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  • 1. Ahlgren, Torbjörn
    et al.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Vad fungerar i Sverige?: Om svenska utvärderingar av insatser till ungdomar som begår brott2010In: Ungdomar som begår brott: vilka insatser fungerar? / [ed] Henrik Andershed, Anna-Karin Andershed, Kerstin Söderholm Carpelan, Stockholm: Gothia Förlag AB, 2010, 1, 126-149 p.Chapter in book (Other academic)
  • 2.
    Alexandersson, Pär
    et al.
    Socialstyrelsen, Stockholm, Sweden.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Cater, Åsa
    Örebro University, School of Law, Psychology and Social Work.
    Utsatthet i unga år och psykisk ohälsa i vuxen ålder : sammanfattning av resultat från en intervjustudie av 2 500 unga vuxna2015Report (Other academic)
  • 3.
    Andershed, Anna-Karin
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Are different forms of aggression related to different outcomes?2007Conference paper (Refereed)
  • 4.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Effective components and principles in interventions for preschool children with or at risk for conduct problems: setting the scene for a systematic review2009Conference paper (Refereed)
  • 5.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Girls at risk : Swedish longitudinal research on adjustment2012Collection (editor) (Refereed)
  • 6.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Girls at risk in their own right2012In: Girls at risk: Swedish longitudinal research on adjustment / [ed] Andershed, Anna-Karin, New York: Springer-Verlag New York, 2012, 1-8 p.Chapter in book (Other academic)
  • 7.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Girls at risk: Swedish longitudinal research on adjustment2012Collection (editor) (Other academic)
  • 8.
    Andershed, Anna-Karin
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    In synch with adolescence: the role of morningness-eveningness in development2005Book (Other academic)
    Abstract [en]

    At the start of every school day, it's not an unfamiliar sight to see younger children bounding toward school, bright-eyed and bushy-tailed, ready to seize the day. In contrast, adolescents sometimes seem to sleepwalk toward their middle and high schools, often bleary-eyed, cantankerous, and less than enthusiastic to get down to work. Why the difference?

    Recent developmental research has demonstrated a relationship between sleep/wake patterns and different kinds of problem behaviors, including social adjustment problems, family coercion, and disaffection from school. Adolescents who prefer staying up later in the evening and arising late in the morning (i.e., eveningness) have often been considered at greater risk of suffering from such problem behaviors as delinquency and negative relationships with parents and teachers. Those who tend to go to bed and arise earlier (i.e., morningness) have long been associated with more positive outcomes. In the majority of previous research, however, these concepts have never been adequately tested.

    In Sync with Adolescence: The Role of Morningness-Eveningness in Development examines the possible effects of adolescent preferences on problem behavior in different contexts. This volume presents a new way of looking at morningness-eveningness in relation to adolescent development in general and on problem behavior in particular. The study has produced results, the implications of which necessitate a reinterpretation of the current thinking about morningness-eveningness and adolescent adjustment.

    This volume should be of particular interest to developmental psychologists and researchers who are interested in examining the role of biological factors in psychological processes as well as to sleep researchers who are interested in both the clinical and behavioral aspects. In addition, it is a valuable resource for clinical child and school psychologists, medical staff, teachers, and anyone who works with adolescents.

  • 9.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Organizer of the symposium "Early development of problematic personality traits and early school adjustment - Results from the Swedish prospective longitudinal SOFIA-study".2017Conference paper (Other academic)
  • 10.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Patterns of preschool risk and protective factors for conduct problem behavior2008Conference paper (Refereed)
  • 11.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    The role of risk-need assessment in interventions for young offenders2011Conference paper (Refereed)
  • 12.
    Andershed, Anna-Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, HenrikÖrebro University, School of Law, Psychology and Social Work.
    Att studera människors utveckling : resultat från forskningsprogrammet IDA1965-20132013Collection (editor) (Other academic)
  • 13.
    Andershed, Anna-Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Bedömning av risk- och skyddsfaktorer för normbrytande beteende hos unga: hur kan vi använda teori och forskning i praktiken?2009In: Barn och unga som begår brott: handbok för socialtjänsten, Stockholm: Socialstyrelsen , 2009, 161-201 p.Chapter in book (Other academic)
  • 14.
    Andershed, Anna-Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Empirical test of a new screening questionnaire of risk faactors for conduct problems among youths: external validity and internal consistency tests of ESTER-screening2010Conference paper (Refereed)
  • 15.
    Andershed, Anna-Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    En introduktion till longitudinell forskning och IDA-programmet2013In: Att studera männniskors utveckling: resultat från forskningsprogrammet IDA 1965-2013 / [ed] Andershed, A-K., & Andershed, H., Lund: Studentlitteratur AB, 2013, 1Chapter in book (Other academic)
  • 16.
    Andershed, Anna-Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Improving evidence-based social work practice with youths exhibiting conduct problems through structured assessment2016In: European Journal of Social Work, ISSN 1369-1457, E-ISSN 1468-2664, Vol. 19, no 6, 887-900 p.Article in journal (Refereed)
    Abstract [en]

