Laura Ferrer Wreder

Docent, Universitetslektor

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Arbetar vid Psykologiska institutionen
Telefon 08-16 38 98
Besöksadress Frescati hagväg 14
Rum 232
Postadress Psykologiska institutionen 106 91 Stockholm

Om mig

Laura Ferrer-Wreder is a developmental psychologist and an intervention scientist.

As a Teacher in Brief...

Laura has over a decade of experience as a university-level teacher and has had full responsibility for and taught over 60 university courses at undergraduate and graduate levels in the United States and Sweden. She has had formal supervisory or evaluation roles in dissertation, masters, and undergraduate theses for over 50 students or trainees in the United States and Sweden. A commentary on teaching in the American Psychological Association's International Psychology Bulletin can be found here (PDF), see page 32.

As a Researcher in Brief...

Laura Ferrer-Wreder has a publication record of 54 publications – 40 journal articles (33 peer reviewed, 7 editor invited and reviewed), 11 chapters, 2 government report/policy document and 1 authored book. She has co-edited three journal special issues, and is currently co-editing a book about Roma Youth, co-editing a journal special issue on Positive Adaptation in Immigrant Youth, and is co-authoring a book on identity in adolescence.

Laura is an Associate Editor for the journal: Child & Youth Care Forum and serves on the editorial board of two scholarly journals, and is the co-chair of the Society for Research on Adolescence's consensus committee. She has also served on research grant review panels for the Research Council of Norway, Institut National du Cancer - INCa (France), the Danish Council for Independent Research and the Academy of Finland's Strategic Research Council.

A Forthcoming book...

Ferrer-Wreder, L., & Kroger, J. Identity in adolescence: The balance between self and other (4th edition). Routledge. In preparation.

Laura is active as an investigator and leader of externally funded research projects in the United States and Sweden (approximate total budgets of all major funded research grants is 18.6 million EUROS). For recent research grants in Sweden, along with colleagues, she has been co-applicant or applicant on three funded research grants, two of these grants were from competitive national calls (i.e., PATHS and KUPOL); funding for these three projects combined is 33.173.000 Swedish Crowns (approximately 3.4 million EUROS).

For more on Applied Developmental Science research at the department see the ADS program website.


Research summary

I am a developmental psychologist. The research that I conduct integrates the study of human development, culture, and intervention/implementation science. I have particularly focused on understanding youth development and the life conditions of adolescents and children that may be considered to be on the margins in terms of having problems with school, those that have been historically discriminated against, as well as those youth and their families facing challenges and opportunities related to immigration to a new country. I also regularly work with schools and/or community-based organizations to partner with them to build resources to support the youth that they serve.

Research projects

Highlighting Diverse Youth & Their Development

Yoshikawa, H., Suárez-Orozco, C., & Gonzales, R. G. (2016). Unauthorized status and youth development in the United States: Consensus statement of the Society for Research on Adolescence. Journal of Research on Adolescence. DOI: 10.1111/jora.12272.
Edited by Marcela Raffaelli and Laura Ferrer-Wreder

García Coll, C., Motti-Stefanidi, F., Oppedal, B., Pavlopoulos, V., Strohmeier, D., van de Vijver, F., Abubakar Ali, A., Asendorpf, J., Dimitrova, R., Ferguson, G. M., Ferrer-Wreder, L., Lansford, J., Sam, D. L., Phillips Smith, E., Titzmann, P. F., Barrett, M., & Marks, A. (2015). Mission statement - Positive development of immigrant youth. Why bother (PDF). Expert meeting on immigrant youth adaptation and well-being.

Forthcoming in 2017

Dimitrova, R., Ferrer-Wreder, L., & Titzmann, P. F. (Eds.). Special issue in the Journal of Adolescence, "Explaining Positive Adaptation of Immigrant Youth across Cultures".

Dimitrova, R., Sam, D., & Ferrer-Wreder, L. (Eds.). Roma minority in a global context: Resources for positive youth development. Oxford University Press.

