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  • 1.
    Bask, Miia
    et al.
    University of Bergen, Department of Sociology, Bergen, Norway.
    Ferrer-Wreder, Laura
    Stockholm University, Department of Psychology, Stockholm, Sweden.
    Salmela-Aro, Katariina
    University of Jyväskylä, Jyväskylä, Finland.
    Bergman, Lars R.
    Stockholm University, Department of Psychology, Stockholm, Sweden.
    Pathways to educational attainment in middle adulthood: the role of gender and parental educational expectations in adolescence2014In: Gender differences in aspirations and attainment: a life course perspective / [ed] Schoon, I.; Eccles, J. S., Cambridge: Cambridge University Press , 2014, p. 389-411Chapter in book (Refereed)
    Abstract [en]

    In this chapter, we apply the expectancy-value model of motivation, particularly the family socialization aspect of the model (Eccles (Parsons) et al., 1983; Eccles, 1994, 2007; Wigfield & Eccles, 2002) to address a number of key questions regarding gender differences in adult attainment, in particular educational attainment. When some individuals in the work force of today were children, what kinds of expectations did they have for themselves? What expectations did their parents have for them? Did these expectations vary for girls and boys? Were parents' expectations about their children's future education related to the actual education that these adolescents later attained in midlife? How did the child's academic ability and characteristics of the family figure into this picture? We present original empirical findings, drawing on data collected for a Swedish longitudinal study that spans from childhood to middle adulthood. In line with the expectancy-value model of motivation, the family's socioeconomic status (SES) was identified as an important predictor of several outcomes. Consistent with the model, for both genders, the family's SES and parental educational expectations in middle adolescence predicted middle adult educational attainment. The importance of grades differed by gender in that the mathematics grade was a statistically significant predictor of middle adult educational attainment for males, while for females grades in Swedish were a statistically significant predictor of middle adult educational attainment. In this chapter, we situated these study findings in the wider pertinent scholarly literature and discussed the implications of our results as they might relate to efforts to promote equitable and optimal life chances for the current generation of European girls and boys.

  • 2.
    Bask, Miia
    et al.
    Department of Social Studies, Karlstad University, Karlstad, Sweden.
    Ferrer-Wreder, Laura
    Stockholm University, Department of Psychology, Stockholm, Sweden.
    Salmela-Aro, Katariina
    University of Jyväskylä, Jyväskylä, Finland.
    Bergman, Lars R.
    Stockholm University, Department of Psychology, Stockholm, Sweden.
    Pathways to Educational Attainment in Middle Adulthood: The Role of Gender and Parental Educational Expectations in Adolescence2012Conference paper (Refereed)
  • 3. Bask, Miia
    et al.
    Ferrer-Wreder, Laura
    Stockholms universitet, Psykologiska institutionen.
    Salmela-Aro, Katariina
    Bergman, Lars R.
    Stockholms universitet, Psykologiska institutionen.
    Pathways to educational attainment in middle adulthood: the role of gender and parental educational expectations in adolescence2014In: Gender Differences in Aspirations and Attainment: A Life Course Perspective / [ed] Schoon, I.; Eccles, J. S., Cambridge: Cambridge University Press , 2014, p. 389-411Chapter in book (Refereed)
    Abstract [en]

    In this chapter, we apply the expectancy-value model of motivation, particularly the family socialization aspect of the model (Eccles (Parsons) et al., 1983; Eccles, 1994, 2007; Wigfield & Eccles, 2002) to address a number of key questions regarding gender differences in adult attainment, in particular educational attainment. When some individuals in the work force of today were children, what kinds of expectations did they have for themselves? What expectations did their parents have for them? Did these expectations vary for girls and boys? Were parents' expectations about their children's future education related to the actual education that these adolescents later attained in midlife? How did the child's academic ability and characteristics of the family figure into this picture? We present original empirical findings, drawing on data collected for a Swedish longitudinal study that spans from childhood to middle adulthood. In line with the expectancy-value model of motivation, the family's socioeconomic status (SES) was identified as an important predictor of several outcomes. Consistent with the model, for both genders, the family's SES and parental educational expectations in middle adolescence predicted middle adult educational attainment. The importance of grades differed by gender in that the mathematics grade was a statistically significant predictor of middle adult educational attainment for males, while for females grades in Swedish were a statistically significant predictor of middle adult educational attainment. In this chapter, we situated these study findings in the wider pertinent scholarly literature and discussed the implications of our results as they might relate to efforts to promote equitable and optimal life chances for the current generation of European girls and boys.

  • 4.
    Bask, Miia
    et al.
    Department of Social Studies, Karlstad University, Karlstad, Sweden.
    Ferrer-Wreder, Laura
    Stockholm University, Department of Psychology, Stockholm, Sweden.
    Salmela-Aro, Katariina
    University of Jyväskylä, Jyväskylä, Finland.
    Bergman, Lars R.
    Stockholm University, Department of Psychology, Stockholm, Sweden.
    Pathways to Educational Attainment in Middle Adulthood: The Role of Gender and Parental Educational Expectations in Adolescence2012Conference paper (Refereed)
  • 5. Bask, Miia
    et al.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Salmela-Aro, Katariina
    Bergman, Lars R.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Pathways to educational attainment in middle adulthood: the role of gender and parental educational expectations in adolescence2014In: Gender Differences in Aspirations and Attainment: A Life Course Perspective / [ed] Schoon, I.; Eccles, J. S., Cambridge: Cambridge University Press, 2014, p. 389-411Chapter in book (Refereed)
    Abstract [en]

    In this chapter, we apply the expectancy-value model of motivation, particularly the family socialization aspect of the model (Eccles (Parsons) et al., 1983; Eccles, 1994, 2007; Wigfield & Eccles, 2002) to address a number of key questions regarding gender differences in adult attainment, in particular educational attainment. When some individuals in the work force of today were children, what kinds of expectations did they have for themselves? What expectations did their parents have for them? Did these expectations vary for girls and boys? Were parents' expectations about their children's future education related to the actual education that these adolescents later attained in midlife? How did the child's academic ability and characteristics of the family figure into this picture? We present original empirical findings, drawing on data collected for a Swedish longitudinal study that spans from childhood to middle adulthood. In line with the expectancy-value model of motivation, the family's socioeconomic status (SES) was identified as an important predictor of several outcomes. Consistent with the model, for both genders, the family's SES and parental educational expectations in middle adolescence predicted middle adult educational attainment. The importance of grades differed by gender in that the mathematics grade was a statistically significant predictor of middle adult educational attainment for males, while for females grades in Swedish were a statistically significant predictor of middle adult educational attainment. In this chapter, we situated these study findings in the wider pertinent scholarly literature and discussed the implications of our results as they might relate to efforts to promote equitable and optimal life chances for the current generation of European girls and boys.

  • 6.
    Bergman, Lars R.
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Corovic, Jelena
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Modig, K.
    High IQ in early adolescence and career success in adulthood: Findings from a Swedish longitudinal study2014In: Research in Human Development, ISSN 1542-7609, Vol. 11, no 3, p. 165-185Article in journal (Refereed)
    Abstract [en]

    To what extent do intellectually talented adolescents pursue educational and vocational careers that match their intellectual resources? Career outcomes were compared between groups within different IQ ranges with a focus on comparing those with high IQ (top 10%, IQ > 119) to those with average IQ. Data were analyzed from the longitudinal Swedish IDA study (N = 1,326) with career outcomes measured in midlife (age 43–47). To obtain at least a master’s degree was almost 10 times more common for those of high IQ than for those of average IQ. Still, the proportion of high-IQ adolescents who did this was not high (13% of females, 34% of males) and as much as 20% of them did not even graduate from 3-year high school. For men only, there was a graded raise in income by IQ group.Within the high-IQ group there was no significant relationship between parents’ socioeconomic status and income. For men, high IQ predicted a strongly increased income/vocational level in midlife beyond what was predicted from a linear model of the IQ-outcome relationship.