    A key task in evidence-based case management of youth is the assessment of research-based risk and protective factors. In the present study we compare assessments of social workers using a structured assessment instrument with assessments of social workers not using such an instrument. Assessments of the exact same case—a vignette about a 14-year-old boy—conducted by 30 social workers using a structured assessment instrument and 30 social workers not using such an instrument were compared. The 60 assessments were also rated by independent researchers and senior social services managers, blind to whether an instrument had been used in the assessments or not. As hypothesized, using a structured assessment instrument resulted in the identification of a greater number of research-based risk and protective factors, and the assessments were rated as better in terms of general adequacy, quality, accuracy and potential treatment effectiveness, than when an instrument was not used. The present study demonstrates that social workers’ assessments of youth become more evidence-based, adequate and potentially more treatment effective when a structured assessment instrument is used as compared to when it is not.

  • 17.
    Andershed, Anna-Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Risk and protective factors among preschool children: integrating research and practice2015In: Journal of Evidence-Informed Social Work, ISSN 2376-1407, E-ISSN 2376-1415, Vol. 12, no 4, 412-424 p.Article in journal (Refereed)
    Abstract [en]

    In this article the authors present a review of previous reviews and meta-analyses, identifying and summarizing the empirical research base on risk and protective factors for future psychosocial problems-specifically externalizing and internalizing problems-among preschool children. The authors also discuss risk and protective factors in the framework of concepts such as evidence-based practice, risk-focused prevention and treatment, and the Risk, Need, and Responsivity principles. They conclude that there is an extensive amount of research on risk and protective factors for preschool children that could and should be used by well educated professionals to help children to a better life.

  • 18.
    Andershed, Anna-Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    The SOFIA-study: A prospective longitudinal study on social adjustment2017Conference paper (Other academic)
    Abstract [en]

    The SOFIA-study is a prospective longitudinal study of approximately 2,000 children in a mid-sized Swedish community. SOFIA is the acronym of Social and Physical Development, Interventions and Adaptation in Swedish, and the main focus of the study is on understanding developmen-tal trajectories of norm breaking, criminal behavior, and the risk and pro-tective factors for the various trajectories. The aim is to answer question such as Which risk factors are the most important in the development of norm breaking behavior? What protects children from a negative devel-opment? Which interventions are given to children with difficulties? The study was initiated in 2010 by professors H. Andershed and A-K. Ander-shed, and has since then assessed the participants in four data collection waves, in 2010, 2011, 2012 and 2015. At base-line, the children were 3-5 years old, attending public preschools in the community. Questionnaires have been completed by caregivers, preschool and elementary school teachers, as well as principals and headmasters. The purpose has been to collect information both on the children – their behaviors and charac-teristics, the families – parent-child relationships, caregiver attributes, as well as preschool/school relationships, environment, and conditions. The papers presented in this panel are examples of papers using data from the SOFIA-study.

