Terje Ogden
Biographic Data
| ID | 131556 |
|---|---|
| NAME | Terje Ogden |
| GIVEN NAMES | Terje |
| FAMILY NAME | Ogden |
| SIGNATURE | OGDEN T |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-2353-0798 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Multisystemic therapy across Europe: Implementation and evolution
Implementation and effectiveness of a school-based intervention to increase adherence to national school meal guidelines: A non-randomised controlled trial
Objective: Implementation of school meal guidelines is often inadequate, and evidence for effective implementation strategies for school-based nutrition interventions is limited. The aim of the present study was to examine the implementation and effectiveness of a multi-strategy implementation intervention to increase adherence to the Norwegian national school meal guideline. Design: The study was a school-based hybrid implementation effectivenes…
Teacher’s Assessment of Gender Differences in School Performance, Social Skills, and Externalizing Behavior From Fourth Through Seventh Grade
Gender differences in teacher ratings of academic performance, social skills, and externalizing behavior were examined from fourth through seventh grade in a group of 1,023 students from 65 primary schools. Cohen’s d and t tests and were used to report the magnitude of gender differences, and structural equation modeling was used to evaluate cross-domain influences in latent cascade models. Girls received significantly more positive teacher ratin…
Research Literacy in Education and the Implementation of Evidence-Based Practices in Schools
Increased focus on and interest in Evidence-Based Practices (EBP) in schools justify a stronger focus on research literacy and implementation knowledge. This article presents two complementary perspectives on the transfer of educational research to practice. The “research literacy approach” focuses on the general competence and capacity of teachers to critically assess research before it is put into practice. The “school-wide implementation appro…
Changes in the YLS/CMI risk inventory scores as predictors of MST behavioral treatment goals
Purpose This study aims to investigate outcomes of multisystemic therapy (MST) using the Youth Level of Service/Case Management Inventory (YLS/CMI) – part I. Design/methodology/approach This study, using a pre-post design, included a sample of 2,123 Norwegian youths (mean age = 14.7, SD = 1.34). The MST team supervisors assessed the YLS/CMI risk factors in addition to five behavioral treatment goals (Lives at home, Attends school/work, No violenc…
Youth Level of Service/Case Management Inventory Assessments as Predictors of Behavioral Change in Multisystemic Therapy and Functional Family Therapy in Norway
Background: Multisystemic Therapy (MST) and Functional Family Therapy (FFT) are evidence-based Blueprint programs shown to be effective towards youth problem behaviors. Purpose: The present study aimed to investigate treatment outcomes following MST and FFT among Norwegian youths with serious behavior problems. Research design: Routine Outcome Monitoring (ROM) data of the Youth Level of Service/Case Management Inventory at intake and post-test wa…
Parenting Practices and Child Conduct Problems in a Norwegian Subclinical Sample: Variable and Person‐Centered Approaches
Objective The aims of this study were (a) to examine how different parenting practices connect to each other and to child conduct problems (variable‐centered approach) and (b) to identify groups of parents who share the same parenting style and identify how these relate to child conduct problems (person‐centered approach). Background Substantial evidence indicates that positive parenting practices are associated with lower levels of child conduct…
Bullying Victimization and Trauma
Bullying victimization and trauma research traditions operate quite separately. Hence, it is unclear from the literature whether bullying victimization should be considered as a form of interpersonal trauma. We review studies that connect bullying victimization with symptoms of PTSD, and in doing so, demonstrate that a conceptual understanding of the consequences of childhood bullying needs to be framed within a developmental perspective. We disc…
Exploring how intervention characteristics affect implementability: A mixed methods case study of common elements-based academic support in child welfare services
Prominent implementation theories and frameworks articulate characteristics of interventions (e.g., contextual alignment) as important determinants of successful implementation in natural practice settings. Yet, few studies have explored such characteristics in-depth. Research is needed to understand how and why interventions' characteristics can make them more or less implementable in their intended practice settings. Child Welfare Services (CWS…
Parent training: Effects beyond conduct problems
Significance of Leaders for Sustained Use of Evidence-Based Practices: A Qualitative Focus-Group Study with Mental Health Practitioners
Evidence-based practices that are implemented in mental health services are often challenging to sustain. In this focus-group study, 26 mental health practitioners with high fidelity scores were interviewed regarding their experiences with implementing the illness management and recovery, an evidence-based practice for people with severe mental disorders, in their services and how this could influence further use. Findings indicate that high fide…
Growth in Oral Reading Fluency in a Semitransparent Orthography: Concurrent and Predictive Relations With Reading Proficiency in Norwegian, Grades 2–5