The study "Comparing Approaches to Reaching and Engaging Multiple Generation Families in Research on Health, Acculturation, and Positive Development: A Pilot Study on Sampling and Incentive Strategies" has recently been completed. This project was supported by Stockholm County Council and Stockholm University.

Thriving Preschools, the Importance of Social Emotional Competence, & the Cultural Adaptation of Interventions

Over several years we have been involved the testing an intervention cultural adaptation protocol called PIA (Planned Intervention Adaptation protocol) with the preschool edition of Promoting Alternative Thinking Strategies (PATHS).

PATHS is an evidence-based American developed intervention designed to promote social emotional competence in preschool children. The current adaptation studies and intervention trial involved approximately 300 four and five year old Swedish children. The project is led by Dr. Lilianne Eninger. This is a major project that is innovative on a number of grounds and has led us in greater depth into the topics of the culture of preschools and the contemporary multi-cultural Sweden of today, as well as advancing the measurement of implementation and teacher innovation.


Eninger, L., Ferrer-Wreder, L., Eichas, K., Allodi Westling, M., Smedler, A.-C., Olsson, T. M., Sedem, M., Ginner Hau, H., Herkner, B., & Domitrovich, C. E. Culture and young children's social emotional competence: Findings and implications for the cultural adaptation of interventions. Symposium at the Society for Research on Child Development, Austin Texas, USA on April 8, 2017. Presentation, (PDF).

Related publications

Olsson, T. M., Ferrer-Wreder, L., & Eninger, L. (2014). Advancing school-based interventions through economic analysis. New Directions for Youth Development, 141, 117-123. DOI: 10.1002/yd.20091

Sundell, K., Ferrer-Wreder, L., & Fraser, M. (2014). "Going global: A model for evaluating empirically supported family-based interventions in new contexts. Evaluation & the Health Professions, 37(2), 203-230. DOI: 10.1177/0163278712469813

Ferrer-Wreder, L., Sundell, K., & Mansoory, S. (2012). Tinkering with perfection: Theory development in the intervention cultural adaptation field. Child and Youth Care Forum, 41(2), 149-171. DOI: 10.1007/s10566-011-9162-6

Selected publications

Selected Publications in Intervention & Implementation Science

Ferrer-Wreder, L., Sundell, K., Eichas, K., & Habbi, M. (2015). An empirical test of a diffusion framework for school-based prevention: The 21 Swedish junior high school study. Journal of Community Psychology, 43(7), 811-831. DOI: 10.1007/978-1-4614-5999-6_183

Sundell, K., Ferrer-Wreder, L., & Fraser, M. (2014). "Going global": A model for evaluating empirically supported family-based interventions in new contexts. Evaluation & the Health Professions, 37(2), 203-230. DOI: 10.1177/0163278712469813

Ferrer-Wreder, L. (2013). Advancing child and adolescent well-being through positive youth development and prevention programs. In A. Ben-Arieh, I. Frones, F. Casas, & J. E. Korbin (Eds.), The Handbook of Child Well-Being (pp. 2035-3041). New York: Springer. DOI: 10.1007/978-90-481-9063-8_164

Ferrer-Wreder, L., Sundell, K., & Mansoory, S. (2012). Tinkering with perfection: Theory development in the intervention cultural adaptation field. Child and Youth Care Forum, 41(2), 149-171. DOI: 10.1007/s10566-011-9162-6

Ferrer-Wreder, L., Saint-Eloi Cadely, H., Domitrovich, C., Small, M., Caldwell, L. L., & Cleveland, M. J. (2010). Is more better? Outcome and dose of a universal drug prevention effectiveness trial. Journal of Primary Prevention, 31, 349-363.

Selected Publications Concerning Long-Term Longitudinal Research

Focus on childhood to midlife development, adjustment and the ecologies of home and school.

Bergman, L. R., Ferrer-Wreder, L., & Zukauskiene, R. (2015). Career outcomes of adolescents with below average IQ: Who succeeds against the odds? Intelligence, 52, 9-17.