  • 19.
    Andershed, Anna-Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Farrington, David P.
    Risk- och skyddande faktorer för psykosociala problem bland förskolebarn: vad vi vet från forskning och hur det kan användas i praktiken2012Report (Other (popular science, discussion, etc.))
  • 20.
    Andershed, Anna-Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Söderholm Carpelan, Kerstin
    Om insatser som kan användas i ungdomsvård och deras effekter2010In: Ungdomar som begår brott: vilka insatser fungerar? / [ed] Henrik Andershed, Anna-Karin Andershed, Kerstin Söderholm Carpelan, Stockholm: Gothia Förlag AB, 2010, 1, 51-102 p.Chapter in book (Other academic)
  • 21.
    Andershed, Anna-Karin
    et al.
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Enebrink, Pia
    Andershed, Henrik
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Normbrytande beteende bland internationellt adopterade barn: riskfaktorer och interventioner2007In: Internationellt adopterade i Sverige: vad säger forskningen? / [ed] Margareta Carlberg, Karin Nordin Jareno, Stockholm: Gothia , 2007, 121-165 p.Chapter in book (Other academic)
  • 22.
    Andershed, Anna-Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Gibson, Chris L.
    Department of Sociology and Criminology & Law, University of Florida, Gainesville, Florida, USA; Institute for Child and Health Policy, College of Medicine, University of Florida, Gainesville, Florida, USA .
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    The role of cumulative risk and protection for violent offending2016In: Journal of criminal justice, ISSN 0047-2352, E-ISSN 1873-6203, Vol. 45, 78-84 p.Article in journal (Refereed)
    Abstract [en]

    Purpose: Risk and protective factors for antisocial behavior have been shown to act in a cumulative manner. The purpose of this article is to examine the predictive power of risk factors and protective indices predicting violent offending.

    Methods: We used longitudinal data across 25 years to predict violent offenses for 475 males. Cumulative childhood risk factors (age 10), and-cumulative individual, family, peer and school protective factors (ages 13, 15) were analyzed.

    Results: The likelihood for a conviction for violent offenses showed a fivefold increase with an increase in risk factors from 0 to 3. This increase was markedly reduced when controlling for protective factors. Similarly, controlling for risk factors, the likelihood for a conviction was almost ameliorated, showing a tenfold decrease, with an increase in protective factors from 0 to 10. Interactions between cumulative risk and protective factors were also found. Total number of protective factors significantly decreased the likelihood of violent offenses for those with and without childhood behavioral risk factors, however the decrease was significantly greater for those with no childhood risk factors.

    Conclusions: Analyses of antisocial behavior should not be restricted to risk factors, but include protective factors, if the purpose is to better tailor interventions. (C) 2016 Elsevier Ltd. All rights reserved.

  • 23.
    Andershed, Anna-Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Pepler, Debra J.
    York University, Toronto, Canada.
    Life-span continuity in female aggression and violence2012In: Girls at risk: Swedish longitudinal research on adjustment / [ed] Anna-Karin Andershed, New York: Springer, 2012, 105-117 p.Chapter in book (Other academic)
  • 24.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Externalizing and internalizing problems among Youths and the need to understand the heterogeneity of these problems2012In: For the sake of the children: social paediatrics in action. A festschrift in honour of Staffan Jansson / [ed] Martin McKee, Karlstad: Karlstad University Press, 2012, 1, 60-68 p.Chapter in book (Other academic)
  • 25.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Implications of heterogeneity among individuals with antisocial behaviour2008In: Psychology and law: bridging the gap / [ed] David Canter, Rita Žukauskienė, Aldershot: Ashgate , 2008, 103-118 p.Chapter in book (Other academic)
  • 26.
    Andershed, Henrik
    et al.
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Andershed, Anna-Karin
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Normbrytande beteende bland barn: ett angeläget men eftersatt problem2007In: Psykisk hälsa, ISSN 0033-3212, no 1, 43-53 p.Article in journal (Other academic)
    Abstract [en]

    Konsekvenser och riskfaktorer rörande normbrytande beteende i barndomen, samt behandlingsstrategier.

  • 27.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Normbrytande beteende bland barn: risker och skydd och strukturerad bedömning2009In: Elevhälsan, Vol. 3Article in journal (Refereed)
  • 28.
    Andershed, Henrik
    et al.
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Andershed, Anna-Karin
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Normbrytande beteende i barndomen: Vad säger forskningen?2005Book (Other (popular science, discussion, etc.))
  • 29.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Om normbrytande beteende bland barn2010In: Projekt Pinocchio: erfarenheter från ett nationellt Genombrottsprojekt med syfte att förbättra arbetet kring barn upp till 12 år som riskerar utveckla ett varaktigt normbrytande beteende : slutrapport, Stockholm: Sveriges kommuner och landsting , 2010, 23-28 p.Chapter in book (Other academic)
  • 30.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Risk and protective factors among preschool children for long-lasting psychosocial problems: what we know from research and how it can be used in practice2012Conference paper (Other academic)
  • 31.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Risk-need assessment for youth with or at risk for conduct problems: introducing the assessment system ESTER2010In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, Vol. 5, 377-383 p.Article in journal (Refereed)
    Abstract [en]

