May Britt Drugli
Background and activities
Professor at The Regional Centre for Child and Adolescent Mental Health and Child Welfare, Central Norway, NTNU.
Research interests:
Early Child Care
Student-Teacher Relationships
Child mental Health
Intervention Research
Scientific, academic and artistic work
A selection of recent journal publications, artistic productions, books, including book and report excerpts. See all publications in the database
Journal publications
- (2019) Samspillskvalitet mellom ansatte og små barn (1-3 år) i norske barnehager. Paideia. vol. 17.
- (2019) Does the Incredible Years Teacher Classroom Management programme improve child-teacher relationships in childcare centres? A 1-year universal intervention in a Norwegian community sample. European Child and Adolescent Psychiatry.
- (2018) Change in teacher–student relationships and parent involvement after implementation of the Incredible Years Teacher Classroom Management programme in a regular Norwegian school setting. British Educational Research Journal. vol. 44 (6).
- (2018) Elevated cortisol levels in Norwegian toddlers in childcare. Early Child Development and Care. vol. 188 (12).
- (2018) Together and alone a study of interactions between toddlers and childcare providers during mealtime in Norwegian childcare centres. Early Child Development and Care. vol. 188 (3).
- (2018) Screening for mental health problems in a Norwegian preschool population. A validation of the Ages and Stages Questionnaire: Social- Emotional (ASQ:SE). Child and Adolescent Mental Health. vol. 23 (4).
- (2017) The Incredible Years Teacher Classroom Management Programme in Kindergartens: Effects of a Universal Preventive Effort. Journal of Child and Family Studies. vol. 26 (8).
- (2016) Hva betyr gode hverdagssituasjoner i barnehagen for de yngste barna?. Paideia.
- (2016) Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: A quasi-experimental pre-post study. BMC Psychiatry. vol. 16 (362).
- (2015) Kjønnsforskjeller i skolefaglige prestasjoner - forklaringer i elevenes holdninger til og væremåte i skolen, samt relasjonelle forhold. Paideia.
- (2015) Video feedback compared to treatment as usual in families with parent–child interactions problems: a randomized controlled trial. Child and Adolescent Psychiatry and Mental Health (CAPMH). vol. 9 (3).
- (2014) Comparing two evidence-based parent training interventions for aggressive children. Journal of Children's Services. vol. 9 (4).
- (2013) How are Closeness and Conflict in Student–Teacher Relationships Associated with Demographic Factors, School Functioning and Mental Health in Norwegian Schoolchildren Aged 6–13?. Scandinavian Journal of Educational Research. vol. 57 (2).
- (2013) Factor Structure of the Student-Teacher Relationship Scale for Norwegian School-age Children Explored with Confirmatory Factor Analysis. Scandinavian Journal of Educational Research. vol. 57 (5).
- (2013) Symptom changes of oppositional defiant disorder after treatment with the Incredible Years Program. Nordic Journal of Psychiatry. vol. 67 (2).
- (2013) Association between parental involvement in school and child conduct, social, and internalizing problems: teacher report. Educational Research and Evaluation. vol. 19 (4).
- (2013) Associations between high levels of conduct problems and co-occurring problems among the youngest boys and girls in schools: A cross-sectional study. Nordic Journal of Psychiatry. vol. 67 (4).
- (2012) Partnership between parents and caregivers of young children in full-time daycare. Child Care in Practice. vol. 18 (1).
- (2012) Relationships between young children in full-time day care and their caregivers: a qualitative study of parental and caregiver perspectives. Early Child Development and Care. vol. 182 (9).
- (2012) Teacher report of children's problem behavior on the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) in a Norwegian sample of preschool and school children. Scandinavian Journal of Educational Research. vol. 56 (2).