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Including routine client feedback can increase the effectiveness of mental health interventions for children, especially when implemented as intended. Rate of implementation, or dose, of such feedback interventions has been shown to moderate results in some studies. Variation in implementation and use of client feedback may also contribute to the mixed results observed within the feedback literature. This study evaluates dose-response associations of client feedback using a novel Measurement Feedback System (MFS) within an indicated group intervention. The primary aim was to determine whether the rate of MFS implementation predicts symptom reduction in anxiety and depression among school-aged children. The secondary aim was to assess whether the rate of MFS implementation influences children's satisfaction with the group intervention or their dropout rates. Data were collected via a randomized factorial study (clinicaltrials.gov NCT04263558) across 58 primary schools in Norway. Children aged 8 to 12 years (N = 701) participated in a group-based, transdiagnostic intervention targeting elevated symptoms of anxiety or depression. Half of the child groups also received the feedback intervention using the MittEcho MFS. Group leaders (N = 83), recruited locally, facilitated the interventions. The MFS dose was measured using the Implementation Index, which combines the use of MFS by both children and providers (group leaders) into a single dose variable. Results showed no significant additional effect of dose of MFS on change in depression or anxiety scores, on user satisfaction with the intervention or on intervention dropout. The discussion addresses potential reasons for these non-significant findings and implications for MFS implementation in preventive, group-based interventions in school settings.

This article contributes to the sociology of education and technology by providing a cultural analysis of scepticism towards new technologies in school, using reactions to the telepresence robot 'AV1' as its case. AV1 is designed to connect 'homebound' students with their 'school-based' teachers and classmates. Despite its idealistic purpose, the robot has been met with significant scepticism by Norwegian school workers. To understand why, the article proposes the novel concepts of 'educational purity' and 'technological danger' to highlight the shared beliefs that underlie school workers' concerns. We find that school workers see AV1 as threatening key ideals of schools being pedagogically oriented, physically copresent and bounded institutions -- all concerns that reflect widespread ideas about how technologies tend to (not) function within educational contexts. In highlighting these symbolic tensions between new technologies and schools, the article sets a course for future studies into the cultural sociology of education and technology.

'Homebound' children are unable to attend school for illness-related reasons. To lessen their predicament, schools have begun experimenting with 'telepresence robots' that can enable remote participation. While promising, we know little about the use of telepresence robots in practice. To begin to redress this, we draw on 159 semi-structured interviews to explore the experiences of 37 child users of the robot 'AV1' in Norwegian schools. The children's experiences varied, with some benefitting greatly and others not getting any benefit from using the robot. To explain these variations, we reconstruct the robot's "critical component structure" -- that is, the assembly of sociomaterial elements that determines whether and how the robot works in practice. We also explore the benefits of using the robot when these critical components align. In so doing, we provide in-depth knowledge about the potential and prerequisites of using telepresence robots in schools -- to the benefit of users, producers and scholars of telepresence technology.

Internalizing problems may be associated with poor academic performance and school absenteeism among youth. This study investigated the impact of the EMOTION: "Coping Kids" Managing Anxiety and Depression Program on academic achievement and school adaptation in children. Data were collected in a national cluster-randomized controlled trial at three time points in Norway. Children (N = 688, 8-12 years), who had elevated levels of anxiety or depressive symptoms from 36 schools participated. There were no significant differences between the intervention and control groups post-intervention or at 12-month follow-up regarding academic achievement and school adaptation. Likewise, no significant intervention effects were identified for school-related variables in the anxiety-only, depression-only, or combined (anxiety and depression) groups. The intervention did not have an impact on school functioning. Thus, focusing on school-related challenges and enhanced collaboration with teachers, possibly through a tailored version of the EMOTION program, could be an interesting adaptation of the intervention.