This study investigated an adaptation of the Oral Reading Fluency ( ORF ) measure of the Dynamic Indicators of Basic Early Literacy Skills into a European context for the Norwegian language, which has a more transparent orthography than English. Second‐order latent growth curve modeling was used to examine the longitudinal measurement invariance of the ORF measure, the growth in oral reading fluency within and across grades 2–5, the relative stab…
Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway: Perceived Efficacy and Behavior Management
Research on teacher outcomes of the School-Wide Positive Behavior Support (SWPBS) model has been scarce. The present study adds to the knowledge base by examining the effects of the Norwegian version of SWPBS (N-PALS) on school staffs' behavior management practices and on their individual and collective efficacy. Questionnaire data were collected from staff and students (Grades 4-7) at four measurement points across four successive school years i…
Comparing two evidence-based parent training interventions for aggressive children
Purpose – The purpose of this paper is to explore whether the changes in externalising behaviour for young aggressive children differ between two evidence-based parent training (PT) programmes after treatment. The treatment formats between these programmes differ, and the authors were particularly interested in whether this influenced the results for participants with co-occurring problems (child variables such as heightened levels of attention a…
Conduct problems in children. Characteristics of families recruited for a clinical outcome trial as compared to families in an implementation study
The implementation of empirically supported treatments (EST) is recommended as a way to transfer knowledge from research to clinical practice and to improve service quality. One area of concern has been client representativeness, that is to which degree participants in EST studies resembles the target group in usual care settings. For children with conduct problems the recommended ESTs have been parent training or parent mediated programs. The ai…
Normative development of physical aggression from 8 to 26 months
This study investigated the normative use and developmental course of physical aggression (PA), defined as use of physical force such as hitting, biting, and kicking, from 8 to 26 months and predictors thereof. We used data from the Behavior Outlook Norwegian Developmental Study, comprising 1,159 children (559 girls and 600 boys). Both mothers and fathers reported frequently about their child's use of PA in personal and telephone interviews. Mean…
Linking research, policy and practice in welfare services and education in Norway
In Norway, links between research, policy and practice are in a process of development, with initiatives to both strengthen the knowledge base for evidence-based policy and practice and increase the demand for research-based interventions. Examples of these initiatives from the fields of mental health, education and child welfare are provided, including institutions for research and development and the implementation of evidence-based programmes.…
Implementing and Evaluating Evidence-Based Treatments of Conduct Problems in Children and Youth in Norway
This article sums up 8 years of experience with evidence-based programs in the treatment of conduct problems in children and youth. A conceptual model describing the implementation components relevant to the Norwegian project is presented and discussed. Next, we describe a case study of the implementation strategy accompanied by outcomes from the clinical trials of Multisystemic Therapy (MST) and Parent Management Training—the Oregon model (PMTO)…
Gender differences in intake characteristics and behavior change among children in families receiving parent management training
Social Competence and Antisocial Behavior: Continuity and Distinctiveness Across Early Adolescence
The degree of continuity and distinctiveness in social competence and antisocial behavior was examined in a longitudinal structural equation model. Participants were 391 typically developing Norwegian middle school students (51% boys), their parents, and teachers and were assessed when they were approximately 13 years of age (a school cohort in 8th grade) and again 17 months later, when they were about 15 years old (in 10th grade). Social compete…
Sustainability of the effectiveness of a programme of multisystemic treatment (MST) across participant groups in the second year of operation
In order to examine the sustainability of programme effectiveness, we investigated whether the effects of multisystemic treatment (MST) on a second group of adolescents would match those reported in an earlier randomised controlled trial (RCT). Pre‐ and post‐treatment assessments were analysed in a participant group of 105; 55 youths were referred to MST in the programme's second year of operation (MST2), and 50 youths were included in the RCT th…
Competent Girls and Problematic Boys: Sex differences in Two Cohorts of Norwegian 10- and 13-year-olds
In this article, sex differences as they appear from a resource-oriented as opposed to a problem-oriented perspective are discussed. The data derive from two cross-sectional cohort studies and a sample of children referred to the helping services from roughly the same cohorts. The cohort children were 10 and 13 years old, and were in the fourth and seventh grade respectively. The cohorts came from a large eastern Norwegian municipality, consistin…
Social Competence and Antisocial Behavior: Continuity and Distinctiveness Across Early Adolescence