    This paper introduces ESTER, a research based and computerized risk-need assessment system for youths (0-18 years) with or at risk for conduct problems. The ESTER-system includes a screening tool/questionnaire (ESTER-screening) and a professional structured risk-need assessment instrument (ESTER-assessment). This article briefly presents the background and purpose of ESTER, and the risk and protective factors assessed. It also illustrates how the computerized system effectively helps in presenting results of single as well as repeated assessments, assisting the practitioner in tailoring suitable interventions.

  • 32.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Subgroups of children with conduct problems2010Conference paper (Refereed)
  • 33.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Ungdomsbrottslighet: hur vanligt är det och vad beror det på?2010In: Ungdomar som begår brott: vilka insatser fungerar? / [ed] Henrik Andershed, Anna-Karin Andershed, Kerstin Söderholm Carpelan, Stockholm: Gothia Förlag AB, 2010, 1, 25-41 p.Chapter in book (Other academic)
  • 34.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Söderholm Carpelan, Kerstin
    Hur fungerar insatser till ungdomar som begår brott och hur kan vi bli bättre i praktik?2010In: Ungdomar som begår brott: vilka insatser fungerar? / [ed] Henrik Andershed, Anna-Karin Andershed, Kerstin Söderholm Carpelan, Stockholm: Gothia Förlag AB, 2010, 1, 150-177 p.Chapter in book (Other academic)
  • 35.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-KarinÖrebro University, School of Law, Psychology and Social Work.Söderholm Carpelan, Kerstin
    Ungdomar som begår brott: vilka insatser fungerar?2010Collection (editor) (Other academic)
  • 36.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Söderholm Carpelan, Kerstin
    Brännström, Lars
    Nyström, Marie
    Bokens bakgrund, syfte, innehåll och målgrupp2010In: Ungdomar som begår brott: vilka insatser fungerar? / [ed] Henrik Andershed, Anna-Karin Andershed, Kerstin Söderholm Carpelan, Stockholm: Gothia Förlag AB, 2010, 1, 13-24 p.Chapter in book (Other academic)
  • 37.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Tuvblad, Catherine
    Örebro University, School of Law, Psychology and Social Work.
    Psykologiska och biologiska perspektiv på sociala anpassningsproblem2013In: Perspektiv på sociala problem / [ed] Meeuwisse, Anna & Swärd, Hans, Stockholm: Natur och kultur, 2013, 2, 242-261 p.Chapter in book (Other academic)
  • 38.
    Andershed, Henrik
    et al.
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Andershed, Anna-Karin
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Wallin Weihe, Hans-Jörgen
    Normbrytende atferd hos barn: Hva sier forskningen?2007 (ed. 1)Book (Other academic)
    Abstract [no]

    I Normbrytende atferd hos barn er internasjonal forskning gjort tilgjengelig for et bredt publikum. Forfatterne gir en oversikt over nordisk praksis, forskningsfeltet forøvrig og de vurderer validiteten i ulike forskningsresultater. Risikofaktorer og beskyttende forhold hos barnet selv, i familien og i det sosiale nettverket påvirker barns atferdsutvikling, og forfatterne har fokuset rettet mot forebygging og behandling av normbrytende atferd hos barn under 12 år.På lengre sikt kan alvorlige atferdsproblemer hos barn og unge føre til misbruk av alkohol og andre rusmidler, depresjon, lovbrudd, ekteskapskonflikter og arbeidsledighet. Kvaliteten i utdanningen av dem som skal jobbe med disse barna må sikres, og denne boken gir både et godt grunnlag for videre studier og forskning, samtidig som den gir et kunnskapsgrunnlag for å forbedre praksis i hjelpetjenester som barneverntjenesten, psykisk helsevern og pp-tjenesten.