The aim of this article is to review the psychometric properties of the psychological tests that are being used in the Nordic countries during pregnancy and the child's first two years of life. A systematic literature search was performed for 33 identified tests routinely used in health care, using specific review databases as well as PsycInfo, Embase and Medline. The trained authors conducted an overall assessment of quality for each test which was then verified by the editors. A total of 12% of the tests were rated at Level 1 'Low level of quality', 61% at Level 2 'Some evidence of Quality', 15% at level 3 'Good level of Quality' and 12% at Level 4 'High level of quality'. This indicates that the evidence for the psychometric properties is insufficient for many tests used in the Nordic countries for this purpose

Analysing the interaction between classroom dialogue and digital technology is challenging. Studies in this area typically draw on methods developed for the analysis of spoken interactions. This article reports on a new approach for analysing the enacted affordances of digital technology in classroom dialogue. Using examples from cross-country research investigating the Talkwall microblogging platform, involving 20 teachers and over 400 learners aged 11-13 in England and Norway, it outlines a rigorous process for data categorization -- and subsequent inductive and deductive analysis -- that enables holistic and multi-levelled examinations of the role of technology in supporting dialogue. This framework features three cyclical phases for the analysis of teacher -- and student-student interactions: (i) categorizing and organizing complex classroom data; (ii) coding spoken dialogue; (iii) analysing enacted affordances. The significance of this work lies in examining underpinning theory and illustrating a systematic new methodological approach to analysing learning and teaching in classrooms featuring dialogue and technology. This extends traditional notions of the affordances of digital technology by better taking into account the manner in which these are enacted in dialogic classrooms. Critical reflections, exemplifications and recommendations are provided.

Educational activities using microblogging co-located with face-to-face communication might promote productive classroom interactions. However, much depends on how teachers design those activities. This article explores how the educational design of an activity that uses microblogging engages lower secondary school students in classroom interactions that are productive for learning. It presents a study of one teacher's educational design in which students (aged 12-13) in a Norwegian classroom use microblogging to explore distinctions between facts and opinions. Moreover, the authors consider how the students pick up on the educational design. The findings show that an educational design involving microblogging can provide new possibilities to facilitate peer interactions by systematically enabling students to access more of their peers' ideas, produce and discuss collective ideas and participate in exploratory talk. In particular, the use of hashtags proves suitable for facilitating peer interactions with the aim to develop students' critical thinking.

Arts education are understood and implemented by ways of different discourses. Following critical discourse theory, discourses are part of power strategies and they predominantly fight for dominance. What this means is that certain discourses and accompanying practices of arts education may rule and others may be subordinated or neglected. A review of current Norwegian publicly funded arrangements on arts and education shows competing discourses, which seem subordinate to a dominant Eurocentric arts institutional discourse. The general use of high art "quality" as a nodal point in most arrangements supports the argument. Through contemporary practices of social circus outside Europe, such as "Circus du Monde", and by an exemplar project, The Circus Lab, a collaboration between Norway and Portugal, a different discourse of cultural democracy and education (formation) is seen and expressed. This discourse seems to be less visible in the European context of publicly funded arrangements, where professional training, exposition to the cultural canons and audience participation still seem to monitor the comprehension and act as discursive triggers by which policies are governed. Among the consequences are lost opportunities of collaborative practices between the competent adult and the competent child.

While the number of studies of flipped classrooms has increased, they have primarily addressed the efficacy of using such an approach on student outcomes, often failing to account for the classroom activities and learning theories used to design the curriculum. This study begins to fill this gap in the literature by uniting the at-home video and in-class curricular components of the flipped classroom via design heuristics that empower students to critically think about mathematical problems individually before engaging with the task in a collective environment. To that end, we illustrate how elements of the instructional design theory of Realistic Mathematics Education and Culturally Responsive Pedagogy influenced the written and hidden curriculum and how those considerations were then experienced by the students as part of the enacted components of the curriculum. The context of the study is a 2-week classroom teaching experiment covering topics in trigonometry and vectors for 27 calculus students at a Norwegian university.

Research on implementation of school-based transdiagnostic interventions, conducted by personnel from the municipal services is limited. We investigated facilitators and barriers regarding implementation of EMOTION, an intervention targeting symptoms of anxiety and depression in children 8-12 years. Trained health- and childcare professionals completed one questionnaire before (N = 63) and a separate questionnaire after running an EMOTION group (N = 66). Twelve of the group leaders were interviewed to provide additional information regarding implementation. Results indicated that factors such as a perceived need for the intervention and positive attitudes from the group leaders facilitated implementation. Hindering factors were related to time constraints, workload, unsupportive leaders, and lack of cooperation from the schools. Allocating resources to implementation specifically could promote future use of the program.