The degree of continuity and distinctiveness in social competence and antisocial behavior was examined in a longitudinal structural equation model. Participants were 391 typically developing Norwegian middle school students (51% boys), their parents, and teachers and were assessed when they were approximately 13 years of age (a school cohort in 8th grade) and again 17 months later, when they were about 15 years old (in 10th grade). Social compete…
Implementing and Evaluating Evidence-Based Treatments of Conduct Problems in Children and Youth in Norway
This article sums up 8 years of experience with evidence-based programs in the treatment of conduct problems in children and youth. A conceptual model describing the implementation components relevant to the Norwegian project is presented and discussed. Next, we describe a case study of the implementation strategy accompanied by outcomes from the clinical trials of Multisystemic Therapy (MST) and Parent Management Training—the Oregon model (PMTO)…
Normative development of physical aggression from 8 to 26 months
This study investigated the normative use and developmental course of physical aggression (PA), defined as use of physical force such as hitting, biting, and kicking, from 8 to 26 months and predictors thereof. We used data from the Behavior Outlook Norwegian Developmental Study, comprising 1,159 children (559 girls and 600 boys). Both mothers and fathers reported frequently about their child's use of PA in personal and telephone interviews. Mean…
Sustainability of the effectiveness of a programme of multisystemic treatment (MST) across participant groups in the second year of operation
In order to examine the sustainability of programme effectiveness, we investigated whether the effects of multisystemic treatment (MST) on a second group of adolescents would match those reported in an earlier randomised controlled trial (RCT). Pre‐ and post‐treatment assessments were analysed in a participant group of 105; 55 youths were referred to MST in the programme's second year of operation (MST2), and 50 youths were included in the RCT th…
Significance of Leaders for Sustained Use of Evidence-Based Practices: A Qualitative Focus-Group Study with Mental Health Practitioners
Evidence-based practices that are implemented in mental health services are often challenging to sustain. In this focus-group study, 26 mental health practitioners with high fidelity scores were interviewed regarding their experiences with implementing the illness management and recovery, an evidence-based practice for people with severe mental disorders, in their services and how this could influence further use. Findings indicate that high fide…
Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway: Perceived Efficacy and Behavior Management
Research on teacher outcomes of the School-Wide Positive Behavior Support (SWPBS) model has been scarce. The present study adds to the knowledge base by examining the effects of the Norwegian version of SWPBS (N-PALS) on school staffs' behavior management practices and on their individual and collective efficacy. Questionnaire data were collected from staff and students (Grades 4-7) at four measurement points across four successive school years i…
Competent Girls and Problematic Boys: Sex differences in Two Cohorts of Norwegian 10- and 13-year-olds
In this article, sex differences as they appear from a resource-oriented as opposed to a problem-oriented perspective are discussed. The data derive from two cross-sectional cohort studies and a sample of children referred to the helping services from roughly the same cohorts. The cohort children were 10 and 13 years old, and were in the fourth and seventh grade respectively. The cohorts came from a large eastern Norwegian municipality, consistin…
Growth in Oral Reading Fluency in a Semitransparent Orthography: Concurrent and Predictive Relations With Reading Proficiency in Norwegian, Grades 2–5
This study investigated an adaptation of the Oral Reading Fluency ( ORF ) measure of the Dynamic Indicators of Basic Early Literacy Skills into a European context for the Norwegian language, which has a more transparent orthography than English. Second‐order latent growth curve modeling was used to examine the longitudinal measurement invariance of the ORF measure, the growth in oral reading fluency within and across grades 2–5, the relative stab…
Comparing two evidence-based parent training interventions for aggressive children
Purpose – The purpose of this paper is to explore whether the changes in externalising behaviour for young aggressive children differ between two evidence-based parent training (PT) programmes after treatment. The treatment formats between these programmes differ, and the authors were particularly interested in whether this influenced the results for participants with co-occurring problems (child variables such as heightened levels of attention a…
Linking research, policy and practice in welfare services and education in Norway
In Norway, links between research, policy and practice are in a process of development, with initiatives to both strengthen the knowledge base for evidence-based policy and practice and increase the demand for research-based interventions. Examples of these initiatives from the fields of mental health, education and child welfare are provided, including institutions for research and development and the implementation of evidence-based programmes.…
Gender differences in intake characteristics and behavior change among children in families receiving parent management training
