Laura Ferrer Wreder

Universitetslektor, docent, studierektor

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Arbetar vid Psykologiska institutionen
Telefon 08-16 38 98
Besöksadress Albanovägen 12
Postadress Psykologiska institutionen 106 91 Stockholm

Om mig

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 work with schools and/or community-based organizations to partner with them to build resources to support the youth that they serve.

Recent Work...

Laura Ferrer-Wreder is co-editing a research topic in the journal Frontiers in Psychology, Developmental Psychology on Positive Youth Development and mental health as well as co-editing a special issue in the Journal of Research on Adolescence regarding Person-Centered Analytic Strategies to Highlight Atypical Developmental Processes During Adolescence. Laura has recently completed co-editing a book about Roma Youth and complelted co-authoring a book on identity development in adolescence.

A Recently Published Book

Ferrer-Wreder, L. & Kroger, J. (2019). Identity in adolescence: The balance between self and other (4th edition). London, England: Routledge. DOI:

A Forthcoming Book...

Dimitrova, R., Sam, D., & Ferrer-Wreder, L. (Eds.). Roma minority in a global context: Resources for positive youth development. London, England: Oxford University Press. Publication scheduled for September 2021. 

Other Scholarly Work...

Laura is an Associate Editor for the journal: Child & Youth Care Forum and serves on the editorial board of three scholarly journals. 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. Laura Ferrer-Wreder recently was appointed as an Affiliate Faculty Member in Human Development and Family Sciences by the College of Human Sciences at Texas Tech University, U.S.A.

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 19 million EUROS). For recent research grants in Sweden, along with colleagues, she has been co-applicant,  applicant, or a participating researcher on five funded research grants, four of these grants were from competitive national calls (i.e., PATHS, KUPOL, and the Attuned Learning Environments Project); funding for these five projects combined is 44 119 395 Swedish Crowns (approximately 4 million Euros).

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


Laura Ferrer-Wreder has approximately 23 years of experience as a university-level teacher. She has had formal supervisory or evaluation roles in dissertation, masters, and undergraduate theses for over 75 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. During 2021, Laura will begin work with teaching planning and adminstration as Head of Education for Undergraduate courses and the Master’s program (not including the PAO program). 


Highlighting Diverse Youth & Their Development

An Example of a Recent Project in this Area

Laura Ferrer-Wreder is a collaborating researcher on the project entitled: Interactions attuned to students' needs: development of a classroom observation instrument - a research project led by Professor Mara Westling Allodi. For more on this project, see the project blog at this link.

Selected related publication

Wikman, C., Westling Allodi, M., & Ferrer-Wreder, L. (2021) Psychometric Properties of the Elementary Social Behavior Assessment in Swedish Primary School: A Teacher Rated Index of Students’ Prosocial School Behaviors. Frontiers in Education, Special Educational Needs, 6, article: 681873. doi: 10.3389/feduc.2021.681873

An Example of a Research Network in this Area

Laura Ferrer-Wreder is a research partner in The Positive Youth Development Cross-National Project led by Dr. Nora Wiium at the University of Bergen.

Selection of Connected Recent Publications

Eichas, K., Ferrer-Wreder, L., & Olsson, T. M. (2019). Contributions of positive youth development to intervention science. Child & Youth Care Forum, 48, 279-287. doi:

Ferrer-Wreder, L., Eichas, K., Stefenel, D., Buzea, C., & Wiium, N. (2021). The importance of positive psychological strengths in well-being and adjustment of Romanian emerging adults: A pattern and variable-oriented approach. Frontiers in Psychology, Developmental Psychology, 12, article: 659300. doi: 10.3389/fpsyg.2021.659300

Wiium, N., Beck, M., & Ferrer-Wreder, L. (2021) The importance of developmental assets to mental health in Norwegian Youth. Frontiers in Psychology, Developmental Psychology, 12, article:687537. doi: 10.3389/fpsyg.2021.687537

Wiium, N., Ferrer-Wreder, L., Chen, B. B., & Dimitrova, R. (2019). Gender and positive youth development: Advancing sustainable development goals in Ghana. Zeitschrift für Psychologie, 227, 134–138. DOI:

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 study involved approximately 260 four and five year old Swedish children. 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.


A follow up study of the long term effects of the PATHS program was funded and is now in the planning stages of development. As part of this study, we will be testing the effects of an online intervention that aims to support parents of adolescents. This work is funded by FORTE and by a collaboration between Region Stockholm and Stockholm University.

