May Britt Drugli
Professor Regionalt kunnskapssenter for barn og unge - Psykisk helse og barnevern Det medisinske fakultetmay.b.drugli@ntnu.no 73551506 41645838 Klostergata 46 / 48, Klostergata 46/48*329
Bakgrunn og aktiviteter
Bakgrunn:
- Cand. paed og Dr. philos
- Mangeårig yrkeserfaring fra barnevernfaglig arbeid i Oslo og fra utviklingsarbeid i barnehage, skole, barnevern og helsestasjon i Trondheim kommune.
- Har jobbet på RBUP siden 1998, og er nå tilsatt som professor ved RKBU.
- Doktorgrad ved RBUP i 2007. Young children treated because of ODD/CD: conduct problems and social competence in day-care and school settings.
Interesseområder
- Lærer-elev relasjonen
- Små barn i barnehage
- Barnehage/skole og psykisk helse
- Atferdsvansker hos barn
Pågående prosjekter:
- Liten i barnehagen. Prosjektleder May Britt Drugli
- Gode lærer-elev relasjoner. Et samarbeidsprosjekt med Trondheim Kommune. Prosjektleder May Britt Drugli
- Barn i Midt Norge - psykisk helse i barnehagen (Steinkjer, Klæbu og Volda kommuner). Prosjektleder May Britt Drugli
- De utrolige årene: en evaluering av skole og barnehageprogrammet (samarbeid med RBUP Nord). Prosjektleder Willy Tore Mørch.
- Effektevaluering av manualisert Marte meo intervensjon i småbarnsfamilier (RCT) (samarbeid med Nasjonalt nettverk for sped og små barn ved RBUP sør-øst). Prosjektleder Turid Suzanne Berg-Nielsen.
- Psykisk helse hos barn i barneverninstitusjoner. Prosjektleder Nanna K Sønnichsen.
Vitenskapelig, faglig og kunstnerisk arbeid
Et utvalg av nyere tidsskriftspublikasjoner, kunstneriske produksjoner, bok, inklusiv bokdeler og rapport-del. Se alle publikasjoner i databasen
Tidsskriftspublikasjoner
- (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-infant interaction problems: a randomized controlled trial. Child and Adolescent Psychiatry and Mental Health. 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).
- (2012) Evidensbasert foreldretrening: Hvordan kan forskning bidra til at flere barn med atferdsvansker får bedre hjelp?. Tidsskrift for Norsk Psykologforening. vol. 49 (2).
- (2012) International Epidemiology of Child and Adolescent Psychopathology II: Integration and Applications of Dimensional Findings From 44 Societies. Journal of the American Academy of Child and Adolescent Psychiatry. vol. 51 (12).
- (2012) Age for enrolling in full-time childcare: a qualitative study of parent and caregiver perspectives. Early Child Development and Care. vol. 182 (12).
- (2012) Experiences with full-time child care attandance on young children in Norway: Parents' and early childhood teacher's views. International Research in Early Childhood Education. vol. 3 (1).
- (2012) Perspective of parents and caregivers on the influence of full-time day-care attendance on young children. Early Child Development and Care. vol. 182 (2).
- (2011) Kvalitet på lærer-elev relasjonen i norsk grunnskole. Spesialpedagogikk. vol. 4.
- (2011) Do demographic factors, school functioning, and quality of student-teacher relationships as rated by teachers predict internalising and externalising problems among Norwegian school children?. Evaluation and research in education. vol. 24 (4).
- (2011) Måleegenskaper ved den norske versjonen av Teacher's Report Form (TRF). PsykTestBARN.
- (2011) School competence and emotional/behavioral problems among Norwegian school children as rated by teachers on the Teacher Report Form. Scandinavian Journal of Psychology. vol. 52 (6).