  • 7.
    Bergman, Lars R.
    et al.
    Stockholm Univ, Stockholm, Sweden.
    Corovic, Jelena
    Örebro University, School of Law, Psychology and Social Work.
    Ferrer-Wreder, Laura
    Stockholm Univ, Stockholm, Sweden.
    Modig, Karin
    Karolinska Inst, Stockholm, Sweden.
    High IQ in Early Adolescence and Career Success in Adulthood: Findings from a Swedish Longitudinal Study2014In: Research in Human Development, ISSN 1542-7609, Vol. 11, no 3, p. 165-185Article in journal (Refereed)
    Abstract [en]

    To what extent do intellectually talented adolescents pursue educational and vocational careers that match their intellectual resources? Career outcomes were compared between groups within different IQ ranges with a focus on comparing those with high IQ (top 10%, IQ > 119) to those with average IQ. Data were analyzed from the longitudinal Swedish IDA study (N = 1,326) with career outcomes measured in midlife (age 43-47). To obtain at least a master's degree was almost 10 times more common for those of high IQ than for those of average IQ. Still, the proportion of high-IQ adolescents who did this was not high (13% of females, 34% of males) and as much as 20% of them did not even graduate from 3-year high school. For men only, there was a graded raise in income by IQ group. Within the high-IQ group there was no significant relationship between parents' socioeconomic status and income. For men, high IQ predicted a strongly increased income/vocational level in midlife beyond what was predicted from a linear model of the IQ-outcome relationship.

  • 8.
    Bergman, Lars R.
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Integrative summary and future research2014In: Research in Human Development, ISSN 1542-7609, Vol. 11, no 3, p. 237-240Article in journal (Refereed)
    Abstract [en]

    This article provides a summary and treatment of the wider implications of the findings reported in four empirical articles, in which the importance for outcomes in midlife of having a high IQ was studied. All studies were based on data from the Swedish longitudinal research program Individual Development and Adaptation (N = 1,326, born 1955). Some highlights from the studies include the identification of a nonlinear relationship between IQ and a number of adult outcomes, suggesting that nonlinear IQ-outcome relationships might not be rare. In common with numerous studies of IQ-outcome relationships, parents’ socioeconomic status was found to be a moderately strong predictor of vocational outcomes when the whole sample was studied. However, within the high-IQ group no significant relationship existed. In adolescence, the adjustment for those of high IQ was often better than for those of average IQ, but in midlife this positive difference often disappeared and was in some cases reversed. Intellectually talented women as compared to intellectually talented men often had considerably less successful careers, especially vocational careers. Underachieving women as compared to women who did not underachieve also tended to have more adjustment roblems in midlife. It was concluded that schools and their personnel must be adequately supported to “make good on” society’s obligation to further the potential of students that show early intellectual talent. Given past and current inequalities of opportunity, this seems especially important for bright girls and women.

  • 9.
    Bergman, Lars R.
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    The Implications of High IQ in Early Adolescence for Education, Career, and Adjustment in Midlife: Findings from a Swedish Longitudinal Study2014In: Research in Human Development, ISSN 1542-7609, Vol. 11, no 3, p. 161-164Article in journal (Other academic)
    Abstract [en]

    Inquiry into what intellectual talent is and how social institutions can support intellectually talented youth are historic, internationally held concerns. This article provides an introduction to a special issue that deals with the implications of high IQ in early adolescence for several important midlife outcomes. From a societal perspective, it is vital to know the extent to which intellectually talented youth attain an advanced education and become engaged in qualified occupations. Studies in this issue document a diversity of midlife outcomes for a large, reasonably representative urban cohort of intellectually talented Swedish adolescents, as well as consider the importance of gender and social class for these outcomes.

  • 10.
    Bergman, Lars R.
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Zukauskiene, Rita
    Career outcomes of adolescents with below average IQ: Who succeeds against the odds?2015In: Intelligence, ISSN 0160-2896, E-ISSN 1873-7935, Vol. 52, p. 9-17Article in journal (Refereed)
    Abstract [en]

    The educational and vocational careers of adolescents with below average IQ were studied in a sample of Swedish adolescents (N = 1326), born in 1955 and followed from early adolescence to midlife. Compared to those with average IQ, the level of education and occupational status achieved by those with below average IQ were, generally, considerably lower. This was the case, in particular, for female participants in the lowest IQ group. No significant relationships were found between parents' socioeconomic status and educational level, income, or occupational status in midlife for adolescents with low IQ (lowest 20%). When those with a successful educational or vocational career were compared to others on a number of competence factors, own educational aspirations stood out as the factor that differed most within each IQ group between those who succeeded and those who did not. The differences were largest for those of low IQ (effect sizes 0.4–1.6). These findings were consistent with results from multiple regression analyses, which, for instance, showed that, within the low IQ group and controlling for confounders, the only significant predictor of career outcomes was educational aspirations.

  • 11.
    Clausén Gull, Ingela
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Kapetanovic, Sabina
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology. University West, Trollhättan, Sweden.
    Norman, Åsa
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Olsson, Tina M.
    Eninger, Lilianne
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Neighborhood conditions in a Swedish context - Two studies of reliability and validity of virtual systematic social observation using Google Street View2023In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 14, article id 1020742Article in journal (Refereed)
    Abstract [en]

    Introduction: The goal of these studies was to investigate the reliability and validity of virtual systematic social observation (virtual SSO) using Google Street View in a Swedish neighborhood context.

    Methods: This was accomplished in two studies. Study 1 focused on interrater reliability and construct validity, comparing ratings conducted in-person to those done using Google Street View, across 24 study sites within four postal code areas. Study 2 focused on criterion validity of virtual SSO in terms of neighborhoods with low versus high income levels, including 133 study sites within 22 postal code areas in a large Swedish city. In both studies, assessment of the neighborhood context was conducted at each study site, using a protocol adapted to a Swedish context.

    Results: Scales for Physical Decay, Neighborhood Dangerousness, and Physical Disorder were found to be reliable, with adequate interrater reliability, high consistency across methods, and high internal consistency. In Study 2, significantly higher levels of observed Physical Decay, Neighborhood Dangerousness, and signs of garbage or litter were observed in postal codes areas (site data was aggregated to postal code level) with lower as compared to higher income levels.

    Discussion: We concluded that the scales within the virtual SSO with Google Street View protocol that were developed in this series of studies represents a reliable and valid measure of several key neighborhood contextual features. Implications for understanding the complex person-context interactions central to many theories of positive development among youth were discussed in relation to the study findings.

  • 12.
    Clausén Gull, Ingela
    et al.
    Department of Psychology, Stockholm University, Stockholm, Sweden.
    Kapetanovic, Sabina
    Department of Psychology, Stockholm University, Stockholm, Sweden; Department of Social and Behavioral Studies, University West, Trollhättan, Sweden.
    Norman, Åsa
    Department of Clinical Neurosciences, Karolinska Institute, Stockholm, Sweden.
    Ferrer-Wreder, Laura
    Department of Psychology, Stockholm University, Stockholm, Sweden.
    Olsson, Tina M.
    Jönköping University, School of Health and Welfare, HHJ, Dept. of Social Work. Department of Social Work, University of Gothenburg, Gothenburg, Sweden.
    Eninger, Lilianne
    Department of Psychology, Stockholm University, Stockholm, Sweden.
    Neighborhood conditions in a Swedish context: Two studies of reliability and validity of virtual systematic social observation using Google Street View2023In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 14, article id 1020742Article in journal (Refereed)
    Abstract [en]

    Introduction: The goal of these studies was to investigate the reliability and validity of virtual systematic social observation (virtual SSO) using Google Street View in a Swedish neighborhood context.

    Methods: This was accomplished in two studies. Study 1 focused on interrater reliability and construct validity, comparing ratings conducted in-person to those done using Google Street View, across 24 study sites within four postal code areas. Study 2 focused on criterion validity of virtual SSO in terms of neighborhoods with low versus high income levels, including 133 study sites within 22 postal code areas in a large Swedish city. In both studies, assessment of the neighborhood context was conducted at each study site, using a protocol adapted to a Swedish context.

    Results: Scales for Physical Decay, Neighborhood Dangerousness, and Physical Disorder were found to be reliable, with adequate interrater reliability, high consistency across methods, and high internal consistency. In Study 2, significantly higher levels of observed Physical Decay, Neighborhood Dangerousness, and signs of garbage or litter were observed in postal codes areas (site data was aggregated to postal code level) with lower as compared to higher income levels.

