May Britt Drugli
Background and activities
Professor at The Regional Centre for Child and Adolescent Mental Health and Child Welfare, Central Norway, NTNU.
Early Child Care
Child mental Health
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
- (2021) Childcare Providers’ Nominations of Preschool Children at Risk for Mental Health Problems: Does it Discriminate Well Compared to the Caregiver-Teacher Report Form (C-TRF)?. Scandinavian Journal of Educational Research.
- (2020) A Model of Intervention and Implementation of Quality Building and Quality Control in Childcare Centers to Strengthen the Mental Health and Development of 1-3–Year Olds: Protocol for a Randomized Controlled Trial of Thrive by Three. JMIR Research Protocols. vol. 9 (10).
- (2020) Mediating Mechanisms of the Incredible Years Teacher Classroom Management Programme. Frontiers in Psychology. vol. 11.
- (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 (BERJ). 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).