  • 39.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Engelholm, K.
    Frediksson, J.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Initial test of the new risk-need assessment instrument for youths with or at risk for conduct problems: ESTER-assessment2010Conference paper (Refereed)
  • 40.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Fredriksson, Jennie
    Örebro University, School of Law, Psychology and Social Work.
    Engelholm, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Ahlberg, Rickard
    Örebro University, School of Law, Psychology and Social Work.
    Berggren, Steve
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Initial test of the new risk-need assessment instrument for youths with or at risk for conduct problems: ESTER-assessment2010In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, Vol. 5, 488-492 p.Article in journal (Refereed)
    Abstract [en]

    ESTER-assessment is a new assessment instrument for youths (0-18 years), and includes 19 empirically-derived risk and protective factors for conduct problems. This study tests the inter-rater reliability of the five-point rating scale used to assess the 19 factors in ESTER-assessment on 30 institutionalized girls and their file information. Exact agreement between raters varied from 38 to 72 percent on the 19 individual factors, a result much better than chance. Intra-class correlations of the two independent raters on the majority of the 19 individual factors were fair to good. In conclusion, the results lend support to the inter-rater reliability of ESTER-assessment.

  • 41.
    Andershed, Henrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Frogner, Louise
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Psychopathic personality works better than CU traits for predicting fearlessness and ADHD symptoms in children with conduct problems2017Conference paper (Other academic)
    Abstract [en]

    Children with early-onset conduct problems (CP) are at great risk for future behavior problems, and this risk seems to increase when CP co-occur with psychopathic traits. Even though studies are indicating that the entire psychopathic personality construct may be more useful in designating a meaningful subgroup of children with CP, research on psychopathic traits and CP in childhood have mainly focused on the role of callous unemo-tional (CU) traits. Prospective longitudinal data of 1,867 3- to 5-year-olds (47% girls) followed annually for two years was used to compare groups of children with different combinations of CP and psychopathic traits on fearlessness and Attention-Deficit Hyperactivity Disorder (ADHD) symp-toms. Children with CP and psychopathic personality had higher baseline and stable levels of fearlessness and ADHD symptoms than children with CP only or children with CP and concurrent CU traits. They were also more likely to display stable levels of the very risky combination of CP and ADHD symptoms. Results were similar for boys and girls. Findings indicate that there are reasons to consider other traits and behaviors as specifiers for subgroups of children with CP over and above CU traits, in order to optimize both diagnostic practice and treatment outcomes.

  • 42.
    Andershed, Hernrik
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Risk-need assessment for youth with or at risk for conduct problems: introducing the computerized assessment system ESTER2010Conference paper (Refereed)
  • 43.
    Andersson [Andershed], Anna-Karin
    Örebro University, Department of Social and Political Sciences.
    The rhythm of adolescence: morningness-eveningness and adjustment from a developmental perspective2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In recent developmental research, sleep-wake patterns and preferences, in other words Morningness-Eveningness, have been shown to be related to various kinds of problem behavior. Previous research on adolescents has demonstrated that individuals with a sleep-wake preference toward staying up late in the evening and arising late in the morning (i.e., Eveningness), are more likely to face problems in development. Accordingly, Eveningness has been proposed as a risk factor in development, but through processes which researchers have not been able to fully explain. The present dissertation focuses on the relationship between Morningness-Eveningness and developmental patterns across contexts in adolescence. Links between Morningness-Eveningness, and negative adjustment, life style, personality characteristics, family relationships, peer networks, and school achievement, are discussed within an interactionistic framework. Also, factors that might explain and/or moderate these associations are elucidated. The empirical material stems from two cohorts of 8th grade adolescents in a middle size Swedish community. Eveningness is proposed to be a concurrent marker of risk behavior. However, there seems to be different kinds of Evening types that encounter different kinds of problems. Also, the present findings do not support the notion of Morningness being protective. How temporal patterns in general, and Eveningness in particular, are connected to other behaviors is emphasized as important knowledge for stemming negative developmental processes and facilitating positive outcomes.

