Profiles

Ann-Charlotte Smedler, porträtt. Foto: Niklas Björling.

Ann-Charlotte Smedler

Professor emerita

Visa sidan på svenska
Works at Department of Psychology
Telephone 08-16 38 72
Email acsr@psychology.su.se
Visiting address Frescati hagväg 14
Room 136
Postal address Psykologiska institutionen 106 91 Stockholm

Publications

A selection from Stockholm University publication database
  • 2015. Aiko Lundequist (et al.). Acta Paediatrica 104 (3), 292-299

    Aim: The aim of this study was to investigate long-term cognitive outcome in a cohort of 18-year-olds born preterm and previously assessed at the age of 5.5.

    Methods: We tested 134 adolescents born preterm with a very low birthweight of <1500g and 94 term-born controls with a comprehensive cognitive battery at 18years of age. The cohort was subdivided into 73 extremely preterm, 42 very preterm and 19 moderately preterm infants with gestational ages of 23-27, 28-31 and 32-36weeks, respectively. The moderately preterm group was dominated by adolescents born small for gestational age.

    Results:Very preterm adolescents performed on a par with term-born controls. In contrast, extremely preterm adolescents displayed inferior results on all cognitive tests, more so if they had suffered neonatal complications. Moderately preterm adolescents scored lower than very preterm and full-term born adolescents, particularly on complex cognitive tasks.

    Conclusion: Adolescents born at 28weeks of gestation or later, with appropriate birthweight and no perinatal complications, functioned like term-born peers at 18years of age. Extremely preterm birth per se posed a risk for long-term cognitive deficits, particularly executive deficits. Adolescents born moderately preterm but small for gestational age were at risk of general cognitive deficits.

  • 2015. Johanna Stålnacke (et al.). Child Neuropsychology 21 (5), 648-667

    Cognitive outcome after preterm birth is heterogeneous, and group level analyses may disguise individual variability in development. Using a person-oriented approach, this study investigated individual cognitive patterns and developmental trajectories from preschool age to late adolescence. As part of a prospective longitudinal study, 118 adolescents born preterm, with a birth weight <1,500 g, participated in neuropsychological assessments at age 5½ years and at 18 years. At each age, four cognitive indices, two tapping general ability and two tapping executive functions, were formed to reflect each individual’s cognitive profile. Cluster analyses were performed at each age separately, and individual movements between clusters across time were investigated. At both 5½ and 18 years, six distinct, and similar, cognitive patterns were identified. Executive functions were a weakness for some but not all subgroups, and verbal ability was a strength primarily among those whose overall performance fell within the normal range. Overall, cognitive ability at 5½ years was highly predictive of ability at age 18. Those who performed at low levels at 5½ did not catch-up, but rather deteriorated in relative performance. Over half of the individuals who performed above norm at 5½ years improved their relative performance by age 18. Among those performing around norm at 5½ years, half improved their relative performance over time, whereas the other half faced increased problems, indicating a need for further developmental monitoring. Perinatal factors were not conclusively related to outcome, stressing the need for cognitive follow-up assessment of the preterm born child before school entry.

  • 2015. Ann-Charlotte Smedler (et al.). Child and Youth Care Forum 44 (2), 251-276

    Background: Preventing externalizing problems in children is a major societal concern, and a great number of intervention programs have been developed to this aim. To evaluate their preventive effects, well-controlled trials including follow-up assessments are necessary.

    Methods: This is a systematic review of the effect of prevention programs targeting externalizing problems in children. The review covered peer reviewed publications in English, German, French, Spanish and Scandinavian languages. Experimental studies of standardized programs explicitly aiming at preventing externalizing mental ill-health in children (2–19 years), with outcome assessments at ≥6 months post intervention for both intervention and control groups, were included. We also included long-term trials with consecutive observations over several years, even in the absence of follow-up ≥6 months post intervention. Studies of clinical populations or children with impairments, which substantially increase the risk for mental disorders, were excluded.

    Results: Thirty-eight controlled trials assessing 25 different programs met inclusion criteria. Only five programs were supported by scientific evidence, representing selective parent training (Incredible Years and Triple-P), indicated family support (Family Check-Up), and school-based programs (Good Behavior Game, universally delivered, and Coping Power, as an indicated intervention). With few exceptions, effects after 6–12 months were small. Long-term trials showed small and inconsistent effects.

    Conclusions: Despite a vast literature, the evidence for preventive effects is meager, largely due to insufficient follow-up post intervention. Long-term follow up assessment and effectiveness studies should be given priority in future evaluations of interventions to prevent externalizing problems in children.

  • 2014. Catherine C. Aaro Jonsson, Ingrid M. Emanuelson, Ann-Charlotte Smedler. International Journal of Rehabilitation Research 37 (4), 317-322

    With the aim of describing variability in the long-term outcome of quality of life after neurosurgically treated pediatric traumatic brain injury, mostly self-reports of 21 individuals with mild or moderate/severe injury were gathered using Mayo-Portland Adaptability Inventory in telephone interviews 13 years aftyer injury. A majority of the participants reported brain injury-related problems. The median outcome on Mayo-Portland Adaptability Inventory was mild to moderate limitations. The variation within the moderate/severe group varied between relatively good outcome and moderate/severe limitations. Concentration, irritability, fatigue, and transportation were reported as the most problematic areas, whereas self-care was reported as well functioning. Societal participation appeared to be the best functional domain in this Swedish study. Examples of individual reports of the life-situation at various outcome levels were provided. Variability in outcome is large within severity groups, and research may gain by addressing both outcomes of the individuals and groups. Objective questions of outcome should be accompanied by questions of actual functioning in everyday life. To ensure long-term support for quality of life for those with remaining dysfunction after pediatric traumatic brain injury, healthcare systems should implement systematic routines for referral to rehabilitation and support.

  • 2012. Philip Hwang, Ingvar Lundberg, Ann-Charlotte Smedler.

    Bokinformation:

    Grunderna i vår tids psykologi ger en gedigen grund till den moderna psykologin. Några av Sveriges främsta forskare har här samlat den mest aktuella psykologiska vetenskapen utifrån ledande svensk och internationell forskning. Tack vare författarnas omfattande undervisningserfarenhet blir framställningen begriplig, levande och nyanserad. Resultatet är en heltäckande skildring av de byggstenar som behövs för att gå vidare inom psykologins olika tillämpningsfält.

    Grunderna i vår tids psykologi är:

    Människokunskap blir vetenskap

    Biologisk psykologi

    Motivation och emotion

    Kognitionspsykologi

    Utvecklingspsykologi

    Personlighetspsykologi

    Socialpsykologi

    Boken riktar sig främst till psykologistuderande, men kan läsas på alla utbildningar där grundkunskaper i ämnet ingår. Den ger också en utmärkt introduktion till den som är nyfiken på vår tids psykologi.

Show all publications by Ann-Charlotte Smedler at Stockholm University

Last updated: March 13, 2018

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