    Discussion: We concluded that the scales within the virtual SSO with Google Street View protocol that were developed in this series of studies represents a reliable and valid measure of several key neighborhood contextual features. Implications for understanding the complex person-context interactions central to many theories of positive development among youth were discussed in relation to the study findings.

  • 13.
    Clausén Gull, Ingela
    et al.
    Department of Psychology, Stockholm University, Stockholm (SWE).
    Kapetanovic, Sabina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Norman, Åsa
    Department of Clinical Neurosciences, Karolinska Institute, Stockholm (SWE).
    Ferrer-Wreder, Laura
    Department of Psychology, Stockholm University, Stockholm (SWE).
    Olsson, Tina M.
    Department of Social Work, University of Gothenburg, Gothenburg, (SWE) School of Health and Welfare, Jönköping University, Jönköping.
    Eninger, Lilianne
    Department of Psychology, Stockholm University, Stockholm (SWE).
    Neighborhood conditions in a Swedish context: Two studies of reliability and validity of virtual systematic social observation using Google Street View2023In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 14, p. 1-16, article id 1020742Article in journal (Refereed)
    Abstract [en]

    INTRODUCTION: The goal of these studies was to investigate the reliability and validity of virtual systematic social observation (virtual SSO) using Google Street View in a Swedish neighborhood context.

    METHODS: This was accomplished in two studies. Study 1 focused on interrater reliability and construct validity, comparing ratings conducted in-person to those done using Google Street View, across 24 study sites within four postal code areas. Study 2 focused on criterion validity of virtual SSO in terms of neighborhoods with low versus high income levels, including 133 study sites within 22 postal code areas in a large Swedish city. In both studies, assessment of the neighborhood context was conducted at each study site, using a protocol adapted to a Swedish context.

    RESULTS: Scales for Physical Decay, Neighborhood Dangerousness, and Physical Disorder were found to be reliable, with adequate interrater reliability, high consistency across methods, and high internal consistency. In Study 2, significantly higher levels of observed Physical Decay, Neighborhood Dangerousness, and signs of garbage or litter were observed in postal codes areas (site data was aggregated to postal code level) with lower as compared to higher income levels.

    DISCUSSION: We concluded that the scales within the virtual SSO with Google Street View protocol that were developed in this series of studies represents a reliable and valid measure of several key neighborhood contextual features. Implications for understanding the complex person-context interactions central to many theories of positive development among youth were discussed in relation to the study findings.

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  • 14. del Carmen Dominguez Espinosa, Alejandra
    et al.
    Wiium, Nora
    Jackman, Danielle
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Healthy Lifestyle Behaviors and the 5Cs of Positive Youth Development in Mexico2021In: Handbook of Positive Youth Development: Advancing Research, Policy, and Practice in Global Contexts / [ed] Radosveta Dimitrova; Nora Wiium, Springer Nature, 2021, p. 109-121Chapter in book (Other academic)
    Abstract [en]

    Healthy lifestyle behaviors (HLBs; regular fruit and vegetable intake and physical activity) share intersections with Positive Youth Development (PYD) through the promotion of health, well-being, and overall positive functioning among young people. This chapter examines such intersections in Mexico in light of pressing health concerns and the need for effective preventative approaches to reduce adolescent obesity. The chapter begins with operationalization and a summary of relevant empirical work on HLBs and the 5Cs of PYD (i.e., competence, confidence, character, connection, and caring) as a way to highlight the incremental contributions offered to the PYD field and the uniqueness of the Mexican context. The chapter follows with an illustrative empirical example from a cross-sectional self-report study with Mexican youth regarding HLBs and the 5Cs. The results from a structural equation modeling supported the reliability and validity of the HLBs and the 5Cs measures in Mexico. Further, the chapter provides evidence for positive associations among the main constructs investigated in a path model indicating that HLBs are associated with the 5Cs. The final section provides indications for research, policy, and practice based on the evidence presented in this chapter.

  • 15.
    Dimitrova, Radosveta
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Positive Youth Development of Roma Ethnic Minority Across Europe2017In: Handbook on Positive Development of Minority Children and Youth / [ed] Natasha J. Cabrera, Birgit Leyendecker, Springer, 2017, p. 307-320Chapter in book (Refereed)
    Abstract [en]

    Roma are one of Europe’s largest and most vulnerable ethnic minority groups, currently making up nearly 12 million people, and have historically experienced severe marginalization and discrimination. Roma children and youth in particular are globally recognized to be in need of support and their successful adaptation and optimal outcomes are of major interest to practitioners and policy makers. This chapter addresses resources within proximal contexts, such as peers and family contexts that have the potential to foster positive youth development in Roma ethnic minority populations in Europe. Roma are mainly a sedentary indigenous ethnic minority group characterized by strong family, community and peer bonds, thereby creating a unique and underrepresented context to study PYD. In this chapter, we provide a brief historical overview, current research and empirical findings on Roma children and youth within peer and family contexts. We draw on core theoretical models of PYD as well as selected developmental theories of normative development to highlight the applicability of these traditional frameworks to Roma ethnic minority groups. In so doing, we pay careful attention to the cultural, ethnic, and economic characteristics of Roma youth and their family context. In the conclusion, we explored the implications of the reviewed evidence to the development of resource-oriented policy and practice for Roma youth.

  • 16.
    Dimitrova, Radosveta
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Galanti, Maria Rosaria
    Pedagogical and Social Climate in School Questionnaire: Factorial Validity and Reliability of the Teacher Version2016In: Journal of Psychoeducational Assessment, ISSN 0734-2829, E-ISSN 1557-5144, Vol. 34, no 3, p. 282-288Article in journal (Refereed)
    Abstract [en]

    This study evaluated the factorial structure of the Pedagogical and Social Climate in School (PESOC) questionnaire among 307 teachers in Bulgaria. The teacher edition of PESOC consists of 11 scales (i.e., Expectations for Students, Unity Among Teachers, Approach to Students, Basic Assumptions About Students’ Ability to Learn, School–Home Relations, Teacher Cooperation, Teachers’ Professional Development, Teaching Activities, Student Valuation, Principal’s Pedagogical Leadership, and School Management). A confirmatory factor analysis conducted with structural equation modeling supported a bi-dimensional factor model (Students and Teachers; School Leadership and Management). School climate indicators were also significantly and positively correlated. PESOC is an asset to the literature on assessment of school climate with evidence for factorial validity and reliability in an underresearched international context.

  • 17.
    Dimitrova, Radosveta
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Trost, Kari
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Intergenerational transmission of ethnic identity and life satisfaction of Roma minority adolescents and their parents2015In: Journal of Adolescence, ISSN 0140-1971, E-ISSN 1095-9254, Vol. 45, p. 296-306Article in journal (Refereed)
    Abstract [en]

    This study investigates intergeneration transmission of ethnic identity as a resource for life satisfaction of Roma adolescents and their parents. Historically, Roma represent the largest ethnic minority in Europe. They have been exposed to severe discrimination, social exclusion, and poverty. Therefore, identifying resources for their life satisfaction is theoretically and practically important. The present study included 1093 participants, of which there were 171 Roma adolescents (age: M = 14.96 years, SD = 1.85), 155 mothers (age: M = 36.16 years, SD = 5.77) and 123 fathers (age: M = 39.68 years, SD = 6.06). Further, a comparison group of 248 mainstream adolescents with their mothers (n = 221) and fathers (n = 175) was also included in the study. Adolescents and their parents provided data on ethnic identity (MEIM;  Phinney, 1992) and life satisfaction (SWLS; Diener, Emmons, Larsen, & Griffin, 1985). Results indicated that Roma youth were lower on endorsement of ethnic identity and average on life satisfaction compared to their mainstream peers. A structural equation model showed that ethnic identity was a positive predictor of life satisfaction for both adolescents and their Roma parents. Furthermore, parents' ethnic identity was a predictor of adolescent life satisfaction. We concluded that for Roma youth and their parents, ethnic identity represents a salient source for life satisfaction and an intergenerational continuity of identity and life satisfaction exists.