This qualitative case study of emergent practices in a multi-paradigmatic field at one department in Norway explores how performance metrics in science intra-act with staff composition and resource allocation, potentially affecting paradigm trends. Inspired by agential realism, we discuss four key metrics as the material core of an assemblage through which Academe is iteratively enacted. Separately, together, and in concert with other metrics and practices, these play major roles in steering disciplinary development. Our empirical material consists of official documents, bibliometric outputs, and auto-ethnographic observations. Metrics and the practices and institutions they measure are iteratively co-emergent. Responses to the assemblage include hyper-cooperation, cooptation, and resistance. Effects are not uniform and may add to discrimination according to field and position status. Emphasis on international publication may also lead to increasing distance between social sciences and the local society they are entrusted to study. Recently, we and other colleagues have become concerned that performance metrics may also be contributing to paradigm bias in hiring procedures.

The Nordic countries are often perceived as a coherent group representing the Nordic model of welfare states, with a strong emphasis on the public provision of universal welfare and a strong concern with social equality. But today we see a change in the Nordic model as part of a global knowledge economy. The aim of this article is to examine education in the five Nordic countries utilising three dimensions of political change: deregulation, marketisation and privatisation. We also analyse the parallel changes in relation to segregation and differentiation in education. The analysis shows that the themes related to deregulation seem to show fairly similar patterns and structures in all contexts. The emerging differences were discovered mainly in the themes of marketisation and privatisation. Institutional segregation emerges in all Nordic countries to different extents along the lines of these three processes, and we observe a simultaneous social segregation and differentiation with an ambiguous connection to them. Based on these findings, the question of what is left of the "Nordic model" could be raised.

The Social Skills Improvement System-Rating Scales (SSIS-RS) is a multi-informant instrument assessing social skills and problem behavior in children and adolescents. It is a revised version of the Social Skills Rating System (SSRS). A Norwegian translation of the SSRS has been validated, but this has not yet been done for the Norwegian translation of the SSIS-RS. This study compared the Norwegian versions of the SSRS and the SSIS-RS administered to samples of children (aged 8-12 and 13-16 years) and their parents and teachers (n = 599). The results indicated moderate to strong relations between the common subscales across all forms of the two instruments and acceptable to excellent internal consistency across all common subscales. We conclude that the SSIS-RS is a good instrument for measuring social skills and problem behavior among children and adolescents in Norway.

This study examined the characteristics of adults with autism spectrum disorder who have undergone a forensic examination and explored any relationships between the diagnosis and the offence. The reports described 41 men and 7 women. The autism spectrum disorder was diagnosed late (mean age: 25.3?years), and 22 of the 48 cases were diagnosed with autism spectrum disorder for the first time by the forensic experts. The education level and employment status were low. Family networks were close, but social networks outside the family were limited. Co-morbid diagnoses were common, and more than half of the group knew their victims. The examined individuals constitute a vulnerable and heterogeneous group, as do offenders within other diagnostic categories. Unlike most others who commit criminal acts, the majority of the individuals with autism spectrum disorder in this study showed no evidence of substance abuse, had a close relationship to their victims and were willing to confess to the accused crime. No clear association between the characteristics of autism spectrum disorder and the criminal act were identified, but in most cases, autism spectrum disorder characteristics, such as idiosyncratic comprehensions and obsessions appeared to be related to the motive for the offence.

The article looks into the consequences for recruitment of Organisation for Economic Co-Operation and Development's recommendations that universities should manage their resources strategically to foster excellence. Using institutional ethnography as described by Dorothy Smith in a sociology department in Norway, it shows how strategic recruiting for excellence resulted in nominating candidates who were not able to teach the sociology program. Operationalizing potential for excellence as the number of (international) publications in the last 5 years resulted in nominating candidates with narrow fields of expertise who had been offered favorable conditions to publish internationally. When academic quality is translated into the number of international publications in the last 5 years, it undermines the policy of gender equity in academia by ruling out women who use paid parental leave to have children during their PhD period. The focus on publications in English also threatens to marginalize sociology's contribution to public debate and national policy.