Selected Related Publications

Eninger, L., Ferrer-Wreder, L., Eichas, K., Olsson, T. M., Ginner Hau, H., Westling Allodi, M., Smedler, A-C., Sedem, M., Clausen Gull, I., & Herkner, B. (2021). A cluster randomized trial of Promoting Alternative Thinking Strategies (PATHS©) with Swedish preschool children. Frontiers in Psychology, Developmental Psychology, 12, article: 695288. doi: 10.3389/fpsyg.2021.695288

Ferrer-Wreder, L., Eninger, L., Ginner Hau, H., Olsson, T. M., Sedem, M., Thomas, S., & Allodi Westling, M. (2020). Childcare, Culture, and Child Development: A Swedish Perspective. The Oxford Handbook of Moral Development: An Interdisciplinary Perspective (Ed.)., L. A. Jensen. Online Publication Date: Feb 2020, Print Publication Date: Apr 2020. DOI: 10.1093/oxfordhb/9780190676049.013.28

Ferrer-Wreder, L., Eninger, L., Olsson, T. M., Sedem, M., Allodi Westling, M., & Ginner Hau, H. (in press). The cultural adaptation of interventions to promote positive development: The preschool edition of PATHS in Sweden. In R. Dimitrova & N. Wiium (Eds)., Handbook of positive youth development in a global context. Research, policy and practice applications. New York, NY: Springer.

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

Herkner, B., Westling Allodi, M., Ferrer-Wreder, L., & Eninger, L., (2021). Reading development among Swedish children: The importance of contextual resources and language ability, Cogent Education, 8(1), 1940631, DOI: 10.1080/2331186X.2021.1940631

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

Thomas, S., Eichas, K., Eninger, L., & Ferrer-Wreder, L. (2020) Psychometric Properties of a Swedish Translation of the Preschool and Kindergarten Behavior Scales (PKBS): A Bayesian Structural Equation Modeling Analysis, Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2020.1788152

Selected Publications in Intervention & Implementation Science

(beyond the PATHS project)

Sundell, K., Eklund , J., & Ferrer-Wreder, L. (2019). Stability and change in patterns of adolescent antisocial behavior. Journal for Person Oriented Research, 5, 1-16. DOI: 10.17505/ 201901

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, 811-831. DOI: 10.1002/jcop.21709

Ferrer-Wreder, L., Montgomery, M. J., Lorente, C. C., & Habibi, M. (2014). Identify interventions for adolescents: Promoting optimal identity. In T. Gullotta & M. Bloom (Series Eds.), The encyclopedia of primary prevention and health promotion: Adolescent Volume 2nd edition (pp. 1278-1287). New York: Springer. 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, 203-230. DOI: 10.1177/0163278712469813

Ferrer-Wreder, L. (2014). Advancing child and adolescent well-being through positive youth development and prevention programs. Ben-Arieh, A., Frones, I., Casas, F., & Korbin, J.E. (Eds.), The Handbook of Child Well-Being (pp. 3025-3041). New York: Springer. DOI 10.1007/978-90-481-9063-8_164

Ferrer-Wreder, L., Adamson, L., Kumpfer, K. L., & Eichas, K. (2012). Advancing intervention science through effectiveness research: A global perspective. Child and Youth Care Forum, 41, 109-117. DOI: 10.1007/s10566-012-9173-y

Ferrer-Wreder, L., & Jaccard, J. (2012). Förberedande datagranskning [English: Considerations in data preparation for intervention trials]. K. Sundell (Ed.), Att göra effektutvärderingar (pp. 337-359) [English: Impact evaluation: A handbook]. Stockholm: Gothia.   

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.

Kurtines, W.M., Ferrer-Wreder, L., Berman, S. L., Lorente, C. C., Briones, E., Montgomery, M. J., Albrecht, R., Garcia, A., & Arrufat, O. (2008). Promoting positive youth development – The Miami Youth Development Project (YDP). Journal of Adolescent Research, 23, 256-267.

Montgomery, M. J., Hernandez, L., & Ferrer-Wreder, L. (2008). Identity development and intervention studies: The right time for a marriage? Identity: An International Journal of Theory and Research, 8, 173-182.

Ferrer-Wreder, L., Stattin, H., Lorente, C. C., Tubman, J., & Adamson, L. (2004). Successful prevention and youth development programs: Across borders. New York: Springer.