Competent Girls and Problematic Boys: Sex differences in Two Cohorts of Norwegian 10- and 13-year-olds
In this article, sex differences as they appear from a resource-oriented as opposed to a problem-oriented perspective are discussed. The data derive from two cross-sectional cohort studies and a sample of children referred to the helping services from roughly the same cohorts. The cohort children were 10 and 13 years old, and were in the fourth and seventh grade respectively. The cohorts came from a large eastern Norwegian municipality, consistin…
Sustainability of the effectiveness of a programme of multisystemic treatment (MST) across participant groups in the second year of operation
In order to examine the sustainability of programme effectiveness, we investigated whether the effects of multisystemic treatment (MST) on a second group of adolescents would match those reported in an earlier randomised controlled trial (RCT). Pre‐ and post‐treatment assessments were analysed in a participant group of 105; 55 youths were referred to MST in the programme's second year of operation (MST2), and 50 youths were included in the RCT th…
Social Competence and Antisocial Behavior: Continuity and Distinctiveness Across Early Adolescence
The degree of continuity and distinctiveness in social competence and antisocial behavior was examined in a longitudinal structural equation model. Participants were 391 typically developing Norwegian middle school students (51% boys), their parents, and teachers and were assessed when they were approximately 13 years of age (a school cohort in 8th grade) and again 17 months later, when they were about 15 years old (in 10th grade). Social compete…
Implementing and Evaluating Evidence-Based Treatments of Conduct Problems in Children and Youth in Norway
This article sums up 8 years of experience with evidence-based programs in the treatment of conduct problems in children and youth. A conceptual model describing the implementation components relevant to the Norwegian project is presented and discussed. Next, we describe a case study of the implementation strategy accompanied by outcomes from the clinical trials of Multisystemic Therapy (MST) and Parent Management Training—the Oregon model (PMTO)…
Gender differences in intake characteristics and behavior change among children in families receiving parent management training
Linking research, policy and practice in welfare services and education in Norway
In Norway, links between research, policy and practice are in a process of development, with initiatives to both strengthen the knowledge base for evidence-based policy and practice and increase the demand for research-based interventions. Examples of these initiatives from the fields of mental health, education and child welfare are provided, including institutions for research and development and the implementation of evidence-based programmes.…
Comparing two evidence-based parent training interventions for aggressive children
Purpose – The purpose of this paper is to explore whether the changes in externalising behaviour for young aggressive children differ between two evidence-based parent training (PT) programmes after treatment. The treatment formats between these programmes differ, and the authors were particularly interested in whether this influenced the results for participants with co-occurring problems (child variables such as heightened levels of attention a…
Conduct problems in children. Characteristics of families recruited for a clinical outcome trial as compared to families in an implementation study
The implementation of empirically supported treatments (EST) is recommended as a way to transfer knowledge from research to clinical practice and to improve service quality. One area of concern has been client representativeness, that is to which degree participants in EST studies resembles the target group in usual care settings. For children with conduct problems the recommended ESTs have been parent training or parent mediated programs. The ai…
Normative development of physical aggression from 8 to 26 months
This study investigated the normative use and developmental course of physical aggression (PA), defined as use of physical force such as hitting, biting, and kicking, from 8 to 26 months and predictors thereof. We used data from the Behavior Outlook Norwegian Developmental Study, comprising 1,159 children (559 girls and 600 boys). Both mothers and fathers reported frequently about their child's use of PA in personal and telephone interviews. Mean…
Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway: Perceived Efficacy and Behavior Management
Research on teacher outcomes of the School-Wide Positive Behavior Support (SWPBS) model has been scarce. The present study adds to the knowledge base by examining the effects of the Norwegian version of SWPBS (N-PALS) on school staffs' behavior management practices and on their individual and collective efficacy. Questionnaire data were collected from staff and students (Grades 4-7) at four measurement points across four successive school years i…
Growth in Oral Reading Fluency in a Semitransparent Orthography: Concurrent and Predictive Relations With Reading Proficiency in Norwegian, Grades 2–5
This study investigated an adaptation of the Oral Reading Fluency ( ORF ) measure of the Dynamic Indicators of Basic Early Literacy Skills into a European context for the Norwegian language, which has a more transparent orthography than English. Second‐order latent growth curve modeling was used to examine the longitudinal measurement invariance of the ORF measure, the growth in oral reading fluency within and across grades 2–5, the relative stab…