  • 18.
    Dimitrova, Radosveta
    et al.
    Stockholm Univ, Dept Psychol, Frescati Hagv 14, S-10691 Stockholm, Sweden.
    Ferrer-Wreder, Laura
    Stockholm Univ, Dept Psychol, Frescati Hagv 14, S-10691 Stockholm, Sweden.
    Åhlén, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
    School Climate, Academic Achievement and Educational Aspirations in Roma Minority and Bulgarian Majority Adolescents2018In: Child and Youth Care Forum, ISSN 1053-1890, E-ISSN 1573-3319, Vol. 47, no 5, p. 645-658Article in journal (Refereed)
    Abstract [en]

    Background: School climate can promote students' academic achievement and high educational aspirations. School climate refers to the quality and character of school life, norms, values, social interactions and organizational processes within a school.

    Objective: We examined for the present sample whether (a) school climate relates to academic achievement and educational aspirations and (b) such relations vary for Roma minority compared to their majority peers.

    Method: Participants in this cross-sectional study were 356 adolescents aged 11-19years old (159 Roma, 197 Bulgarian majority), 332 mothers (149 Roma, 183 majority), 231 fathers (104 Roma, 127 majority) and 221 majority teachers who completed self-report surveys to address the study goals. Adolescents provided data on educational aspirations and academic achievement, parents on their children's educational aspirations and teachers reported on school climate. We employed linear mixed models to explore associations of school climate, academic achievement and educational aspirations among Roma and Bulgarian majority youth.

    Results: There were negative associations between teacher-reported school climate and students' academic achievement, as well as adolescent and parental educational aspirations for Roma adolescents only. Roma adolescents and parents reported lower academic achievement and educational aspirations than their majority counterparts.

    Conclusions: This study supports the relevance of school climate in relation to academic achievement and aspirations of disadvantaged minority students. Interventions should pay close attention to perceptions and attitudes in a school to successfully promote positive outcomes among students.

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  • 19.
    Dimitrova, Radosveta
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Hatano, Kai
    Sugimura, Kazumi
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    The Erikson Psychosocial Stage Inventory in Adolescent Samples: Factorial Validity and Equivalence of Identity as Measured From the United States and Japan2019In: European Journal of Psychological Assessment, ISSN 1015-5759, E-ISSN 2151-2426, Vol. 35, no 5, p. 680-684Article in journal (Refereed)
    Abstract [en]

    This study tested the factorial structure and equivalence of identity as measured by the Erikson Psychosocial Stage Inventory (EPSI; Rosenthal, Gurney, & Moore, 1981) in 2,666 adolescents (Mage = 16.53, SD = 1.50, 55% girls) in the United States and Japan. The EPSI Identity Scale is a widely used measure of the Eriksonian conceptualization of personal identity (i.e., individual self-knowledge, synthesis, and consistency) and is measured with two factors: identity confusion and synthesis. A bi-factor model for the EPSI had a better fit than a single- and two-factor model. Moreover, the EPSI results showed configural and partial metric equivalence, but did not show scalar equivalence across samples. Future cross-national research with adolescents from the United States and Japan may investigate correlates between identity, as measured by the EPSI, with other measures of interest. However, group comparisons among these samples may be ill advised due to a lack of scalar equivalence.

  • 20.
    Dimitrova, Radosveta
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Sam, David L.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Introduction2021In: Roma Minority Youth Across Cultural Contexts: Taking a Positive Approach to Research, Policy, and Practice / [ed] Radosveta Dimitrova; David Lackland Sam; Laura Ferrer Wreder, Oxford University Press, 2021, p. XV-XXIVChapter in book (Other academic)
  • 21. Eichas, Kyle
    et al.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Olsson, Tina M.
    Contributions of Positive Youth Development to Intervention Science2019In: Child and Youth Care Forum, ISSN 1053-1890, E-ISSN 1573-3319, Vol. 48, no 2, p. 279-287Article in journal (Other academic)
    Abstract [en]

    Background: Advances in knowledge of how to promote positive youth development (PYD) have significant potential to enrich intervention science. As part of a broader movement in the direction of a more fully integrated intervention science, PYD intervention research can provide practitioners in youth behavioral and mental health with an updated set of intervention tools beyond problem-focused strategies for reducing or preventing dysfunction.

    Objective: The objective of this commentary is to highlight potential contributions of PYD research to the development of more complete models of youth intervention, as well as to identify directions for future PYD intervention research.

    Method: This commentary discusses and expands on findings from the present articles that contribute to an empirical foundation for connecting PYD promotion with the science and practice of treatment and prevention.

    Results: The findings point to practical advantages that result from understanding the empirical links among PYD, treatment, and prevention on the way to achieving a more fully integrated intervention science, as well as methodological challenges involved in pursuing this agenda.

    Conclusions: In this context, the next generation of intervention science will be driven by integrating PYD’s contextual, cultural, relational, global, and participatory values into the science of building and testing youth interventions.

  • 22.
    Eichas, Kyle
    et al.
    Tarleton State University, Stephenville, United States.
    Ferrer-Wreder, Laura
    Stockholm University, Stockholm, Sweden.
    Olsson, Tina M.
    University of Gothenburg, Gothenburg, Sweden.
    Contributions of Positive Youth Development to Intervention Science2019In: Child and Youth Care Forum, ISSN 1053-1890, E-ISSN 1573-3319, Vol. 48, no 2, p. 279-287Article in journal (Refereed)
    Abstract [en]

    Background: Advances in knowledge of how to promote positive youth development (PYD) have significant potential to enrich intervention science. As part of a broader movement in the direction of a more fully integrated intervention science, PYD intervention research can provide practitioners in youth behavioral and mental health with an updated set of intervention tools beyond problem-focused strategies for reducing or preventing dysfunction.

    Objective: The objective of this commentary is to highlight potential contributions of PYD research to the development of more complete models of youth intervention, as well as to identify directions for future PYD intervention research.

    Method: This commentary discusses and expands on findings from the present articles that contribute to an empirical foundation for connecting PYD promotion with the science and practice of treatment and prevention.

    Results: The findings point to practical advantages that result from understanding the empirical links among PYD, treatment, and prevention on the way to achieving a more fully integrated intervention science, as well as methodological challenges involved in pursuing this agenda.

    Conclusions: In this context, the next generation of intervention science will be driven by integrating PYD’s contextual, cultural, relational, global, and participatory values into the science of building and testing youth interventions. 

  • 23. Eichas, Kyle
    et al.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Trost, Kari
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Galanti, Maria Rosaria
    Measuring Dimensions of Family Interaction in Adolescence: A Multitrait–Multimethod Analysis2020In: European Journal of Psychological Assessment, ISSN 1015-5759, E-ISSN 2151-2426, Vol. 36, no 5, p. 901-906Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to evaluate the convergent and discriminant validity of adolescent and parent ratings of family interaction. Adolescent and parent ratings of democratic parenting, parental warmth, and adolescent free disclosure were measured using a multitrait–multimethod confirmatory factor analytic approach. Participants included 3,959 Swedish youth in seventh grade (average age 13 years), with follow-up measurements in eighth and ninth grades. At each grade, findings provided support for trait discriminant validity and discriminant validity of methods. However, findings failed to provide support for convergent validity. Overall, the present findings suggest that measurement of family interactions should include the perspectives of both parents and adolescents because their perceptions of family interactions may represent different family interaction constructs.

