Anne Mari Undheim

School factors and the emergence of depressive symptoms among young Norwegian adolescents

The aims of this study were to examine correlates of self-reported depressive symptoms within the school area, and possible predictors of change in depressive symptom levels over a 1-year period in a large representative sample of 12 to 15-year-old adolescents in central Norway. The school variables were: school stress, class wellbeing, teacher support, and grades. Possible confounding factors were age, SES, ethnicity, and parental divorce. We also examined the strengths of these relationships. In the cross-sectional multivariate analyses of the whole sample, at time-point one (T1), all four school factors were independently associated with depressive symptom levels at small to moderate levels. In the longitudinal multivariate analyses of the whole sample, self-reported depressive symptom levels at time-point two (T2) were predicted by depressive symptom levels at T1, gender and teacher support. For girls, three of the school variables significantly predicted depressive symptom levels at T2, while this was not the case for boys. Prevention in schools might be of importance.

Dyslexia and psychosocial factors. A follow- up study of young Norwegian adults with a history of dyslexia in childhood

The present study is a follow-up of two different groups of young adults with a history of dyslexia problems in childhood. Group A was drawn from a larger longitudinal study where students were diagnosed with dyslexia at age 10. Group B was recruited at a child psychiatric clinic and also had dyslexic problems. Measures of educational level, life satisfaction and psychosocial factors were applied. The assessment was carried out by means of tests, questionnaires and personal interviews. The results showed lower levels of educational attainment in group B as well as lower satisfaction with health, friends and education compared to group A and a normative group. Both dyslexic groups showed more psychiatric problems than those in the normative sample.

A thirteen-year follow-up study of young Norwegian adults with dyslexia in childhood: reading development and educational levels.

As part of a larger follow-up study, 75 students were diagnosed with dyslexia at 10 years of age. At the end of secondary school, grades for the whole cohort of 16-year olds were examined. At age 23 the whole study group responded to a questionnaire and the subgroup with dyslexia who responded to this questionnaire were invited to come for testing and interviews. The persistence of dyslexia into young adulthood and educational levels were examined. The results showed that almost all students still suffered dyslexia and showed lower decoding ability. However, they only showed slightly lower educational attainment levels compared with a representative sample of half the cohort (n=530) they were part of.

Psychosocial factors and reading difficulties: Students with reading difficulties drawn from a representative population sample

In a representative sample of 2,464 Norwegian adolescents, aged 12-15 years, 7.8% (n= 191) reported reading difficulties (RD). No gender difference was found. Adolescents with RD were compared to classmates on psychosocial variables. In univariate analysis, RD adolescents report higher levels of depressive symptoms, more school stress, worried more about going to school, had lower school grades and lower attachment to parents than those without RD. They also scored lower on Global Self-worth and on Social Acceptance scales. Further, they reported reduced levels of psycho-functioning during the previous year because of mental health problems, they had received more help and had used more medication for such problems. In a multivariate logistic regression analysis, receiving help for mental health problems and reduced psycho-functioning showed the strongest associations with student RD status. No gender interactions were found. The study demonstrated important differences between adolescents with and without RD.

Emotional and Behavioral Problems Among School Adolescents With and Without Reading Difficulties as Measured by the Youth Self-Report: A One-Year Follow-Up Study

In the present study of Norwegian adolescents aged 12–15 years, adolescents with reading difficulties (RD) were compared with adolescents without RD on emotional and behavioral problems. Of this group, 191 (7.8%) adolescents reported having RD at T1. At both time points, when compared with the non-RD group, those in the RD group had significantly higher internalizing and externalizing scale scores, a greater number of total problems, and higher scores on all subscales of the YSR. The number of social problems decreased from T1 to T2 for both groups. While externalizing scale scores did not change for the RD group, these problems increased for adolescents without RD. Having RD predicted higher levels of social problems after one year in multivariate analysis controlled for other problems and confounding variables.