Bask, M., Ferrer-Wreder, L., Salmela-Aro, K., & Bergman, L. R. (2014). Pathways to educational attainment in middle adulthood: The role of gender and parental educational expectations in adolescence. In I. Schoon, & J. S. Eccles (Eds.), Gender and aspirations and attainment: A life course perspective (pp. 389-411). Cambridge, UK: Cambridge University Press.

Selected Publications in Culture, Ecologies and/or Youth Development

Lorente, C. C., & Ferrer-Wreder, L. (in press). Actualizing change with Roma youth and their communities: Theoretical and conceptual considerations. In R. Dimitrova, D. Sam, & L. Ferrer-Wreder (Eds.), Roma minority in a global context: Resources for positive youth development. Oxford University Press.

Dimitrova, R., & Ferrer-Wreder, L. (2017). Resources for positive youth development of Roma ethnic minority across Europe. In N. Cabrera, & B. Leyendecker (Eds.), Handbook of Positive Development of Minority Children. New York: Springer.

Hultin, H., Ferrer-Wreder, L., Eichas, K., Karlberg, M., Grosin, L., & Galanti, M. R. (2016). Psychometric properties of an instrument to measure social and pedagogical school climate among teachers (PESOC). Scandinavian Journal of Educational Research. Published Online December 20, 2016. DOI: 10.1080/00313831.2016.1258661

Galanti, M. R., Hultin, H., Dalman, C., Engström, K., Ferrer-Wreder, L., Forsell, Y., Karlberg, M., Lavebratt, C., Magnusson, C., Sundell, K., Zhou, J., Almroth, M., & Raffetti, E. (2016). School environment and mental health in early adolescence - a longitudinal study in Sweden (KUPOL). BMC Psychiatry, 16, 243. DOI: 10.1186/s12888-016-0919-1

Dimitrova, R., Ferrer-Wreder, L., & Galanti, M. R. (2015). Pedagogical and Social Climate in School Questionnaire: Factorial validity and reliability of the teacher version in Bulgaria. Journal of Psychoeducational Assessment, 34(3), 282-288. DOI: 10.1177/0734282915595332

Dimitrova, R., Ferrer-Wreder, L., & Trost, K. (2015). Intergenerational transmission of ethnic identity and life satisfaction of Roma minority adolescents and their parents. Journal of Adolescence, 45, 296-306.

Ferrer-Wreder, L., Sugimura, K., Trost, K., Poyrazli, S., Klingstedt, M. L., & Thomas, S. (2015). The intersection of culture, health and risk behaviors in emerging and young adults. In L. A. Jensen (Ed.), The Oxford Handbook of Human Development and Culture: An Interdisciplinary Perspective. DOI: 10.1093/oxfordhb/9780199948550.013.3

Sedem, M., & Ferrer-Wreder, L. (2015). Fear of the loss of honor: Implications of honor-based violence for the development of youth and their families. Child and Youth Care Forum, 44(2), 225-237. DOI: 10.1007/s10566-014-9279-5


I urval från Stockholms universitets publikationsdatabas
  • 2017. Radosveta Dimitrova, Laura Ferrer-Wreder. Handbook on Positive Development of Minority Children and Youth, 307-320

    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.

  • 2016. Radosveta Dimitrova, Laura Ferrer-Wreder, Maria Rosaria Galanti. Journal of Psychoeducational Assessment 34 (3), 282-288

    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.

  • 2016. Maria Rosaria Galanti (et al.). BMC Psychiatry 16

    Background: Longitudinal studies indicate strong associations between school proficiency and indicators of mental health throughout adulthood, but the mechanisms of such associations are not fully elucidated. The Kupol study is a prospective cohort study in Sweden set up in order to: (i) describe the association of school pedagogic and social environment and its specific dimensions with the risk of mental ill-health and psychiatric disorders in adolescence; (ii) evaluate the direct effects of school pedagogic and social environment on mental health and the effects mediated by the individual's academic achievements; and (iii) assess if school pedagogic and social environment are associated with mental ill-health through epigenetic mechanisms, in particular those involving genes regulating the response to stress.

