after implementation of the Incredible Years Teacher Classroom Management programme in a regular Norwegian school setting

British educational research journal, 2018-12, Vol.44 (6), p.1064-1083

2018

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Does thrive by three, a quality-building intervention in childcare centres, strengthen children's language skills?

European early childhood education research journal, 2024-05, Vol.32 (3), p.448-463

2024

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The Incredible Years Teacher Classroom Management Programme in Kindergartens: Effects of a Universal Preventive Effort

Journal of child and family studies, 2017-08, Vol.26 (8), p.2215-2223

2017

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Do toddlers' levels of cortisol and the perceptions of parents and professional caregivers tell the same story about transition from home to childcare? A mixed method study

Frontiers in psychology, 2023-06, Vol.14, p.1165788-1165788

2023

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Teacher Nominations of Preschool Children at Risk for Mental Health Problems: how False Is a False Positive Nomination and What Make Teachers Concerned?

Journal of psychopathology and behavioral assessment, 2021-09, Vol.43 (3), p.646-656

2021

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Change in toddlers' cortisol activity during a year in childcare. Associations with childcare quality, child temperament, well-being and maternal education

Stress (Amsterdam, Netherlands), 2022, Vol.25 (1), p.156-165

2022

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Does the Incredible Years Teacher Classroom Management programme improve child–teacher relationships in childcare centres? A 1-year universal intervention in a Norwegian community sample

European child & adolescent psychiatry, 2020-05, Vol.29 (5), p.625-636

2020

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International Epidemiology of Child and Adolescent Psychopathology II: Integration and Applications of Dimensional Findings From 44 Societies

Journal of the American Academy of Child and Adolescent Psychiatry, 2012-12, Vol.51 (12), p.1273-1283.e8

2012

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Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms

Frontiers in psychology, 2021-11, Vol.12, p.778777-778777

2021

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Screening for mental health problems in a Norwegian preschool population. A validation of the ages and stages questionnaire: Social‐emotional (ASQ:SE)

Child and adolescent mental health, 2018-11, Vol.23 (4), p.368-375

2018

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Examining the longitudinal association between toddlers' early shyness and their well-being during their first year in Norwegian early childhood education and care

Early child development and care, 2023, Vol.193 (13-14), p.1403-1416

2023

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Comparing two evidence-based parent training interventions for aggressive children

Journal of children's services, 2014-12, Vol.9 (4), p.319-329

2014

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Validation of the Leiden Inventory for the Child's Well-Being in Daycare (LICW-D) Questionnaire in Norwegian Early Childhood Education and Care Centers

Frontiers in psychology, 2021-11, Vol.12, p.767137-767137

2021

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The Association Between Toddlers' Temperament and Well-Being in Norwegian Early Childhood Education and Care, and the Moderating Effect of Center-Based Daycare Process Quality

Frontiers in psychology, 2021-12, Vol.12, p.763682-763682

2021

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Children aged 4-8 years treated with parent training and child therapy because of conduct problems : generalisation effects to day-care and school settings

European child & adolescent psychiatry, 2006-10, Vol.15 (7), p.392-399

2006

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Five- to six-year outcome and its prediction for children with ODD/CD treated with parent training

Journal of child psychology and psychiatry, 2010-05, Vol.51 (5), p.559-566

2010

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Mediating Mechanisms of the Incredible Years Teacher Classroom Management Program

Frontiers in psychology, 2020-09, Vol.11, p.555442-555442

2020

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Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study

BMC psychiatry, 2016-10, Vol.16 (1), p.362-362, Article 362

2016

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A Model of Intervention and Implementation of Quality Building and Quality Control in Childcare Centers to Strengthen the Mental Health and Development of 1-3–Year Olds: Protocol for a Randomized Controlled Trial of Thrive by Three

JMIR research protocols, 2020-10, Vol.9 (10), p.e17726

2020

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Relationships between young children in full-time day care and their caregivers: a qualitative study of parental and caregiver perspectives

Early child development and care, 2012-09, Vol.182 (9), p.1155-1165

2012

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Experiences with full-time child care attendance on young children in Norway : parents' and early childhood teachers' views

International research in early childhood education, 2012-01, Vol.3 (1), p.1-16

2012

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How are Closeness and Conflict in Student-Teacher Relationships Associated with Demographic Factors, School Functioning and Mental Health in Norwegian Schoolchildren Aged 6-13?