  • 44.
    Bergman, Lars R.
    et al.
    Stockholms universitet.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Predictors and Outcomes of Persistent or Age-Limited Registered Criminal Behavior: A 30-Year Longitudinal Study of a Swedish Urban Population2009In: Aggressive Behavior, ISSN 0096-140X, E-ISSN 1098-2337, Vol. 35, no 2, 164-178 p.Article in journal (Refereed)
    Abstract [en]

    This study uses data from the longitudinal research program Individual Development and Adaptation, where an entire school-grade cohort of children in a middle-size Swedish city (n approximately 1.300) has been followed from ages 10 to 43 and 48 for women and men, respectively. Our findings indicate that the patterns of offending across the life-course differ between genders, where males seem to initiate their offending earlier than females. Further, there are very few women on a persistent offending-trajectory. Focusing on precursors to as well as consequences of offending as indexed in official registers, our results indicate that individuals in the persistent offender group have the most pronounced adjustment problems in school- as well as in middle age. Individual characteristics and behaviors (e.g., aggression, hyperactivity, antisocial behavior) vary systematically between individuals with different developmental offending patterns. The combination of an unstable upbringing and own antisocial behavior seems to be especially predictive for criminality. For persistent offenders, the prevalence of alcohol and psychiatric problems at adult age is high for males and extremely high for females (nine out of ten and six out of ten for each of the two problem types for females). Further, the importance for adjustment of the two-dimensional variation in the number of crimes committed during adolescence and adult age seems to have been surprisingly well captured by the "crude" division into the four offender groups that were used.

  • 45.
    Bergman, Lars R.
    et al.
    Stockholms universitet.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Types and continua in developmental psychopathology: Problem behaviors in school and their relationship to later antisocial behavior2009In: Development and psychopathology (Print), ISSN 0954-5794, E-ISSN 1469-2198, Vol. 21, no 3, 975-992 p.Article in journal (Refereed)
    Abstract [en]

    In the study of developmental psychopathology a dimensional, variable-oriented approach dominates over a typological approach. With the person-oriented research paradigm providing the metatheoretical framework, pros and cons of these two approaches are discussed, and it is pointed to different methodological realizations of the typological approach, and to the contexts where they might be appropriate. It is also pointed out that the two important and underused concepts of equifinality and multifinality with advantage can be incorporated in a person-oriented approach. An empirical example is given of the study of the structure of early adolescent problem behaviors and their relationship to later criminality where dimensional as well as typological analyses are carried out. The usefulness of the typological approach in studying the development and early manifestations of the personality disorder psychopathy is also discussed. It is concluded that the usefulness of a typological approach appears to be underestimated.

  • 46.
    Bergstrøm, Henriette
    et al.
    University of Derby, UK.
    Frogner, Louise
    Örebro University, School of Law, Psychology and Social Work.
    Colins, Olivier F.
    Leiden University Medical Center, the Netherlands.
    Fanti, Kostas A.
    University of Cyprus, Cyprus.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Psychopathic traits during early childhood: Stable over time or rapidly changing?2017Conference paper (Other academic)
    Abstract [en]

    Although research has shown psychopathic traits to be moderately to highly stable in late childhood and adolescence, little is known about stability in early childhood, specifically in preschool age. The current study was designed to fill this knowledge gap by assessing stability of psychopathic traits in a large community sample (n = 2,121) of three- to five-year-olds (47% girls) across a two-year time span. The sample displayed stable levels of Grandiose-Deceitful (GD), Callous-Unemotional (CU) and Impulsivity, Need for Stimulation (INS) traits. However, the degree of stability varieda cross these three traits dimensions, and by level of analysis, age, and gender. Rank-order stability ranged from low to very high, but effect sizes indicated less stability than on the mean level, where changes were detected but with small effect sizes, thus demonstrating high stability. This trend emerged for both genders, across development, and age. At an individual level, the great majority of the sample displayed stable levels of psychopathic traits to a large extent, with small gender and age differences. The current study is one of the first that investigates stability in children as young as three years old, and it highlights the possibility of measuring psychopathic traits in early childhood.