    Methods: The Kupol cohort at baseline consists of 3959 children attending the 7th grade of compulsory school (13-14 years old) in 8 regions of central Sweden in the school years 2013-2014 or 2014-2015. Three follow-up surveys in subsequent years are planned. Teachers' and students' perceptions of the culture, climate and ethos of their schools, and students' mental ill-health are assessed at the whole school level by annual questionnaire surveys. In order to conduct epigenetic analyses saliva specimens are collected from a nested sample of students at inception and two years later. Further, class-, family-and child-level information is collected at baseline and during each year of follow-up. Self-reported information is being complemented with register data via record-linkages to national and regional health and administrative registers.

    Discussion: The topic being investigated is new, and the sample constitutes the largest adolescent cohort in Sweden involved in an ad hoc study. Epigenetic analyses centered on environmental cues to stress response are a thoroughly new approach. Finally a notable feature is the multi-informant and multi-method data collection, with surveys at the school, class, family, and student level. Collaboration and data access: interested investigators should contact the coordinating centre. Additional information is available on the study's website,

  • 2015. Laura Ferrer-Wreder (et al.). Journal of community psychology (Print) 43 (7), 811-831

    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.

  • 2015. Lars R. Bergman, Laura Ferrer-Wreder, Rita Zukauskiene. Intelligence 52, 9-17

    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.

  • 2015. Mina Sedem, Laura Ferrer-Wreder. Child and Youth Care Forum 44, 225-237


    Violence committed against young women, and in some cases young men, who are considered to have violated honor-based norms are reported in several countries, making honor-based violence (HBV) a global concern. This article is an overview of research in this area and summarizes key findings from a Swedish program of research dedicated to this subject.


    To gain deeper understanding of HBV from the perspective of participating families, as well as to situate these study findings in the wider literature.


    The studies reported here were based on qualitative interviews with adolescent girls and young women with immigrant backgrounds and their family members (N = 23) who experienced honor-based conflicts and/or violence—in one case resulting in homicide. Interviews were primarily conducted once in the general study, however, in some cases interviews were conducted on more than one occasion. Interviews were analyzed according to grounded theory.


    The inductive approach used in these studies was useful and study findings were nuanced. Results indicated, for example, that fear was essential to understanding the genesis and progression of the conflicts within participating families.


    Practitioners should attend to building trust with families and ameliorating isolation, as well as early-stage awareness raising, education, the promotion of contextually relevant conflict resolution skills. Systematic intervention development is also likely to advance this field.

  • 2015. Radosveta Dimitrova, Laura Ferrer-Wreder, Kari Trost. Journal of Adolescence 45, 296-306

    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.

  • 2015. Laura Ferrer-Wreder (et al.). Oxford Handbook of Human Development and Culture, 502-518

    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.

  • 2014. Laura Ferrer-Wreder. Handbook of Child Well-Being, 3025-3041

    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.

  • Artikel Going Global
    2014. Knut Sundell, Laura Ferrer-Wreder, Mark W. Fraser. Evaluation & the Health Professions 37 (2), 203-230

    The spread of evidence-based practice throughout the world has resulted in the wide adoption of empirically supported interventions (ESIs) and a growing number of controlled trials of imported and culturally adapted ESIs. This article is informed by outcome research on family-based interventions including programs listed in the American Blueprints Model and Promising Programs. Evidence from these controlled trials is mixed and, because it is comprised of both successful and unsuccessful replications of ESIs, it provides clues for the translation of promising programs in the future. At least four explanations appear plausible for the mixed results in replication trials. One has to do with methodological differences across trials. A second deals with ambiguities in the cultural adaptation process. A third explanation is that ESIs in failed replications have not been adequately implemented. A fourth source of variation derives from unanticipated contextual influences that might affect the effects of ESIs when transported to other cultures and countries. This article describes a model that allows for the differential examination of adaptations of interventions in new cultural contexts.