Selected Publications Concerning Long-Term Longitudinal Research with a 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.

Recent Selected Publications in Culture, Ecologies and/or Youth Development

In Press

Dimitrova, R., Ferrer-Wreder, L., & Sam, D. L. (in press). Roma minority youth across cultural contexts: Taking a positive approach to research, policy and practice. Introduction to the volume. In R. Dimitrova, D. Sam, & L. Ferrer-Wreder (Eds.)., Roma minority in a global context: Resources for positive youth development. Oxford University Press.  

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.

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


Ferrer-Wreder, L., Eichas, K., Stefenel, D., Buzea, C., & Wiium, N. (2021). The importance of positive psychological strengths in well-being and adjustment of Romanian emerging adults: A pattern and variable-oriented approach. Frontiers in Psychology, Developmental Psychology, 12, article: 659300. doi: 10.3389/fpsyg.2021.659300

Hultin, H., Ferrer-Wreder, L., Engström, K., Andersson, F., & Galanti, M. R. (2021). The importance of pedagogical and social school climate to bullying: A cross-sectional multilevel study of 94 Swedish Schools. Journal of School Health. First published: 12 January 2021

Wiium, N., Beck, M., & Ferrer-Wreder, L. (2021) The importance of developmental assets to mental health in Norwegian Youth. Frontiers in Psychology, Developmental Psychology, 12, article:687537. doi: 10.3389/fpsyg.2021.687537


Eichas, K., Ferrer-Wreder, L., Trost, K., & Galanti, M. R. (2020). Measuring dimensions of family interaction in adolescence: A multitrait–multimethod analysis. European Journal of Psychological Assessment, 36(5), 901-906. doi:

Ferrer-Wreder, L., Bernhard-Oettel, C., Trost, K., Hau, S., & Lindfors, P. (2020). Exploring Lived Experiences of Parents of Youth and Youth with a Foreign Background in Sweden. Child Youth Care Forum published online first:

Karlberg, M., Klang, N., Andersson, F., Hancock, K., Ferrer-Wreder, L., Kearney, C., & Galanti, M. R.  (2020): The Importance of School Pedagogical and Social Climate to Students’ Unauthorized Absenteeism – a Multilevel Study of 101 Swedish Schools, Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2020.1833244



I urval från Stockholms universitets publikationsdatabas
  • 2019. Kyle Eichas, Laura Ferrer-Wreder, Tina M. Olsson. Child and Youth Care Forum 48 (2), 279-287

    Background: Advances in knowledge of how to promote positive youth development (PYD) have significant potential to enrich intervention science. As part of a broader movement in the direction of a more fully integrated intervention science, PYD intervention research can provide practitioners in youth behavioral and mental health with an updated set of intervention tools beyond problem-focused strategies for reducing or preventing dysfunction.

    Objective: The objective of this commentary is to highlight potential contributions of PYD research to the development of more complete models of youth intervention, as well as to identify directions for future PYD intervention research.

    Method: This commentary discusses and expands on findings from the present articles that contribute to an empirical foundation for connecting PYD promotion with the science and practice of treatment and prevention.

    Results: The findings point to practical advantages that result from understanding the empirical links among PYD, treatment, and prevention on the way to achieving a more fully integrated intervention science, as well as methodological challenges involved in pursuing this agenda.

    Conclusions: In this context, the next generation of intervention science will be driven by integrating PYD’s contextual, cultural, relational, global, and participatory values into the science of building and testing youth interventions.

  • 2019. Nora Wiium (et al.). Zeitschrift fur Psychologie mit Zeitschrift fur angewandte Psychologie 227 (2), 134-138

    The positive youth development (PYD) perspective suggests that thriving leads to participation and contribution. All nations working to achieve the United Nations' Sustainable Development Goals (SDGs), including Ghana, face challenges in their efforts to ensure that all youth have equal opportunities to thrive. The study design was cross-sectional and participants were 858 Ghanaian adolescents attending senior high school (44% girls). We explored thriving indicators as reflected by the 5Cs of PYD (i.e., confidence, competence, connection, character, and caring) in light of the adolescents' gender and socio-economic background. Results indicated that boys scored higher on competence relative to girls and that girls scored higher on caring relative to boys. No significant differences were found for socio-economic background. Cultural norms and socialization processes that perpetuate gender inequality may be important to understanding the observed gender differences. Implications of these results are considered in light of efforts to achieve SDGs in Ghana.