  • 24.
    Eninger, Lilianna
    et al.
    Department of Psychology, Stockholm University, Stockholm, Sweden.
    Ferrer-Wreder, Laura
    Department of Psychology, Stockholm University, Stockholm, Sweden.
    Eichas, Kyle
    Department of Psychological Sciences, Tarleton State University, Stephenville, TX, United States.
    Olsson, Tina M.
    Department of Social Work, University of Gothenburg, Gothenburg, Sweden.
    Hau, Hanna G.
    Department of Special Education, Stockholm University, Stockholm, Sweden.
    Allodi, Mara W.
    Department of Special Education, Stockholm University, Stockholm, Sweden.
    Smedler, Ann-Charlotte
    Department of Psychology, Stockholm University, Stockholm, Sweden.
    Sedem, Mina
    Department of Special Education, Stockholm University, Stockholm, Sweden.
    Gull, Iingela C.
    Department of Psychology, Stockholm University, Stockholm, Sweden.
    Herkner, Birgitta
    Department of Special Education, Stockholm University, Stockholm, Sweden.
    A Cluster Randomized Trial of Promoting Alternative Thinking Strategies (PATHS®) With Swedish Preschool Children2021In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 12, article id 695288Article in journal (Refereed)
    Abstract [en]

    The preschool edition of Promoting Alternative THinking Strategies (PATHS®) is a school-based, teacher implemented universal intervention developed in the United States designed to promote social emotional competence (SEC) in children as a foundation for improved mental health. PATHS is delivered as a curriculum and it is based on theories and research regarding SEC, brain development, and optimal school environments. A majority of children in Sweden attend preschool, which is government-subsidized and follows a national curriculum focusing on both academic and social emotional learning. However, there is not so much focus on formal instruction nor manual-based lessons. The purpose of this study was to assess the short-term (pre- to post-test) effects of PATHS in the Swedish preschool setting. Using a two-wave cluster randomized trial with multi-method and informant assessment (N = 285 4 and 5-year-old Swedish children; n = 145 wait-list control; n = 140 intervention; K = 26 preschools; k = 13 intervention; k = 13 control) we assessed changes in child emotional knowledge, emotional awareness, social problem solving, prosocial play, inhibitory control, and working memory using structural equation modeling (SEM). We included schools with at least one classroom of 4–5-year-old children from three municipalities. We excluded open preschools, parent cooperative preschools, and family day homes. After random assignment, schools were informed of condition assignment. Research team members were not blind to assignment. We hypothesized that relative to children in control schools, children in intervention schools would evidence improvements in social emotional competence as well as other outcomes. Children in PATHS, relative to children in the control, evidenced improvements in working memory and prosocial play, but also showed an increase in hyperactive behaviors. Girls in PATHS, relative to girls in the control, showed improvement in emotional knowledge and reduced anxiety. These results are considered in light of efforts to promote positive development and mental health. The trial registration number at ClinicalTrials.gov is NCT04512157.

  • 25.
    Eninger, Lilianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Eichas, Kyle
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Smedler, Ann-Charlotte
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Clinical psychology.
    Olsson, Tina
    Sedem, Mina
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ginnner Hau, Hanna
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Herkner, Birgitta
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Domitrovic, Celene
    Culture and Young Children’s Social Emotional Competence: Findings and Implications for the Cultural Adaptation of Interventions2017Conference paper (Other academic)
  • 26.
    Eninger, Lilianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Eichas, Kyle
    Olsson, Tina M. M.
    Ginner Hau, Hanna
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Smedler, Ann-Charlotte
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Clinical psychology.
    Sedem, Mina
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Clausén Gull, Ingela
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Herkner, Birgitta
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    A Cluster Randomized Trial of Promoting Alternative Thinking Strategies (PATHS®) With Swedish Preschool Children2021In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 12, article id 695288Article in journal (Refereed)
    Abstract [en]

    The preschool edition of Promoting Alternative THinking Strategies (PATHS(R)) is a school-based, teacher implemented universal intervention developed in the United States designed to promote social emotional competence (SEC) in children as a foundation for improved mental health. PATHS is delivered as a curriculum and it is based on theories and research regarding SEC, brain development, and optimal school environments. A majority of children in Sweden attend preschool, which is government-subsidized and follows a national curriculum focusing on both academic and social emotional learning. However, there is not so much focus on formal instruction nor manual-based lessons. The purpose of this study was to assess the short-term (pre- to post-test) effects of PATHS in the Swedish preschool setting. Using a two-wave cluster randomized trial with multi-method and informant assessment (N = 285 4 and 5-year-old Swedish children; n = 145 wait-list control; n = 140 intervention; K = 26 preschools; k = 13 intervention; k = 13 control) we assessed changes in child emotional knowledge, emotional awareness, social problem solving, prosocial play, inhibitory control, and working memory using structural equation modeling (SEM). We included schools with at least one classroom of 4-5-year-old children from three municipalities. We excluded open preschools, parent cooperative preschools, and family day homes. After random assignment, schools were informed of condition assignment. Research team members were not blind to assignment. We hypothesized that relative to children in control schools, children in intervention schools would evidence improvements in social emotional competence as well as other outcomes. Children in PATHS, relative to children in the control, evidenced improvements in working memory and prosocial play, but also showed an increase in hyperactive behaviors. Girls in PATHS, relative to girls in the control, showed improvement in emotional knowledge and reduced anxiety. These results are considered in light of efforts to promote positive development and mental health.

  • 27.
    Ferrer Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Eninger, Lilianne
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Ginner Hau, Hanna
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Olsson, Tina M.
    Sedem, Mina
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Thomas, Sarah
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Childcare, Culture, and Child Development: A Swedish Perspective2020In: The Oxford Handbook of Moral Development: An Interdisciplinary Perspective / [ed] Lene Arnett Jensen, Oxford: Oxford University Press, 2020Chapter in book (Refereed)
    Abstract [en]

    This chapter concerns theory and research relevant to child development and early childhood education and care (ECEC), which is a key ecology for human development. In this chapter, the authors provide an overview of the organizational features and processes important to understanding these settings. The authors then focus on describing the Nordic welfare model as it relates to ECEC settings, with an exploration of how certain ethics are reflected in the design, goals, and practice of ECEC settings in Sweden. The chapter then moves to summarizing and reflecting on the empirical research literature on how Swedish ECEC settings may support aspects of children’s moral development; finally, the authors pose several questions that may prove important to advancing future research in this area.

  • 28.
    Ferrer Wreder, Laura
    et al.
    Stockholms universitet, Personlighets-, social- och utvecklingspsykologi.
    Eninger, Lilianne
    Stockholms universitet, Personlighets-, social- och utvecklingspsykologi.
    Ginner Hau, Hanna
    Stockholms universitet, Specialpedagogiska institutionen.
    Olsson, Tina M.
    Jönköping University, School of Health and Welfare, HHJ, Dept. of Social Work. Social Work, Stockholm University; Department of Social Work, Göteborg University, Göteborg, Sweden.
    Sedem, Mina
    Stockholms universitet, Specialpedagogiska institutionen.
    Thomas, Sarah
    Stockholms universitet, Personlighets-, social- och utvecklingspsykologi.
    Allodi Westling, Mara
    Stockholms universitet, Specialpedagogiska institutionen.
    Childcare, Culture, and Child Development: A Swedish Perspective2020In: The Oxford Handbook of Moral Development: An Interdisciplinary Perspective / [ed] Lene Arnett Jensen, Oxford: Oxford University Press, 2020, p. 516-533Chapter in book (Refereed)
    Abstract [en]

    This chapter concerns theory and research relevant to child development and early childhood education and care (ECEC), which is a key ecology for human development. In this chapter, the authors provide an overview of the organizational features and processes important to understanding these settings. The authors then focus on describing the Nordic welfare model as it relates to ECEC settings, with an exploration of how certain ethics are reflected in the design, goals, and practice of ECEC settings in Sweden. The chapter then moves to summarizing and reflecting on the empirical research literature on how Swedish ECEC settings may support aspects of children’s moral development; finally, the authors pose several questions that may prove important to advancing future research in this area.

  • 29.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Advancing child and adolescent well-being through positive youth development and prevention programs2014In: Handbook of Child Well-Being: theories, methods and policies in global perspective / [ed] Ben-Arieh, A., Casas, F., Frønes, I., Korbin, J.E., Springer Netherlands, 2014, p. 3025-3041Chapter in book (Other academic)
    Abstract [en]

    This chapter is a commentary that highlights advances in a particular group of interventions–positive youth development (PYD) and prevention interventions that have demonstrated utility in increasing the social and emotional competence of children and adolescents. As this chapter documents, social and emotional competence has been central to several PYD (e.g., Catalano et al. 2002; Durlak et al. 2010) and prevention interventions (e.g., Beelmann and Lösel 2006). Importantly, interventions focused on building social and emotional competence have demonstrated wide ranging beneficial effects on a number of important positive and problematic outcomes. Social and emotional competence is a particularly useful construct, in that it may be of explanatory importance to the etiology and developmental progression of both optimal and problematic outcomes. It represents one of potentially many examples of how the wider frameworks of PYD and prevention science might attain greater synergy. Such examples are critical in that the middle ground between prevention science and PYD could eventually represent one of the leading edges of future growth and innovation for intervention science. As intervention science matures, there is a clear need to widen the reach of interventions, helping more people on larger scales more flexibly and reliably. Although present day meta-analyses reveal a great deal, the next phases of intervention science will increasingly center on the need to know how interventions fare under varying conditions. Such information exists in some cases, but a greater integration of the stage of intervention development information in meta-analyses is needed.

