Eksternalisert problematferd
Andershed, H. & Andershed, A. K. (2007). Normbrytende atferd hos barn: Hva sier forskningen? Gyldendal akademisk.
Bj?rnebekk, G., & Howard, R. (2012). Validation of a motivation‐based typology of angry aggression among antisocial youths in Norway. Behavioral sciences & the law, 30(2), 167-180.
Howard, R. & Duggan, C. (2015). Personality disorders: their relation to offending. Forensic psychology. Chichester: J. Wiley & Sons, 281-90.
Howard, R. C. (2011). The quest for excitement: a missing link between personality disorder and violence? Journal of Forensic Psychiatry & Psychology, 22(5), 692-705.
Kj?bli, J., Solholm, R., Reer, M., Christiansen, T., Askeland, E., & Bj?rnebekk, G. (2016). Tidlig innsats for barn i risiko: Et program for ? forebygge og redusere atferdsproblemer. Psykologi i kommunen, 5, 5–15.
Nordahl, Thomas m.fl. (2005): Atferdsproblemer blant barn og unge, Bergen: Fagbokforlaget.
Roland, Erling (2014): Mobbingens psykologi. Hva kan skolen gj?re? Oslo: Universitetsforlaget.
Runions, K. C. (2013). Toward a conceptual model of motive and self-control in cyber-aggression: Rage, revenge, reward, and recreation. Journal of youth and adolescence, 42(5), 751-771.
Runions, K. C., Bak, M., & Shaw, T. (2017). Disentangling functions of online aggression: The Cyber‐Aggression Typology Questionnaire (CATQ). Aggressive behavior, 43(1), 74-84.
Vazsonyi, A., Flannery, D., & DeLisi, M. (Eds.). (2018). The Cambridge Handbook of Violent Behavior and Aggression (Cambridge Handbooks in Psychology). Cambridge: Cambridge University Press. doi:10.1017/9781316847992. Kap. 1, 2, 9, 14 – 19, 25, 26, 29.
Zahrisson, H. D. & Dearing, E. (2016): Barnehage og atferdsvansker: myter om risiko og muligheter for forebygging (11 sider) http://www.forebygging.no/Artikler/-2015/Barnehage-og-atferdsvansker-myter-om-risiko-og-muligheter-for-forebygging/
?verlien, Carolina (2015): Ungdom, vold og overgrep. Skolen som forebygger og hjelper Oslo: Universitetsforlaget.
Spesifikke spr?kvansker - atferd, emosjonelle og sosiale vansker
Durkin, K & Conti-Ramsden, G. (2010). Young people with specific language impairment: A review of social and emotional functioning in adolescence. Child Language Teaching and Therapy, 26(2), 105-121 (16 s).
Helland, W. A., Lundervold, A. J., Heimann, M., & Posserud, M. (2014). Stable associations between behavioral problems and language impairments across childhood – The importance of pragmatic language problems. Research in Developmental Disabilities, 35, 943–951.
Hulme, C. & Snowling, M.J. (2009): Developmental Disorders of Language Learning and Cognition, Chichester, WS.: Wiley-Blackwell. Kap. 4 (40 s).
Matthews, D., Biney, H., & Abbot-Smith, K. (2018). Individual Differences in Children’s Pragmatic Ability: A Review of Associations with Formal Language, Social Cognition, and Executive Functions. Language Learning and Development, 14(3), 186-223.
Nyborg, Geir (2013): Spesifikke spr?kvansker og atferd, emosjonelle og sosiale vansker: Et oppf?lgingsopplegg for barn og foreldre. Psykologi i kommunen. ISSN 1892-3364. 48(5), s 61- 73
Nyborg, G. (2014): Spesifikke spr?kvansker og atferds-, emosjonelle og sosiale vansker: Et arbeidsseminar for l?rere. Psykologi i kommunen (4), s.15-27 (12 s)
Rygvold, A. & Klem, M. (2016). Spesifikke spr?kvansker – en begrepsavklaring. Norsk tidsskrift for logopedi, 62(1), s 18-22 (5 s)
Internaliserte problemer
Havik, Trude (2018): Skolefrav?r. ? forst? og h?ndtere skolefrav?r og skolevegring. Gyldendal (170 sider)
Lund, Ingrid (2012): Det stille atferdsproblemet - Innagerende atferd i barnehage og skole, Bergen: Fagbokforlaget.
Nyborg, Geir & Mjelve, Liv Heidi (2017): Innagerende atferdsvansker: Skolens utfordringer i lys av inkludering, I: Nilsen, Sven (red.): Inkludering og mangfold – sett i spesialpedagogisk perspektiv, Oslo: Universitetsforlaget. (13 s).
S?teren, Anne-Lise (2019). L?reren i m?te med elever med stille atferd. Gyldendal (100 sider).