The cross-national measurement invariance of the teacher and classmate support scale was assessed in a study of 23202 Grade 8 and 10 students from Austria, Canada, England, Lithuania, Norway, Poland, and Slovenia, participating in the Health Behaviour in School-aged Children (HBSC) 2001/2002 study. A multi-group means and covariance analysis supported configural and metric invariance across countries, but not full scalar equivalence. The composite reliability was adequate and highly consistent across countries. In all seven countries, teacher support showed stronger associations with school satisfaction than did classmate support, with the results being highly consistent across countries. The results indicate that the teacher and classmate support scale may be used in cross-cultural studies that focus on relationships between teacher and classmate support and other constructs. However, the lack of scalar equivalence indicates that direct comparison of the levels support across countries might not be warranted. (Contains 7 tables.)

Too often ethical boards delay or stop research projects with vulnerable populations, influenced by presumed rather than empirically documented vulnerability. The article investigates how participation is experienced by those bereaved by suicide. Experiences are divided into 3 groups: (a) overall positive (62%), (b) unproblematic (10%), and (c) positive and painful (28%). The positive experiences are linked to processes of meaning-making, gaining new insight, and a hope to help others. Objective factors concerning the gender of participants, their relationship to the deceased, the method of suicide, and time since loss were largely unrelated to their experience of the interview.

When we speak of quality in drama education, we apply different educational and aesthetic criteria. For example, improvised drama practices such as process drama, are closely associated to John Dewey's constructivist philosophy. What makes a drama qualitatively "good" within such a framework differs radically from criteria that are familiar in conflicting philosophies, such as empiricist epistemology and classicist aesthetics. Dewey offers a cultural theory that does not separate knowing in arts from knowing in education. This implies a link between constructivist epistemology and a corresponding aesthetic theory, which produces a specific set of qualitative criteria. By reporting from a case of drama teaching and research, I examine how constructivist thinking affects the aesthetic, education and research in ways of structure and approach, design and aims. Experiential forms of drama are valued as potential models for constructivist education and a corresponding aesthetics. From the perspective of the agent, the aesthetic experience results from an interactive media process, and this is also educational.

Objective: To analyze sex differences among adult, never-treated patients referred for central stimulant treatment of ADHD. Method: Data for 600 consecutive patients from northern Norway referred for evaluation by an expert team during 7 years were analyzed. General background information, diagnostic and social history, and symptom profiles were compared between previously never-treated men and women. Results: The sex ratio was skewed. Of the previously untreated patients, more than 20% fell outside society's ordinary vocational activities or social benefit system. Most patients had the combined form, one third the inattentive type, and only 2% the hyperactive/impulsive subtype. Abuse and criminality were more common among men, and affective, eating, and somatization disorders were more common among women. Otherwise few sex differences were found. Conclusion: AD/HD symptom intensity and subtypes did not differ between the sexes and was unrelated to age. Symptom intensity was linked with criminality, abuse, and other psychiatric problems, differentially for the two sexes. (Contains 5 tables.)

This article discusses how to analyze educational reforms in which information and communications technology (ICT) is used as a central catalyst to change practises. We explore the relationship between theoretical conceptualizations and empirical findings drawing on the work of Larry Cuban and Yrjo Engestrom. We claim that reform research has traditionally been too preoccupied with looking for the intended changes. One problem with this "top-down" approach is that it conceals changes that happen at the microlevel. As a result, we are left with little understanding of how educational practises change in relation to ICT reform interventions at the interactional level. As an illustrative case, we draw on the analysis of a reform program that focused on the use of ICT in teacher education and show how this reform took place and examine what was interactionally accomplished across the institutions that took part. (Contains 3 figures, 1 table and 4 footnotes.)

Background: The objective of the study was to calculate the prevalence of inmates with intellectual disabilities (ID), and identify historical, medical and criminological characteristics of a certain impact. Methods: A random sample of 143 inmates from a Norwegian prison cross sectional sample was studied. The Hayes Ability Screening Index (HASI) was validated with the Wechsler Abbreviated Scale of Intelligence (WASI). Results: The prevalence of inmates with ID, IQ less than 70, was 10.8%. Some essential characteristics of inmates with ID were more frequent medication for mental disorders, a higher number of imprisonments, less drug abuse and less education than the other inmates. The results indicated that the HASI is a valid tool for screening of ID for the Norwegian inmates. Conclusions: The prevalence of ID in Norwegian inmates is significant, measured by WASI and HASI. Identification, rehabilitation and care, concerning an intellectual handicap, are mostly absent in the Norwegian criminal justice system.