  • 30.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Reflections: Teaching Abroad2016In: International Psychology Bulletin, Vol. 20, no 1, p. 32-32Article in journal (Other (popular science, discussion, etc.))
  • 31.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Adamson, Lena
    Kumpfer, Karol L.
    Eichas, Kyle
    Advancing Intervention Science Through Effectiveness Research: A Global Perspective2012In: Child and Youth Care Forum, ISSN 1053-1890, E-ISSN 1573-3319, Vol. 41, no 2, p. 109-117Article in journal (Refereed)
    Abstract [en]

    Background: Effectiveness research is maturing as a field within intervention and prevention science. Effectiveness research involves the implementation and evaluation of the effectiveness of the dissemination of evidence-based interventions in everyday circumstances (i.e., type 2 translational research). Effectiveness research is characterized by diverse types of research studies. Progress in this field has the potential to inform several debates within intervention science [e.g., fidelity versus local and cultural adaptation; identification of core components, effective dissemination systems). Objective: To provide illustrations from different countries (Ireland, Italy, South Africa, Sweden, New Zealand, and the United States) of how intervention science might raise the value of future effectiveness or type 2 translational research. Methods: Themes raised by individual articles and across articles are summarized and expanded on in this commentary. Results: Themes consist of raising awareness about the importance of effectiveness research on the cultural adaptation of evidence-based interventions and intervention support structures, as well as further development of strategies to bridge the gap between research and practice. Conclusions: Effectiveness research has an important role to play in affecting systemic change on a population level and allowing us to gain a realistic global understanding of the phenomena we hope to change through interventions. Articles in this special issue provide reports from social scientists and practitioners located in various parts of the world and offer a rich, diverse portrait of effectiveness research and theory development. The totality of the work contained in this special issue anticipates many of the changes that intervention and prevention science will undergo as we progress and develop effective dissemination strategies for evidence-based interventions that promote positive youth development and prevent youth and family problems on a global scale.

  • 32.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Bernhard-Oettel, Claudia
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Work and organizational psychology.
    Trost, Kari
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Hau, Stephan
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Clinical psychology.
    Lindfors, Petra
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Work and organizational psychology.
    Exploring Lived Experiences of Parents of Youth and Youth with a Foreign Background in Sweden2021In: Child and Youth Care Forum, ISSN 1053-1890, E-ISSN 1573-3319, Vol. 50, p. 453-470Article in journal (Refereed)
    Abstract [en]

    Background: Sweden is in transition when it comes to the immigrant experience. More research is needed to document the life circumstances and adjustment of those with foreign background living in Sweden.

    Objective: This study investigated the lived experiences of parents of youths and young people themselves who have an Iraqi or Syrian background and are living in Sweden.

    Method: This cross-sectional qualitative interview study focused on a sample of parents of youth and youth (N = 26) with a foreign background. Participants were either born in Syria or Iraq or had one or both parents born in these countries and had migrated to Sweden. Participant interviews were analyzed using thematic analysis.

    Results: In relation to the study aim, the analysis indicated three main themes in participants’ responses which concerned life in Sweden, feeling at home, and coping.

    Conclusions: Overall, these themes reflected how the perception of everyday experiences relates to adjustment within a multi-cultural urban Swedish context. This study showed how participants with a foreign background are rich in their own diversity of experiences and viewpoints. Results also pointed towards the promise of social policy and services aimed at benefiting those with a foreign background if such efforts are situated in the microsystems that provide life daily structure, as well as in contexts that offer socialization and networking opportunities (e.g., training, education, work, and school). Further, such action should consider the importance of the extended family as part of family-focused initiatives.

  • 33.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Eichas, Kyle
    Lorente, C.
    Dimitrova, Radosveta
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Galanti, M.R.
    Exploring identity synthesis, gender, and adjustment in the KUPOL Study: Initial findings2017Conference paper (Other academic)
  • 34.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Eichas, Kyle
    Stefenel, Delia
    Buzea, Carmen
    Wiium, Nora
    The Importance of Positive Psychological Strengths in Well-Being and Adjustment of Romanian Emerging Adults: A Pattern and Variable-Oriented Approach2021In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 12, article id 659300Article in journal (Refereed)
    Abstract [en]

    Transition to adulthood in countries that have seen recent historical structural changes in society as well as changes in what it means to be an adult represents important contexts for investigations of ways in which positive development and transition to adulthood are experienced. Situated in such context, this cross-sectional study aimed to (1) describe profiles of positive psychological strengths, as measured by the Five Cs of positive youth development (PYD) and (2) document how identified profiles might differ in relation to other aspects of positive and problematic development. Participants were 272 Romanian emerging adults attending university (76% female; aged 19-29 years old, M-age = 21 years old). Latent class analysis was performed to identify patterns of psychological strengths using the Five Cs theory of positive youth development. Pairwise Wald chi square difference tests were then conducted to determine if the identified Five Cs profiles were associated with significant differences in other key outcomes. Findings indicated that, a two-class model emerged as the best fitting model, and in this model, Class 1 was similar to Class 2 on strengths of competence, confidence, and connection. However, the two classes were distinguishable by caring and character, with Class 2, the numerically more common profile (89%), being elevated on character and caring relative to Class 1 (which was a less frequently occurring profile, 11%). This finding highlights the importance of examining the diversity of positive development, even within the same theoretical framework. Further results indicated that the two identified classes showed similarities in problematic behaviors as well as in purpose in life and psychological complaints. Other group difference tests by profile/class indicated that Class 2 was higher in general and social well-being relative to Class 1, with a trend in the same direction for hope. However, an unexpected finding was that Class 2 was also elevated in somatic complaints relative to Class 1. These are important findings not only because of the contribution to the generalizability of the Five Cs theory and measure but also because of the implications of the findings to research, policy, and practice in the Romanian context and beyond.

  • 35.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Eichas, Kyle
    Trost, Kari
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Galanti, Maria Rosaria
    Ways to Measure Family-Related Factors in Swedish Families using Child and Parent Reports2018Conference paper (Other academic)
    Abstract [en]

    Many Swedish parents report that they tend to employ moderate control as well as frequent use of democratic parenting practices (Trost, 2012). This approach to parenting combined with policy and institutional supports for child and family welfare make the Swedish parenting context in some ways unique and in need of further investigation (e.g., Trost, El-Khouri, & Sundell, 2015). From a measurement perspective, when parents and children in the same family report on the same construct, one is faced with several questions such as are the child and parent reports reflective of the same construct? If yes, then child and parent reports can be modelled or conceptualized as indicators of the same construct. Another possibility is that adolescents’ and parents’ perceptions of a given construct are fundamentally different from one another. A number of options exist in terms of how to conceptualize measurement when parents and children report on the same construct (Bank, Dishion, Skinner, & Patterson, 1990).