Beskyttende faktorer/Resiliens
Borge, A. I. H (2018): Resiliens; risiko og sunn utvikling. Oslo: Gyldendal
Glavin, Patrick & Linb?ck, Sven O. (2014): ? undervise i sosial kompetanse, Oslo: Universitetsforlaget.
Lindb?ck, S., & Glavin, P. (2015). Sosiale og emosjonelle kompetanser i fremtidens skole. Bedre skole, 1, s 50-56 (7 s).
Autismespekterforstyrrelse (ASF)
ASF – generelt
Lord, C., Elsabbagh, M.; Baird, G.; Veenstra-Vanderweele, J. (2018) Autism spectrum disorder, The Lancet, 392 (10146), 508-520 https://doi.org/10.1016/S0140-6736(18)31129-2 13 sider
Tidlig diagnose og tidlige kjennetegn
Larsen, K. (2015) The Early Diagnosis of Preschool Children with Autism Spectrum Disorder in Norway: a Study of Diagnostic Age and Its Associated Factors. Scandinavian Journal of Child and Adolescent Psychiatry and Psychology, 3 (2), 136-145 http://doi.org/10.21307/sjcapp-2015-014 10 sider
Larsen K, Aasland A, Diseth TH. Brief Report: Agreement Between Parents and Day-Care Professionals on Early Symptoms Associated with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 48(4) 1063-1068. http://doi.org/10.1007/s10803-017-3355-2 6 sider
ASF og komorbiditet
Salazar, F., Baird, G., Chandler, S. et al. (2015) Co-occurring Psychiatric Disorders in Preschool and Elementary School-Aged Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45 (8), 2283–2294. https://doi.org/10.1007/s10803-015-2361-5 12 sider
ASF og skolevegring:
Munkhaugen, E.K; Gjevik, E.; Pripp, A.H.; Sponheim, E.; Diseth, T.H. (2017) School refusal behaviour: Are children and adolescents with autism spectrum disorder at a higher risk? Research in Autism Spectrum Disorders, 41–42, 31-38. https://doi.org/10.1016/j.rasd.2017.07.001
8 sider
Psykososiale vansker generelt
Allen, Daniella (2016): Education and Equality. The University of Chicago Press. 116 sider
Bauman, Zygmunt (2000): Flytende modernitet, Oslo: Vidarforlaget.
Befring, Edvard (2014): Den forl?sende pedagogikken, Gyldendal Akademisk.
Befring, Edvard & Duesund, Liv (2012): Relasjonsvansker. Psykososial problematferd, I: Befring, Edvard & Tangen, Reidun (red.): Spesialpedagogikk, Oslo: Cappelen. s. 448-470.
Befring, Edvard (2012): Forebygging blant barn og unge i et psykososialt perspektiv. I: Befring, Edvard & Tangen, Reidun (red.): Spesialpedagogikk, Oslo: Cappelen. s. 129-147.
Bru, E., Ids?e, E. C & ?verland, K. (2016). Psykisk helse i skolen. Universitetsforlaget (298 sider).
Cordier, R., & Bundy, A.C. (2009). Children and playfulness. In K. Stagnitti & R. Cooper (Eds.), Play as therapy: Assessment. Jessica Kingsley Publishers: London.
Cordier, R., Bundy, A., Hocking, C., & Einfeld, S. (2010). Empathy in the play of children with ADHD. OTJR: Occupation, Participation and Health, 30(3), 122-132.
Craig, P., Dieppe, P., Macintyre, S., Michie, S., Nazareth, I., & Petticrew, M. (2008). Developing and evaluating complex interventions: The new Medical Research Council guidance. BMJ, 337, 979-983.
Duesund, Liv m.fl (2014): Uro i skolen. Norsk Pedagogisk Tidsskrift, nr. 3.
Duesund, Liv (2007): Kropp, kunnskap og selvoppfatning. 5. utgave Oslo: Universitetsforlaget. .Link finner du her
Duesund, Liv (2017): Fellesskap og klasser med uro: En analyse av forholdet mellom sosial inkludering og uro i skolen, I: Nilsen, Sven (red.): Inkludering og mangfold – sett i spesialpedagogisk perspektiv, Oslo: Universitetsforlaget. (17 s).
Duesund, L. & ?deg?rd, M. (2018): Students’ Perceived Experience of Disruptive Behavior in Schools: A Comparative Study between Schools in the US and Norway. Nordic Studies in Education, 38(2), 138-154. (16 s). https://doi.org/10.18261/issn.1891-5949-2018-02-04
Evans, D. (2003). Hierarchy of evidence: A framework for ranking evidence evaluating healthcare interventions. Journal of Clinical Nursing, 12(1), 77-84.
Fr?nes, Ivar (2013): ? forst? sosialisering, Oslo: Gyldendal.