Using Vygotsky's notion of double stimulation as an analytical tool, we discuss the complex relationship between tasks, tools, and agency in CSCL environments. Empirically we examine how learners in a Norwegian senior high school class learning English as a foreign language approach and respond to an open-ended and collectively oriented task using a wiki. Our findings show that collectively oriented knowledge and language production takes place locally in small groups as well as in the larger collective of the class, and that learners find it difficult to maintain awareness of both levels of activity. However, when facing a breakdown in the wiki application, learners sustained strategies that carried many of the characteristics of collective production. We argue that there is a need to further theorize the task-tool relationship in activities involving collective knowledge production and that we need to align pedagogical as well as technological designs in order to give support for such efforts.

Cognitive and behavioural problems may be predominant in the clinical picture of myotonic dystrophy (DM1) in childhood. This can lead to a diagnostic delay and thus prevent optimal therapeutic measures. To obtain an overview of children with DM1 in our health region and study their cognitive and behavioural function, quality of life and neurological status. Patients diagnosed with DM1 were recruited to this cross-sectional study through local habilitation teams of our health region. Neuropsychological testing and physical examination were performed for the majority. For some patients information was retrieved from medical records and through telephone interviews. A questionnaire was administered regarding quality of life. 27 subjects <18 years diagnosed with DM1 were identified, giving a frequency of DM1 of 4.3/100 000 in this age group. Twenty consented to participate. Five had congenital DM1. Most of the participants had only mild neurological deficits. Two with congenital type had hydrocephalus requiring a shunt. Ten, whereof none with congenital DM1, had a cognitive function within normal range. Three were diagnosed with an autism spectrum disorder, and additional three were reported with autistic traits. Many parents reported social and school problems for their child. Intellectual disability and varying degrees of autistic behaviour were quite common. Motor deficits were most often mild. A strong focus regarding support at school and in social communication is needed for children growing up with DM1. • Prevalence of DM1 below the age of 18 was 4.3 per 100 000. • Most of the non-congenital DM1 had cognitive function within normal range. • Social and school problems were common according to parents. • Autistic spectrum disorder or autistic traits were reported in close to one third. [ABSTRACT FROM AUTHOR]

Summarizes a three-year action research project in a Norwegian upper secondary school, which used drama techniques and role playing to support learning for at risk students. Discusses finding a place for their program in the school context and getting this population of students to learn to trust one another, take risks, and ultimately take responsibility for their own learning. (SR)

Introduction: Persistent post-concussion symptoms (PPCS) are common after mild traumatic brain injury (mTBI). There is a need to explore contributing factors to exacerbation of symptoms during physical activity, exercise intol- erance, in adult population with PPCS to provide effective rehabilitation Objective: Explore differences in demographic, injury-related, psychological, and physical functioning factors in patients with and without exercise intolerance tested on the Buffalo Concussion Treadmill Test (BCTT). Explore if these factors are associated with PPCS-burden in patients with exercise intolerance. Study design: Cross-sectional study of the baseline population in a randomized controlled trial: ClinicalTrials. gov:NCT05086419 Methods: Study population: 103 patients (57% female, mean age 37 years, SD:11) with mTBI and self-reported exercise intolerance recruited from the TBI outpatient clinic, Oslo University Hospital. Type of assessments: Exercise intolerance measured by BCTT (% of HRmax). Dependent variable: Rivermead Post- concussion Symptoms Questionnaire (RPQ). Independent variables: age, sex, days since injury, exercise intolerance, depression (PHQ-9), anxiety (GAD-7), fatigue (FSS), physical activity level (IPAQ). Results: Among the 103 patients, 81 (79%) tested exercise intolerant on the BCTT. The exercise intolerant group was younger (35.8 years, sd:10.6 vs. 41.4, sd:10.2, p=.029), had more co-morbidities (proportion: 69% vs 50%, p=0.09) and had shorter time since injury (days: 212 sd:113 vs. 288 sd:123, p=.013). All test parameters for the BCTT were significantly poorer for the exercise intolerant group. Headache (59%) and dizziness (36%) were the most frequently reported symptoms during BCTT. A multiple regression analysis with backward selection showed that female sex (b=3.49), days-since-injury (b=0.015), GAD-7 (b=0.58) and PHQ-9 (b=1.04) were significantly associated (p<.05) with higher PPCS-burden on the RPQ (adjR2= .46, p<.001), whereas exercise intolerance was not. Conclusions: Exercise intolerance was confirmed with BCTT for the majority of mTBI patients with self-reported exercise intolerance. Anxiety and depression was the strongest factors explaining PPCS-burden in patients with exercise intolerance after mTBI. [ABSTRACT FROM AUTHOR]