Parent training: Effects beyond conduct problems
Significance of Leaders for Sustained Use of Evidence-Based Practices: A Qualitative Focus-Group Study with Mental Health Practitioners
Evidence-based practices that are implemented in mental health services are often challenging to sustain. In this focus-group study, 26 mental health practitioners with high fidelity scores were interviewed regarding their experiences with implementing the illness management and recovery, an evidence-based practice for people with severe mental disorders, in their services and how this could influence further use. Findings indicate that high fide…
Parenting Practices and Child Conduct Problems in a Norwegian Subclinical Sample: Variable and Person‐Centered Approaches
Objective The aims of this study were (a) to examine how different parenting practices connect to each other and to child conduct problems (variable‐centered approach) and (b) to identify groups of parents who share the same parenting style and identify how these relate to child conduct problems (person‐centered approach). Background Substantial evidence indicates that positive parenting practices are associated with lower levels of child conduct…
Bullying Victimization and Trauma
Bullying victimization and trauma research traditions operate quite separately. Hence, it is unclear from the literature whether bullying victimization should be considered as a form of interpersonal trauma. We review studies that connect bullying victimization with symptoms of PTSD, and in doing so, demonstrate that a conceptual understanding of the consequences of childhood bullying needs to be framed within a developmental perspective. We disc…
Exploring how intervention characteristics affect implementability: A mixed methods case study of common elements-based academic support in child welfare services
Prominent implementation theories and frameworks articulate characteristics of interventions (e.g., contextual alignment) as important determinants of successful implementation in natural practice settings. Yet, few studies have explored such characteristics in-depth. Research is needed to understand how and why interventions' characteristics can make them more or less implementable in their intended practice settings. Child Welfare Services (CWS…
Youth Level of Service/Case Management Inventory Assessments as Predictors of Behavioral Change in Multisystemic Therapy and Functional Family Therapy in Norway
Background: Multisystemic Therapy (MST) and Functional Family Therapy (FFT) are evidence-based Blueprint programs shown to be effective towards youth problem behaviors. Purpose: The present study aimed to investigate treatment outcomes following MST and FFT among Norwegian youths with serious behavior problems. Research design: Routine Outcome Monitoring (ROM) data of the Youth Level of Service/Case Management Inventory at intake and post-test wa…
Teacher’s Assessment of Gender Differences in School Performance, Social Skills, and Externalizing Behavior From Fourth Through Seventh Grade
Gender differences in teacher ratings of academic performance, social skills, and externalizing behavior were examined from fourth through seventh grade in a group of 1,023 students from 65 primary schools. Cohen’s d and t tests and were used to report the magnitude of gender differences, and structural equation modeling was used to evaluate cross-domain influences in latent cascade models. Girls received significantly more positive teacher ratin…
Research Literacy in Education and the Implementation of Evidence-Based Practices in Schools
Increased focus on and interest in Evidence-Based Practices (EBP) in schools justify a stronger focus on research literacy and implementation knowledge. This article presents two complementary perspectives on the transfer of educational research to practice. The “research literacy approach” focuses on the general competence and capacity of teachers to critically assess research before it is put into practice. The “school-wide implementation appro…
Changes in the YLS/CMI risk inventory scores as predictors of MST behavioral treatment goals
Purpose This study aims to investigate outcomes of multisystemic therapy (MST) using the Youth Level of Service/Case Management Inventory (YLS/CMI) – part I. Design/methodology/approach This study, using a pre-post design, included a sample of 2,123 Norwegian youths (mean age = 14.7, SD = 1.34). The MST team supervisors assessed the YLS/CMI risk factors in addition to five behavioral treatment goals (Lives at home, Attends school/work, No violenc…
Implementation and effectiveness of a school-based intervention to increase adherence to national school meal guidelines: A non-randomised controlled trial
Objective: Implementation of school meal guidelines is often inadequate, and evidence for effective implementation strategies for school-based nutrition interventions is limited. The aim of the present study was to examine the implementation and effectiveness of a multi-strategy implementation intervention to increase adherence to the Norwegian national school meal guideline. Design: The study was a school-based hybrid implementation effectivenes…
Multisystemic therapy across Europe: Implementation and evolution
Psychology (21 works) · Child and Adolescent Psychosocial and Emotional Development (15 works) · Medicine (13 works) · Norwegian (13 works) · Clinical Psychology (10 works) · Clinical Psychology (9 works) · Developmental psychology (9 works) · Social Psychology (9 works) · Intervention (counseling (8 works) · Psychiatry (8 works)