  • 2019. H. Hultin (et al.). Scandinavian Journal of Educational Research 63 (4), 534-550

    Previous studies indicate that school climate is important for student health and academic achievement. This study concerns the validity and reliability of the student edition a Swedish instrument for measuring pedagogical and social school climate (PESOC). Data were collected from 5,745 students at 97 Swedish secondary schools. Multilevel confirmatory factor analyses were conducted, and multilevel composite reliability estimates, as well as correlations with school-level achievement indicators, were calculated. The results supported an 8-factor structure at the student level and 1 general factor at the school level. Factor loadings and composite reliability estimates were acceptable at both levels. The school-level factor was moderately and positively correlated with school-level academic achievement. The student PESOC is a promising instrument for studying school climate.

  • 2019. Knut Sundell, Jenny Eklund, Laura Ferrer-Wreder.

    Research examining relations between various types of antisocial behavior (ASB) have generally been based on cross-sectional data. Although there is a strong correlation between types of ASB, it has been less common to examine how patterns of adolescents’ problems vary over time. This study used a person-oriented approach to examine patterns of ASB in adolescents longitudinally and also investigated how these patterns were associated with three outcomes. The sample con-sisted of 778 Swedish adolescents in grade 7 (13 years old) followed over time to grade 9. Patterns of ASB were identified based on adolescent-reported tobacco and alcohol use, truancy, bullying in school, and delinquency. The outcomes were drug use, depressive symptoms, and missing grades in grade 9. Results revealed an escalation in the frequency and seriousness of ASB over time, although the largest single cluster over time evidenced no ASB. One cluster in particular increased the risk of drug use, depression, and missing grades at grade 9. Results are discussed in relation to school-based prevention efforts.

  • 2018. Peter F. Titzmann, Laura Ferrer-Wreder, Radosveta Dimitrova. Journal of Adolescence 62, 171-174

    This special section on “Explaining Positive Adaptation of Immigrant and Minority Youth across Cultures” is the result of an expert meeting organized by the Society for Research in Child Development (SRCD), the European Association of Developmental Psychology (EADP), and the European Association for Research on Adolescence (EARA). The aim of this special section was to bring together empirical studies and expert commentaries on a pressing topic of global importance, and to explore intersections between the fields of acculturation and positive youth development. From these contributions, several major challenges were identified. These included the need for greater attention to the strengths and adaptation of immigrant adolescents (i.e., to include a positive youth development framework in acculturation research and theory), the differentiation and intersections between acculturative processes and normative developmental challenges, the evolution acculturation theory, the need to better understand contact between multiple groups, the consideration of context-dependency and dynamic nature of acculturative processes.

  • 2018. H. Hultin (et al.). Scandinavian Journal of Educational Research 62 (2), 287-306

    This study investigated the psychometric properties of a teacher-reported version of a Swedish school climate instrument called the Pedagogical and Social Climate (PESOC), which consists of 95 items covering cultural, structural and social factors. A sample of 348 teachers from 19 Swedish secondary schools was used. Multilevel confirmatory factor analysis conducted within a structural equation modelling framework indicated that the PESOC had a two-factor structure at the teacher level and a one-factor at the school level. The PESOC’s convergent validity was supported by the school-level correlations between PESOC and another established instrument (i.e., the Team Climate Inventory). Further validation studies of PESOC are needed with larger, more representative samples, and with information on important outcomes such as student achievement and wellbeing.

  • 2018. Marie-Louise Klingstedt (et al.). Nordic Psychology 70 (1), 47-70

    This study examined the adjustment of a sample of adolescent girls and young women (N = 228) who were in compulsory care in Sweden between 1999 and 2000. Using person-oriented analyses, participants’ responses to the Adolescent Drug Abuse Diagnosis Instrument (Friedman & Utada, 1989; ADAD) at intake yielded five externalizing problem configurations. The main analyses focused on examining whether problem configuration at intake was important to participants’ adjustment at a four-year follow-up. Overall, results indicated that problem configuration can be important to later adjustment (less life satisfaction, more drug use, and problems controlling violent behavior), particularly if the problem configuration involves multiple problems at elevated levels and/or drug use. The implications of the study results are discussed in light of efforts to improve the tailoring of care and treatment for diverse youth who experience multiple problems.

