Kristine Amlund Hagen
Dados Biográficos
| ID | 5509988 |
|---|---|
| NOME | Kristine Amlund Hagen |
| PRENOMES | Kristine Amlund |
| SOBRENOME | Hagen |
| ASSINATURA | HAGEN K A |
| AFILIAÇÕES | Center for Child and Adolescent Mental Health, Eastern and Southern Norway |
| ORCID | 0000-0002-5778-2934 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 23 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 3 |
The modular approach to therapy for youths with anxiety, depression, trauma, and conduct problems (MATCH)
ISRCTN24029895. Registration date: 8/8/2016
Enhanced Academic Support for children in child welfare services
Enhanced Academic Support (EAS) is an intervention designed to improve academic achievement among children who receive support from the child welfare services (CWSs) in the home. We investigated the effects of EAS in a randomized controlled trial in Norway. In total, 82 families who received support from the CWS were included in the study (37 in the intervention group, 45 in the comparison group). Both groups were invited to a pretest, posttest, …
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…
Early academic struggles among children with home-based support from child welfare services
Children in child welfare services have a higher risk of becoming marginalized as they grow up to be young adults. An important protective factor against later marginalization is academic achievement. Unfortunately, studies show that children who receive support from child welfare services have poorer academic achievement. Most research focuses on children in out-of-home care and on performance in secondary school or school completion rate, while…
Exploring how intervention characteristics affect implementability
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…
Individual level predictors of implementation climate in child welfare services
Child welfare services (CWS) are characterized by having demanding work environments, large diversity in client needs, and limited use of evidence-based practices (EBPs). Thus, CWSs can benefit from quality improvement strategies. Accumulating evidence suggests that an organization’s strategic climate towards implementation of change and EBPs (i.e., Implementation Climate [IC]) is a critical determinant for quality improvement, such as implementa…
Health-related quality of life (HRQoL) in children of ill or substance abusing parents
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)…
Social Competence and Antisocial Behavior
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…
Hope, Social Support, and Behavioral Problems in At-Risk Children
This study investigated the effects of hope, social support, and stress on behavioral problems in a high-risk group of 65 children of incarcerated mothers. Children with low levels of hope had more externalizing and internalizing problems. Children who perceived less social support had more externalizing problems, and children who had experienced more life stressors reported more internalizing problems. Regression analyses indicated that hope con…
Social Competence and Antisocial Behavior
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)…
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…
Early academic struggles among children with home-based support from child welfare services
Children in child welfare services have a higher risk of becoming marginalized as they grow up to be young adults. An important protective factor against later marginalization is academic achievement. Unfortunately, studies show that children who receive support from child welfare services have poorer academic achievement. Most research focuses on children in out-of-home care and on performance in secondary school or school completion rate, while…
Individual level predictors of implementation climate in child welfare services
Child welfare services (CWS) are characterized by having demanding work environments, large diversity in client needs, and limited use of evidence-based practices (EBPs). Thus, CWSs can benefit from quality improvement strategies. Accumulating evidence suggests that an organization’s strategic climate towards implementation of change and EBPs (i.e., Implementation Climate [IC]) is a critical determinant for quality improvement, such as implementa…
Hope, Social Support, and Behavioral Problems in At-Risk Children
This study investigated the effects of hope, social support, and stress on behavioral problems in a high-risk group of 65 children of incarcerated mothers. Children with low levels of hope had more externalizing and internalizing problems. Children who perceived less social support had more externalizing problems, and children who had experienced more life stressors reported more internalizing problems. Regression analyses indicated that hope con…
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
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)…
Health-related quality of life (HRQoL) in children of ill or substance abusing parents
Individual level predictors of implementation climate in child welfare services
Child welfare services (CWS) are characterized by having demanding work environments, large diversity in client needs, and limited use of evidence-based practices (EBPs). Thus, CWSs can benefit from quality improvement strategies. Accumulating evidence suggests that an organization’s strategic climate towards implementation of change and EBPs (i.e., Implementation Climate [IC]) is a critical determinant for quality improvement, such as implementa…
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…
Early academic struggles among children with home-based support from child welfare services
Children in child welfare services have a higher risk of becoming marginalized as they grow up to be young adults. An important protective factor against later marginalization is academic achievement. Unfortunately, studies show that children who receive support from child welfare services have poorer academic achievement. Most research focuses on children in out-of-home care and on performance in secondary school or school completion rate, while…
Exploring how intervention characteristics affect implementability
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…
Enhanced Academic Support for children in child welfare services
Enhanced Academic Support (EAS) is an intervention designed to improve academic achievement among children who receive support from the child welfare services (CWSs) in the home. We investigated the effects of EAS in a randomized controlled trial in Norway. In total, 82 families who received support from the CWS were included in the study (37 in the intervention group, 45 in the comparison group). Both groups were invited to a pretest, posttest, …
The modular approach to therapy for youths with anxiety, depression, trauma, and conduct problems (MATCH)
ISRCTN24029895. Registration date: 8/8/2016
Psychology (11 obras) · Clinical Psychology (7 obras) · Medicine (7 obras) · Child and Adolescent Psychosocial and Emotional Development (5 obras) · Clinical Psychology (5 obras) · Developmental psychology (5 obras) · Family and Disability Support Research (5 obras) · Social Psychology (5 obras) · Norwegian (4 obras) · Political science (4 obras)