Scandinavian journal of educational research, 2013-04, Vol.57 (2), p.217-225

Drugli, May Britt

2013

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Investigating the Measurement Invariance of the Caregiver-Teacher Report Form (C-TRF) Factors in a Norwegian Early Childhood Education and Care Context

Journal of psychopathology and behavioral assessment, 2024-06, Vol.46 (2), p.426-433

2024

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Factor Structure of the Student-Teacher Relationship Scale for Norwegian School-age Children Explored with Confirmatory Factor Analysis

Scandinavian journal of educational research, 2013-10, Vol.57 (5), p.457-466

2013

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Together and alone a study of interactions between toddlers and childcare providers during mealtime in Norwegian childcare centres

Early child development and care, 2018-03, Vol.188 (3), p.387-398

2018

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Change in teacher–student relationships and parent involvement after implementation of the Incredible Years Teacher Classroom Management programme in a regular Norwegian school setting

Does thrive by three, a quality-building intervention in childcare centres, strengthen children's language skills?

The Incredible Years Teacher Classroom Management Programme in Kindergartens: Effects of a Universal Preventive Effort

Do toddlers' levels of cortisol and the perceptions of parents and professional caregivers tell the same story about transition from home to childcare? A mixed method study

Teacher Nominations of Preschool Children at Risk for Mental Health Problems: how False Is a False Positive Nomination and What Make Teachers Concerned?

Change in toddlers' cortisol activity during a year in childcare. Associations with childcare quality, child temperament, well-being and maternal education

Does the Incredible Years Teacher Classroom Management programme improve child–teacher relationships in childcare centres? A 1-year universal intervention in a Norwegian community sample

International Epidemiology of Child and Adolescent Psychopathology II: Integration and Applications of Dimensional Findings From 44 Societies

Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms

Screening for mental health problems in a Norwegian preschool population. A validation of the ages and stages questionnaire: Social‐emotional (ASQ:SE)

Examining the longitudinal association between toddlers' early shyness and their well-being during their first year in Norwegian early childhood education and care

Comparing two evidence-based parent training interventions for aggressive children

Validation of the Leiden Inventory for the Child's Well-Being in Daycare (LICW-D) Questionnaire in Norwegian Early Childhood Education and Care Centers

The Association Between Toddlers' Temperament and Well-Being in Norwegian Early Childhood Education and Care, and the Moderating Effect of Center-Based Daycare Process Quality

Children aged 4-8 years treated with parent training and child therapy because of conduct problems : generalisation effects to day-care and school settings

Five- to six-year outcome and its prediction for children with ODD/CD treated with parent training

Mediating Mechanisms of the Incredible Years Teacher Classroom Management Program

Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study

A Model of Intervention and Implementation of Quality Building and Quality Control in Childcare Centers to Strengthen the Mental Health and Development of 1-3–Year Olds: Protocol for a Randomized Controlled Trial of Thrive by Three

Relationships between young children in full-time day care and their caregivers: a qualitative study of parental and caregiver perspectives

Experiences with full-time child care attendance on young children in Norway : parents' and early childhood teachers' views

How are Closeness and Conflict in Student-Teacher Relationships Associated with Demographic Factors, School Functioning and Mental Health in Norwegian Schoolchildren Aged 6-13?

Investigating the Measurement Invariance of the Caregiver-Teacher Report Form (C-TRF) Factors in a Norwegian Early Childhood Education and Care Context

Factor Structure of the Student-Teacher Relationship Scale for Norwegian School-age Children Explored with Confirmatory Factor Analysis

Together and alone a study of interactions between toddlers and childcare providers during mealtime in Norwegian childcare centres

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