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

We studied the quality of caregiver–child relationships from the perspectives of parents and caregivers of young children in full-time day care. The sample consisted of 41 parents of children aged two years or younger (22 boys and 19 girls) in day care, and 35 of their caregivers. Parents and caregivers were interviewed. Parents and caregivers appeared to have up-to-date knowledge about caregiver–child relationships and about their importance. However, in evaluating the quality of the relationship between the individual child and its caregivers, both parties appeared to be more positive in their judgements than previous research would suggest. Caregivers are even more positive in their evaluations than parents. Day-care centres lack concrete assessment tools that might also reveal negative aspects of the relationship between caregivers and young children.We studied the quality of caregiver–child relationships from the perspectives of parents and caregivers of young children in full-time day care. The sample consisted of 41 parents of children aged two years or younger (22 boys and 19 girls) in day care, and 35 of their caregivers. Parents and caregivers were interviewed. Parents and caregivers appeared to have up-to-date knowledge about caregiver–child relationships and about their importance. However, in evaluating the quality of the relationship between the individual child and its caregivers, both parties appeared to be more positive in their judgements than previous research would suggest. Caregivers are even more positive in their evaluations than parents. Day-care centres lack concrete assessment tools that might also reveal negative aspects of the relationship between caregivers and young children.

Partnership between Parents and Caregivers of Young Children in Full-time Daycare

This qualitative study investigated the perspectives of parents and caregivers regarding their partnership when young children are in daycare. Both the overall relationship and communication during daily contact in mornings and afternoons were studied. The sample consisted of 41 parents of children aged two years or younger (22 boys and 19 girls) who were in daycare, and 35 of the childrens caregivers. Parents and caregivers were interviewed. Despite their high level of satisfaction with the overall relationship, a number of parents and caregivers said they did not have much specific knowledge of the childs experiences in daycare or at home, respectively. Furthermore, although most parents and caregivers expressed satisfaction with their daily communication, they felt that the quality of communication could be improved, particularly at the end of the day.

Academic Achievements of High‐ability Students in Egalitarian Education: a study of able 16‐year‐old students in Norway

ABSTRACT Forty‐three high‐ability students were selected through tests of analytic ability at 10 and 12 years of age; school achievement data were collected when they graduated from middle school when they were 15‐16 years old, and in the same year they answered a general‐knowledge test and a questionnaire about their activities, attributions and self‐evaluations regarding past and future achievements. The ability data showed small sex differences. Nevertheless, the 23 boys did better in most academic subjects; in mathematics 3‐4 times as many boys as girls obtained top grades. Boys also excelled in general factual knowledge. Parents ‘ educational resources had a correlation of 0.60 with school achievement. Their academic achievements were related to the reported effort, work habits, attributions, and to the other self‐evaluations. However, the superiority of boys in mathematics was not adequately explained. The quite similar superiority of boys in general factual knowledge is seen as being contra‐indicat...

Bullying behaviour among Norwegian adolescents: Psychiatric diagnoses and school well-being in a clinical sample

Abstract Background: Few studies have focused the association between bullying and psychiatric disorders in clinical samples. The aim of this study was to examine if bullying behaviour was associated with psychiatric disorders and school well-being. Methods: The cross-sectional study was part of a health survey at St. Olavs University Hospital. The sample consisted of 685 adolescent patients aged 13–18 years who completed an electronic questionnaire. Clinical diagnoses were collected from clinical records. Results: In this clinical psychiatric sample, 19% reported being bullied often or very often, and 51% reported being bullied from time to time. Logistic regression analyses showed associations between being a victim and having a mood disorder, and between being involved in bullying behaviour and reporting lower scores on school well-being. No difference was found in bullying behaviour on gender, age and SES. Conclusion: The risk of being a victim was high among adolescents in this clinical sample, especially among patients with mood disorders. Any involvement in bullying behaviour was associated with reduced school well-being.

Coping Strategies and Associations With Depression Among 12- to 15-Year-Old Norwegian Adolescents Involved in Bullying.

Abstract The aim of this study was to examine coping styles among young adolescents involved in bullying, both as victims or aggressors, and the relationships between coping styles and depressive symptom levels. The possible moderating and mediating roles of coping in the relationships between bullying involvement and depression are also investigated. A representative community sample of 2464 adolescents was assessed. Coping styles were measured by the Coping Inventory for Stressful Situations. Depressive symptoms were assessed by the Mood and Feelings Questionnaire. Analysis of variance and standard linear regression methods were applied. Adolescents being bullied or being aggressive toward others both showed more emotional coping than did noninvolved adolescents (p < 0.001). Being bullied and high emotional, low task, and high avoidant coping styles were independently related to more depressive symptoms. The association between being bullied and depressive symptoms was both moderated and partially mediated by emotional coping.