    The results presented in this poster are from a longitudinal study of school climate and mental health (study name and citation blinded for peer review). The sample consists of a cohort of Swedish 7th graders (N=3,932, aged 13-14 years old, 51.8% =female, from 101 schools in eight Swedish regions). At grade 7, using structural equation modelling (SEM), different measurement models of family-related factors were tested, namely democratic parenting (Wray-Lake & Flanagan, 2012), parental warmth (Trost, et al, 2007; Tilton-Weaver et al., 2010), and child-parent communication (Kerr & Statin, 2000). Adolescents in the cohort and one of their parents reported on these constructs at grades 7, 8, and 9. The results presented here are for grade 7. Analyses were conducted with Mplus 7.4 (using Mplus’s robust maximum likelihood estimator, TYPE = COMPLEX in Mplus, to account for the nested nature of responses by school building, and FIML estimation for missing data). Three SEM models were tested, including (1) a three-factor model in which parallel child and parent reports were indicators of the same family factors, (2) a six-factor model in which parallel child and parent reports were indicators of separate family factors, and (3) a multi-trait multi-method model with three family factors and two method factors (parent and child report; Model 3). Two models showed good fit to the data: the six-factor model, χ2(89) = 164.873; CFI = .997; RMSEA = .015 [.011, .018], and the multi-trait multi-method model, χ2(84) = 533.735; CFI = .982. RMSEA = .037 [.034, .040]. While both models evidenced good fit, the six-factor model provided the more parsimonious solution. This result indicates that adolescents and parents in this sample may be viewing the family-related factors in different ways. In the poster, other analyses will be reported on the utility of the models identified in grade 7 at the other study time points, such as at grades 8 and 9. Study findings will also be discussed in terms of culture and parenting.

  • 36.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Eninger, Lilianne
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Eichas, Kyle
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ginnner Hau, Hanna
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Olsson, T.M.
    Sedem, Mina
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Clausén Gull, Ingela
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Smedler, Ann-Charlotte
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Clinical psychology.
    Herkner, Birgitta
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Implementation of a Swedish effectiveness trial of preschool PATHS2019Conference paper (Other (popular science, discussion, etc.))
  • 37.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Eninger, Lilianne
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Olsson, Tina. M
    Sedem, Mina
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ginner Hau, Hanna
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    The Cultural Adaptation of Interventions to Promote Positive Development: The Preschool Edition of PATHS® in Sweden2021In: Handbook of Positive Youth Development: Advancing Research, Policy, and Practice in Global Contexts / [ed] Radosveta Dimitrova; Nora Wiium, Cham: Springer, 2021, p. 399-413Chapter in book (Refereed)
    Abstract [en]

    This chapter is a commentary regarding advances in the intervention cultural adaptation research literature, particularly as it concerns positive development (PD) interventions. An overview of research on PD interventions is provided. Thereafter, the chapter focuses on the implementation of PD interventions cross-nationally, highlighting the importance of cultural adaptation in this process. The Planned Intervention Adaptation (PIA) protocol is used along with a case study, as an illustration of steps that can be taken in the cultural adaptation of interventions and to highlight issues that can be at stake when culturally adapting PD interventions. The case is an overview of the cultural adaptation of the preschool edition of PATHS®. PATHS® is an American (U.S.) developed, school-based teacher implemented intervention designed to support young children’s social emotional competence and to change schools’ climate in ways that foster social emotional learning. Social emotional competence is an important expression of PD. This chapter provides an overview of how specific aspects of culture and context were considered in a PATHS® effectiveness trial. This chapter concludes with a summary of lessons learned from this case and the need to culturally recast some concepts in the process of translation, as well as a consideration of promising approaches to advance the development, impact, and spread of adaptable culturally relevant PD interventions.

  • 38.
    Ferrer-Wreder, Laura
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen.
    Eninger, Lilianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen.
    Olsson, Tina M.
    Department of Social Work, University of Gothenburg, Göteborg, Sweden.
    Sedem, Mina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ginner Hau, Hanna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    The Cultural Adaptation of Interventions to Promote Positive Development: The Preschool Edition of PATHS® in Sweden2021In: Handbook of Positive Youth Development: Advancing Research, Policy, and Practice in Global Contexts / [ed] Radosveta Dimitrova & Nora Wiium, Cham: Springer, 2021, p. 399-413Chapter in book (Refereed)
    Abstract [en]

    This chapter is a commentary regarding advances in the intervention cultural adaptation research literature, particularly as it concerns positive development (PD) interventions. An overview of research on PD interventions is provided. Thereafter, the chapter focuses on the implementation of PD interventions cross-nationally, highlighting the importance of cultural adaptation in this process. The Planned Intervention Adaptation (PIA) protocol is used along with a case study, as an illustration of steps that can be taken in the cultural adaptation of interventions and to highlight issues that can be at stake when culturally adapting PD interventions. The case is an overview of the cultural adaptation of the preschool edition of PATHS®. PATHS® is an American (U.S.) developed, school-based teacher implemented intervention designed to support young children’s social emotional competence and to change schools’ climate in ways that foster social emotional learning. Social emotional competence is an important expression of PD. This chapter provides an overview of how specific aspects of culture and context were considered in a PATHS® effectiveness trial. This chapter concludes with a summary of lessons learned from this case and the need to culturally recast some concepts in the process of translation, as well as a consideration of promising approaches to advance the development, impact, and spread of adaptable culturally relevant PD interventions.

  • 39.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Jaccard, J.
    Förberedande datagranskning2012In: Att göra effektutvärderingar / [ed] Knut Sundell, Stockholm: Gothia Förlag AB, 2012, p. 337-360Chapter in book (Other academic)
    Abstract [sv]

    Bokinformation: Varje år berörs hundratusentals personer av psykosociala och pedagogiska interventioner. Det handlar exempelvis om behandling av missbruk, insatser för utsatta barn och läsundervisning i grundskolan. Endast undantagsvis har dessa interventioner utvärderats, vilket innebär att vi inte vet vilken effekt de har eller om de rentav kan skada. I antologin Att göra effektutvärderingar beskrivs hur man genomför effektutvärderingar, som ger kunskap om hur interventioner fungerar. Boken ger detaljerad och praktisk vägledning som är till nytta för alla som är intresserade av att lära sig mer om effektutvärderingar – både forskarstuderande och forskare som redan ansvarat för effektutvärderingar. Ämnen som tas upp är bland annat forskningsetik, studiedesign, mätinstrument, urval och rekrytering av undersökningspersoner, datainsamling, ekonomiska analyser, dataanalys och tolkning samt rapportskrivning. Bokens författare har lång erfarenhet inom området och representerar olika discipliner såsom psykologi, folkhälsovetenskap, socialt arbete, pedagogik, statistik, epidemiologi, sociologi, evolutionsbiologi, medicinsk vetenskap och datavetenskap. Redaktör för boken är Knut Sundell, docent i psykologi och socialråd på Socialstyrelsen, som har lång erfarenhet av att utvärdera interventioner inom förskola, skola och socialtjänst.

  • 40.
    Ferrer-Wreder, Laura
    et al.
    Penn State Capital College.
    Koutakis, Nikolaus
    Örebro University, Department of Social and Political Sciences.
    Stattin, Håkan
    Örebro University, Department of Social and Political Sciences.
    Alkoholprevention i familjen2002In: Den svenska supen i det nya Europa: nya villkor för alkoholprevention : en kunskapsöversikt / [ed] Sven Andréasson, Stockholm: Folkhälsoinstitutet , 2002, p. 111-136Chapter in book (Refereed)
  • 41.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Kroger, Jane
    Identity in Adolescence: The Balance between Self and Other2019 (ed. 4)Book (Refereed)
    Abstract [en]

    This fully revised fourth edition of Identity in Adolescence: The Balance Between Self and Other presents four theoretical perspectives on identity development during adolescence and young adulthood and their practical implications for intervention. Ferrer-Wreder and Kroger consider adolescent identity development as the unique intersection of social and cultural forces in combination with individual factors that each theoretical model stresses in attempting to understand the identity formation process for contemporary adolescents.

    Identity in Adolescence addresses the complex question of how adolescent identity forms and develops during adolescence and young adulthood and serves as the foundation for entering adult life. The book is unique in its presentation of four selected models that address this process, along with cutting-edge research and the implications that each of these models hold for practical interventions. This new edition has been comprehensively revised, with five completely new chapters and three that have been extensively updated. New special topics are also addressed, including ethnic, sexual, and gender identity development, the role of technology in adolescent identity development, and ongoing identity development beyond adolescence. 

    The book is essential reading for advanced undergraduate and graduate students studying adolescent development, self and social identity within developmental psychology, social psychology and clinical psychology, as well as practitioners in the fields of child welfare and mental health services, social work, youth and community work and counselling.