  • 2014. Laura Ferrer-Wreder (et al.). Encyclopedia of primary prevention and health promotion, 1278-1287
  • 2012. Laura Ferrer-Wreder (et al.). New Directions for Child and Adolescent Development (138), 61-86

    The chapter describes empirical evidence about identity development in Swedish adolescents and emerging adults and highlights cultural and contextual influences that may be specific to coming of age in Sweden. Broad trends in identity options are evident in the lives of many youth living in Sweden. Although research on identity and diversity is in its infancy in Sweden, due at least in part to its tradition of longitudinal research, its contribution to understanding advances in adolescent–parent and peer relations, and its contributions to developmental interactionist metatheories of human development, the country has the potential to forge a new generation of identity research that takes into account the ongoing process of person–environment interactions.

  • 2012. Laura Ferrer-Wreder, Knut Sundell, Shahram Mansoory. Child and Youth Care Forum 41, 149-171

    Background Testing evidence-based interventions (EBIs) outside of their home countryhas become increasingly commonplace. There is a need for theoretically guided researchon how to best create and test the effects of culturally adapted interventions.

    Objective To illustrate how the field might raise the scientific and practical value offuture effectiveness and dissemination trials of culturally adapted interventions, as well asto provide support for theoretically informed research on this subject to take greater root.

    Methods Nine theories that offer guidance on how to adapt existing EBIs for a newcultural group were summarized and evaluated.

    Results Commonalities among the selected theories included a focus on the need forcollaboration as part of the adaptation process and shared emphasis on taking systematicsteps to select an intervention to adapt, as well as calls for adaptations to be guided byspecific types of empirical studies. Among the theories, variability existed in terms of whatconstituted an adaptation.

    Conclusions As EBIs go global, intervention adaptation promises to be the subject ofsubstantial future scholarly attention. There is a need to develop systematic evidence-basedmethods that allow for some degree of adaptation, while still bringing about EBIs’ desiredbenefits.

  • 2014. Laura Ferrer-Wreder, Linda Wänström, Jelena Corovic. Research in Human Development 11 (3), 217-236

    Some people will follow a different educational path despite having the intellectual ability to do well in school. This study explored how educational achievers and underachievers were different from each other in middle adulthood as well as examined which individual and contextual factors in adolescence were important to educational underachievement in middle adulthood. Participants are a school cohort followed from age 10 to middle adulthood (N = 1,326) and are from the Swedish longitudinal research program entitled Individual Development and Adaptation. This study focuses on a subgroup of Individual Development and Adaptation participants (n = 304) with above average intelligence (Mean IQ = 119.39, SD = 5.97). Study findings showed that a minority of adolescents in the study focal group (26%) did not complete high school, and women were more likely to educationally underachieve than men. A simultaneous multilevel logistic regression, with school class accounted for in the analysis, showed that for those of above average intelligence parents’ socioeconomic status and school grades were the strongest predictors of educational attainment. Finally, in midlife, underachievers had lower incomes and occupational levels, drank less frequently, and rated their health as worse than achievers. Study implications are discussed in terms of ways to advance the field of gifted underachievement and in relation to Swedish gifted educational policy.

  • 2014. Knut Sundell, Laura Ferrer-Wreder. From evidence to outcomes in child welfare

    This chapter provides a framework for intervention that further builds the language of treatment science by elaborating the concepts of common elements and common factors and broadening the use of evidence beyond manualized evidence supported treatments (MESTs). The authors review the advantages and limitations of MESTs. They conclude that new conceptualizations are necessary and present an expanded view of effective practices that involves two principal concepts--common elements and common factors--shows promise for meeting the prerequisites of being effective and accessible to practitioners and yielding greater opportunity for creating positive outcomes for clients. The chapter presents these concepts and related empirical research and practice supports, such as software and websites. Finally, the authors propose an integrative framework for thinking about the role of common factors, common elements, MESTs as well as other sources of knowledge within the field.

  • 2012. Laura Ferrer-Wreder (et al.). Child and Youth Care Forum 41 (2), 109-117

    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.

  • 2010. Laura Ferrer-Wreder (et al.). Journal of Primary Prevention 31 (5), 349-363

    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.

Visa alla publikationer av Laura Ferrer Wreder vid Stockholms universitet

Senast uppdaterad: 17 augusti 2017

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