French, W. P. (2015). Assessment and treatment of attention-deficit/hyperactivity disorder: part 1. Pediatric Annals, 44(3), 114-120.
French, W. P. (2015). Assessment and treatment of attention-deficit/hyperactivity disorder: part 2. Pediatric Annals, 44(4), 160-168.
Gangdal, J. (2016): Angelica – En varslet tragedie. Prego Mobile. 255 s
Lareau, Annette (2012): Unequal childhoods - Class, Race, and Family Life, California: University of California Press.
Nyborg, Geir (2011): L?rerens bruk av motiverende ytringer i spesialundervisning. Psykologi i kommunen. ISSN 1892-3364. 46(4), s 17- 30
Ogden, T. (2015): Sosial kompetanse og problematferd blant barn og unge. Oslo: Gyldendal Akademisk. Kap. 1, 2, 3 og 9.
S?lj? R. (2016) L?ring. Cappelen Damm Akademisk s.67-181.
Sennett, Richard (2004): Respect: The Formation of Character in an Age of Inequality, London: Penguin.
Sveen, Karin (2018): Klassereise, Oktober Forlag. (255 s).
Turiel, Elliot (2003): Resistance and Subversion in Everyday Life, I: Journal of Moral Education, Vol. 32, No. 2. Link til artikkelen
Wilkes-Gillan, S., Bundy, A., Cordier, R., & Lincoln, M. (2016). A Randomised Controlled Trial of a Play-Based Intervention to Improve the Social Play Skills of Children with Attention Deficit Hyperactivity Disorder (ADHD). PLoS ONE, 11(8), e0160558.
?deg?rd, Magnar (2014). Uro i skolen og den menneskelige v?rem?te. Norsk pedagogisk tidsskrift http://www.idunn.no/ts/npt . ISSN 0029-2052. (3), s 203- 212 (9 s).
Rus og mental helse
Pearton, J., Ramugondo, E., Cloete, L., & Cordier, R. (2014). Playfulness and prenatal alcohol exposure: A comparative study. Australian Occupational Therapy Journal, 61(4), 259-267.
Substance Abuse and Mental Health Services Administration. (2014). Trauma-Informed Care in Behavioral Health Services. Treatment Improvement Protocol (TIP) Series 57. HHS Publication No. (SMA) 13-4801. Rockville, MD: Substance Abuse and Mental Health Services Administration. Chapter 4, Screening and Assessment, 91-110.
Substance Abuse and Mental Health Services Administration. (2014). Trauma-Informed Care in Behavioral Health Services. Treatment Improvement Protocol (TIP) Series 57. HHS Publication No. (SMA) 13-4801. Rockville, MD: Substance Abuse and Mental Health Services Administration. Chapter 6, Trauma Specific Services, 137-155.
Supplerende litteratur
Befring, Edvard, Duesund, Liv & Popovici, Stefan (2013): Familier og Barn i Krise. Rapport fra forskningsprosjektet: ?kningen i tilmeldte til barnevernet – en analyse av utviklingstrekk, Rapporten finner du her.
Cordier, R., Munro, N., Wilkes-Gillan, S., Speyer, R., Parsons, L., & Joosten, A. (2019). Applying item response theory (IRT) modelling to an observational measure of childhood pragmatics: the Pragmatic Observation Meaure-2. Frontiers in Psychology, 10(408), 1-17.
Helland, W. A. & Helland, T. (2017). Emotional and behavioural needs in children with specific language impairment and in children with autism spectrum disorder: The importance of pragmatic language impairment. Research in Developmental Disabilities, 70, 33–39.
Pearton, J., Ramugondo, E., Cloete, L., & Cordier, R. (2014). Playfulness and prenatal alcohol exposure: A comparative study. Australian Occupational Therapy Journal, 61(4), 259-267.
Ramugondo, E., Ferreira, E., Chung, D. & Cordier, R. (2018). Evaluating a play-informed caregiver-implemented home-based intervention to improve the play of children who are HIV positive. Occupational Therapy International, Article ID 3652529, 1-15.
Sosial- og helsedirektoratet (2003): Seksuelle overgrep mot barn. En veileder for hjelpeapparatet, Oslo: Sosial- og helsedirektoratat og Barne- og familiedepartementet.Link finner du her
Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration. KAP Keys for Clinicians, 1-15.
Skjervheim, Hans (2001): Det instrumentalistiske mistaket. I: Deltakar og tilskodar, og andre essays, Oslo: Aschehoug. s. 241-250.
Wilkes-Gillan, S., Bundy, A., Cordier, R., & Lincoln, M. (2016). A Randomised Controlled Trial of a Play-Based Intervention to Improve the Social Play Skills of Children with Attention Deficit Hyperactivity Disorder (ADHD). PLoS ONE, 11(8), e0160558.
Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration. KAP Keys for Clinicians, 1-15.