  • 42.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Major-Sanabria, M. E.
    Caribbean Center for Child Development, Nassau, Bahamas.
    Shine, A.
    Adrian Dominican School of Education, Barry University, Miami Florida, United States of America.
    Tubman, J.G.
    Department of Psychology, Florida International University, Miami Florida, United States of America.
    The diversity of sexually active teens: Urban American adolescents' sexual debut predicting risk and protection factors2010Conference paper (Refereed)
    Abstract [en]

    Later sexual debut has been connected to increased psychosocial strengths (Houlihan et al., 2007). These cross-sectional analyses speak to the need to look not only for risks, but also for strengths in sexually active adolescents. We hypothesized that later sexual debut, even among sexually active teens, would be associated with decreased risk and increased protection in individual and relationship factors. Participants (N=280) were 57% male and predominately 96% Black or African American (Mage = 17) sexually active high school students in an urban setting. The U.S. Substance Abuse and Mental Health Services Administration (SAMHSA) Youth Survey National Substance Abuse, HIV, and Hepatitis Prevention Initiative Cohort 6 Youth Baseline Questionnaire was used as the primary index. This self report survey has established psychometric properties. In this study, scale scores had good (.68-.85) internal reliability. Scale scores and individual items provided indices of adolescents' sexual debut, HIV and hepatitis knowledge, norms related to drug use, perceived harm associated with drug use, perceived control in risk situations, peer risk (i.e., friends' drug use, antisocial behavior, and sexual activity), as well as the youth's perception of family cohesion. Results showed that relative to participants with an early sexual debut, those with a later debut were more likely to disapprove and perceive more risk associated with drug use, report greater control in risk situations, have fewer 'risky' friends, and know more about hepatitis. SEM analyses (AMOS 17.0) showed similar results. All indices pointed towards good model fit. Parameter estimates indicated that later sexual debut was linked to less peer risk, greater disapproval of drugs, and increased hepatitis knowledge. Results across analyses suggested that sexual debut was important to how these adolescents stood on drug related risk and protective factors, their perceptions of friends, and health knowledge.

  • 43.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Montgomery, Marilyn M.
    Lorente, Carolyn Cass
    Habibi, Mojtaba
    Identify interventions for adolescents: promoting optimal identity2014In: Encyclopedia of primary prevention and health promotion / [ed] Gullotta, Thomas P., Bloom, Martin, New York: Springer, 2014, 2, p. 1278-1287Chapter in book (Other academic)
  • 44.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Saint-Eloi Cadely, Hans
    Domitrovich, Celene E.
    Small, Meg L.
    Caldwell, Linda L.
    Cleveland, Michael J.
    Is More Better? Outcome and Dose of a Universal Drug Prevention Effectiveness Trial2010In: Journal of Primary Prevention, ISSN 0278-095X, E-ISSN 1573-6547, Vol. 31, no 5, p. 349-363Article in journal (Refereed)
    Abstract [en]

    Two evidence-based interventions, Life Skills Training and TimeWise, were combined in an effectiveness trial. Participants were predominately African American youth (N = 715; Mage = 12). The study authors provide an empirical demonstration of the implications of incorporating dosage information in intervention outcome analyses. Study results showed no program-related benefits for drug use. Results indicated intervention-related benefits for assertiveness and anxiety management skills and drug use intentions as well as a reduction in detrimental leisure motivations. High program exposure and lesson coverage tended to be connected to intervention benefits. Study findings also documented ways that dosage information provides insight into interventions and their effects.

  • 45. Ferrer-Wreder, Laura
    et al.
    Stattin, Håkan
    Örebro University, School of Law, Psychology and Social Work.
    Karlsson, Erica
    Föräldrastöd i teori och praktik: lokalt brottsförebyggande arbete : idéskrift #10 från Brottsförebyggande rådet2003Book (Other (popular science, discussion, etc.))
  • 46. Ferrer-Wreder, Laura
    et al.
    Stattin, Håkan
    Örebro University, School of Law, Psychology and Social Work.
    Lorente, Carolyn Cass
    Tubman, Jonathan G.
    Adamson, Lena
    Framgångsrika preventionsprogram för barn och unga: en forskningsöversikt2005Book (Other academic)
  • 47. Ferrer-Wreder, Laura
    et al.
    Stattin, Håkan
    Örebro University, School of Law, Psychology and Social Work.
    Lorente, Carolyn Cass
    Tubman, Jonathan G.
    Adamson, Lena
    Successful prevention and youth development programs: across borders2004Book (Other academic)
  • 48.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Sugimura, Kazumi
    Trost, Kari
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Poyrazli, Senel
    Klingstedt, Marie-Louise
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Thomas, Sara
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    The intersection of culture, health, and risk behaviors in emerging and young adults2015In: Oxford Handbook of Human Development and Culture: an Interdisciplinary Perspective / [ed] Lene Arnett Jensen, Oxford: Oxford University Press, 2015, p. 502-518Chapter in book (Refereed)
    Abstract [en]

    This chapter provides a cross-cultural exploration of antisocial behavior, substance use, and sexual behavior in relation to health among emerging and young adults. By summarizing what is known about these risk behaviors and health in Sweden, Japan, and Turkey, the authors discuss differences and commonalities between countries in terms of proximal causes and the relations between risk behaviors and disease. Finally, the authors discuss the importance of the development of theories that have the potential to bridge the not-so-distal connection between cultural resources, developmental processes, and health. The chapter ends with an examination of selected themes across the respective nations and recommendations for how to advance future research on risk and health in emerging and young adults.

  • 49.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Sundell, Knut
    Utvärdering av importerade interventioner2012In: Att göra effektutvärderingar / [ed] Knut Sundell, Stockholm: Gothia Förlag AB, 2012, p. 205-222Chapter in book (Other academic)
    Abstract [sv]

    Bokinformation: Varje år berörs hundratusentals personer av psykosociala och pedagogiska interventioner. Det handlar exempelvis om behandling av missbruk, insatser för utsatta barn och läsundervisning i grundskolan. Endast undantagsvis har dessa interventioner utvärderats, vilket innebär att vi inte vet vilken effekt de har eller om de rentav kan skada. I antologin Att göra effektutvärderingar beskrivs hur man genomför effektutvärderingar, som ger kunskap om hur interventioner fungerar. Boken ger detaljerad och praktisk vägledning som är till nytta för alla som är intresserade av att lära sig mer om effektutvärderingar – både forskarstuderande och forskare som redan ansvarat för effektutvärderingar. Ämnen som tas upp är bland annat forskningsetik, studiedesign, mätinstrument, urval och rekrytering av undersökningspersoner, datainsamling, ekonomiska analyser, dataanalys och tolkning samt rapportskrivning. Bokens författare har lång erfarenhet inom området och representerar olika discipliner såsom psykologi, folkhälsovetenskap, socialt arbete, pedagogik, statistik, epidemiologi, sociologi, evolutionsbiologi, medicinsk vetenskap och datavetenskap. Redaktör för boken är Knut Sundell, docent i psykologi och socialråd på Socialstyrelsen, som har lång erfarenhet av att utvärdera interventioner inom förskola, skola och socialtjänst.

  • 50.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Sundell, Knut
    Eichas, Kyle
    Habibi, Mojtaba
    An empirical test of a diffusion framework for school-based prevention: the 21 Swedish junior high school study2015In: Journal of community psychology (Print), ISSN 0090-4392, E-ISSN 1520-6629, Vol. 43, no 7, p. 811-831Article in journal (Refereed)
    Abstract [en]

    This is a three year, quasi-experimental trial of an intervention diffusion framework. There were 11 intervention and 10 control junior high schools located in either a large Swedish city or the Swedish countryside. Multilevel structural equation modeling was used to evaluate a two-level model (1337 students nested in 85 classrooms), outcomes: internalizing and externalizing problems, substance use, socio-emotional competence, and perception of a positive school environment. Results showed that framework-related benefits were predominately shown either for one gender or one gender living in a particular setting. Changes were also primarily of a buffering character, in which a subgroup of comparison participants showed a poorer pattern of change relative to intervention participants. Study results provide evidence for discourse about what is an optimal level of choice for intervention stakeholders to have when implementing interventions and provides an empirical test of a diffusion framework in routine practice, outside of the United States.

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