  • 47. Bond, Henrique
    et al.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Risk-need assessments of youth with or at risk for criminal behavior: structure or no structure?2011Conference paper (Refereed)
  • 48.
    Brännström, Lars
    et al.
    Department of Social Work, Stockholm University, Sweden.
    Kaunitz, Catrine
    National Board of Institutional Care, Sweden.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    South, Sandra
    National Board of Health and Welfare, Sweden.
    Smedslund, Geir
    Knowledge Centre for the Health Services, Norway.
    Aggression replacement training (ART) for reducing antisocial behavior in adolescents and adults: A systematic review2016In: Aggression and Violent Behavior, ISSN 1359-1789, E-ISSN 1873-6335, Vol. 27, 30-41 p.Article, review/survey (Refereed)
    Abstract [en]

    Objective: Aggression Replacement Training (ART) is a multimodal program aiming at replacing antisocial behaviors by actively teaching desirable behaviors. The program is frequently used and has been provided within a wide variety of settings, but its effectiveness in its own right has not been addressed in previous reviews. This systematic review examines the effect of ART on antisocial behavior in young people and adults.

    Methods: Published and unpublished literature was searched to identify randomized and non-randomized studies comparing ART for adults and youth with usual care, other interventions, or no intervention. Primary outcomes included recidivism in antisocial behavior, while secondary outcomes were related to social skills, anger management and moral reasoning.

    Findings: This review identified 16 studies with considerable clinical and methodological diversity. The methodological quality and the post-intervention follow-up of the studies were limited. Almost half of the studies were conducted by researchers who have vested interests in the intervention.

    Conclusions: There is an insufficient evidence-base to substantiate the hypothesis that ART has a positive impact on recidivism, self-control, social skills or moral development in adolescents and adults. Further research is warranted by independent investigators exploring the effects of ART on clearly-defined target groups using high standard evaluation designs.

  • 49.
    Cater, Åsa
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Youth victimization in Sweden: prevalence, characteristics and relation to mental health and behavioral problems in young adulthood2014In: International Journal of Child Abuse & Neglect, ISSN 0145-2134, E-ISSN 1873-7757, Vol. 38, no 8, 1290-1302 p.Article in journal (Refereed)
    Abstract [en]

    The present study examines multiple types of victimization simultaneously, their preva-lence and characteristics in childhood and adolescence, and it examines the associationsbetween victimization and poly-victimization on the one hand and single and multiplemental health and behavioral problems on the other. The sample consisted of 2,500 Swedishyoung adults (20–24 years) who provided detailed report of multiple types of lifetime vic-timization and current health and behaviors via an interview and a questionnaire. Resultsshowed that it was more common to be victimized in adolescence than in childhood andmore common to be victimized repeatedly rather than a single time, among both malesand females. Males and females were victimized in noticeably different ways and par-tially at different places and by different perpetrators. With regard to mental health andbehavioral problems, anxiety, post-traumatic stress, self-harm, and criminality were clearlyoverrepresented among both males and females who had experienced any type of victim-ization. Poly-victimization was related to single and multiple mental health and behavioralproblems among both males and females. We conclude that professionals need to conductthorough evaluations of victimization when completing mental health assessments amongtroubled youths, and that youth might benefit from the development of interventions forpoly-victimized youth.

  • 50.
    Cater, Åsa K.
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Victimized as a child or youth: To whom is victimization reported and from whom do victims receive professional support?2016In: International Review of Victimology, ISSN 0269-7580, E-ISSN 2047-9433, Vol. 22, no 2, 179-194 p.Article in journal (Refereed)
    Abstract [en]

    Being victimized as a child or youth increases the risk of emotional and behavioural problems, and may call for a report to authorities and professional support. This study investigates how often young adult males and females in a randomly selected general population in Sweden (n=2,500) reported different types of victimization as a child or youth and to whom, from whom they received professional support, whether it was more common to receive professional support among those victimized multiple times by different types of crime, and whether there was a connection between report and support. Analyses reveal that the participants more often responded that they had not reported their victimization, than that they had reported it. For those who had, the police was the most common institution to which the victimization was reported. It was significantly more common for victimized females to both report and receive professional support than for males. There was a trend towards a greater likelihood of receiving professional support after higher levels of victimization. In all however, of those whose victimization had been reported to the authorities, only 22.4% had received professional support to deal with their experiences of victimization. We conclude that the relatively low prevalence of reporting victimization and receiving support documented in this study calls for reflection upon how well society meets the needs of victims.

12 1 - 50 of 77
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