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Type 1 diabetes (T1D) results from poorly defined interaction between susceptibility genes and environmental factors. The objective was to investigate Human Leukocyte Antigens (HLA) associated T1D risk among Pakistani newborns in Norway based on what published globally. DNA samples from 189 newborns, whose parents were first generation migrants from Pakistan, were analyzed. The hypothesis was tested using high resolution HLA genotyping for the -DRB1 and -DQB1 loci and high/intermediate for the -DQA1 locus. We identified 28 different DRB1, 13 DQB1 and 9 DQA1 alleles. Of the 39 different haplotypes identified, only five have been reported to confer T1D susceptibility. Among these the DR3-DQ2 (DRB1*03:01:01-DQA1*05-DQB1*02:01:01) haplotype was found in 18.5% ( n = 70) of the newborns, and 18.6% ( n = 13) of these were homozygotes. A diverse range of HLA haplotypes were identified amongst an ethnically homogenous group of newborns, with only a small proportion associated with T1D risk. The incidence of T1D among immigrants form South/East Asia is the lowest in the Norwegian Type 1 Diabetes Registry. The few included so far, are children of first generation immigrants. If incidence of T1D rises in the Norwegian Pakistani childhood population, as observed in the UK, then environmental triggers rather than genetic susceptibility will be the explanation. [ABSTRACT FROM AUTHOR]

Abstract: This paper compares the ignitability of Troll B crude oil weathered under simulated Arctic conditions (0%, 50% and 90% ice cover). The experiments were performed in different scales at SINTEF’s laboratories in Trondheim, field research station on Svalbard and in broken ice (70–90% ice cover) in the Barents Sea. Samples from the weathering experiments were tested for ignitability using the same laboratory burning cell. The measured ignitability from the experiments in these different scales showed a good agreement for samples with similar weathering. The ice conditions clearly affected the weathering process, and 70% ice or more reduces the weathering and allows a longer time window for in situ burning. The results from the Barents Sea revealed that weathering and ignitability can vary within an oil slick. This field use of the burning cell demonstrated that it can be used as an operational tool to monitor the ignitability of oil spills. [Copyright &y& Elsevier]

The material comprises 33 cases, 12 boys and 21 girls with 4 or more lacking teeth in the permanent dentition, randomly collected among patients referred to the Department of Pedodontics, University of Bergen. The total number of lacking teeth were 332, mean number in boys was 11.4, in girls 9.3, ranging from 4 to 24 (third molars excluded). The most prevalently lacking teeth were second premolars in both jaws, maxillary lateral incisors, mandibular central incisors and maxillary first premolars. The maxillary central incisors were the most stable teeth, lacking in only one patient. The female group was closest to this "classical" scheme by lacking teeth mostly in posterior segments. In males the anterior segments were most often afflicted. There was no significant difference between right and left sides in both sexes, but in girls the maxillary jaw was more afflicted than the mandibular jaw. The individual analyses of cases showed great diversities in the manifestation of hypodontia. Eighteen of them behaved fairly "balanced" with respect to lack of teeth in the different quadrants. Six cases were lacking most of the teeth in the maxillary jaw (total 34 maxillary teeth versus 11 mandibular). Five cases were lacking most of the teeth in the mandibular jaw (total 30 mandibular teeth versus 14 maxillary). One patient was lacking 10 of his 12 front teeth, but only 4 of his 20 posterior teeth, and one patient was lacking 12 of his 16 posterior teeth, but none of his front teeth. The author cannot offer any explanation for these strange and varying patterns of manifestations. [ABSTRACT FROM AUTHOR]

The article discusses the Homes of the Future (FREM) research project which determines the use of new media in Norway. It states that the FREM project describes the use and availability of telecommunication-based media in 2000 and the development towards 2005 and 2015. Furthermore, the study provide context for the demand and use of telecommunications services and electronic media in the country.