  • 2018. Margit Wångby-Lundh (et al.). Nordic Psychology 70 (1), 17-46

    The purpose of this series of three cross-sectional studies was to identify typical syndromes of self-reported externalizing and internalizing problems, and examine their overlap, among adolescent girls and young women in Swedish special residential homes for young people (N = 713). The associations with some family background factors were also investigated. Data came from a research register at the Swedish National Board of Institutional Care and concerned structured interviews with all girls admitted to these homes from 1997 to 2001. An advanced clustering procedure was applied and significant syndrome structures were retrieved in both the externalizing and internalizing area. Among the nine externalizing syndromes were a low-problem syndrome and two multiple-problem syndromes, one combining aggressive behavior, alcohol use/abuse and criminality, and the other combining drug abuse with property/drug offenses. Among the seven internalizing syndromes were a low-problem syndrome, an anxiety/depression syndrome and a generalized internalizing syndrome with particularly high rates of physical and sexual abuse. Results supported the theoretical assumption, made within a holistic-interactionistic paradigm, that adjustment problems would co-occur in a limited number of syndromes. When the overlap between externalizing and internalizing syndromes was considered, good adjustment was generalized between the two areas, whereas there appeared to be an increased risk of having an internalizing syndrome among girls with externalizing syndromes related to aggressive behavior. It is of great importance to consider the full problem pattern of girls with externalizing adjustment problems, including internalizing problems and histories of physical and sexual abuse, when considering subgroups in need of different treatment regimes.

  • 2017. Lilianne Eninger (et al.).
  • 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.

  • 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.

  • 2014. Tina M. Olsson, Laura Ferrer-Wreder, Lilianne Eninger. New Directions for Youth Development 2014 (141), 117-123

    Commentators interested in school-based prevention programs point to the importance of economic issues for the future of prevention efforts. Many of the processes and aims of prevention science are dependent upon prevention resources. Although economic analysis is an essential tool for assessing resource use, the attention given economic analysis within school-based prevention remains cursory. Largely, economic analyses of school-based prevention efforts are undertaken as secondary research. This limits these efforts to data that have been collected previously as part of epidemiological and outcomes research. Therefore, economic analyses suffer from gaps in the knowledge generated by these studies. This chapter addresses the importance of economic analysis for the future of school-based substance abuse prevention programs and highlights the role of prevention research in the development of knowledge that can be used for economic analysis.

  • 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
  • 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, 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.

  • 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.

  • 2020. Laura Ferrer Wreder (et al.). The Oxford Handbook of Moral Development

    This chapter concerns theory and research relevant to child development and early childhood education and care (ECEC), which is a key ecology for human development. In this chapter, the authors provide an overview of the organizational features and processes important to understanding these settings. The authors then focus on describing the Nordic welfare model as it relates to ECEC settings, with an exploration of how certain ethics are reflected in the design, goals, and practice of ECEC settings in Sweden. The chapter then moves to summarizing and reflecting on the empirical research literature on how Swedish ECEC settings may support aspects of children’s moral development; finally, the authors pose several questions that may prove important to advancing future research in this area.

  • 2020. Kyle Eichas (et al.). European Journal of Psychological Assessment 36 (5), 901-906

    The aim of this study was to evaluate the convergent and discriminant validity of adolescent and parent ratings of family interaction. Adolescent and parent ratings of democratic parenting, parental warmth, and adolescent free disclosure were measured using a multitrait–multimethod confirmatory factor analytic approach. Participants included 3,959 Swedish youth in seventh grade (average age 13 years), with follow-up measurements in eighth and ninth grades. At each grade, findings provided support for trait discriminant validity and discriminant validity of methods. However, findings failed to provide support for convergent validity. Overall, the present findings suggest that measurement of family interactions should include the perspectives of both parents and adolescents because their perceptions of family interactions may represent different family interaction constructs.

  • 2020. Sarah Thomas (et al.). Scandinavian Journal of Educational Research

    This cross-sectional study established the psychometric properties and factor structure of the Preschool and Kindergarten Behavior Scales (PKBS) and an index of empathy in a sample of Swedish four to six year olds (N = 115). Using Bayesian structural equation modeling, we found that a five-factor PKBS and one-factor empathy model provided good fit to the data, posterior predictive p-value (PPP) = .246. Results indicated good internal consistency (ω .73 to .92). Consistent with the CASEL model and prior research, positive associations were found between social emotional competencies. Relationship skills were positively associated with empathy and negatively associated with internalizing problems. Results provided support for the use of the PKBS as well as the empathy scale in Swedish preschools.

  • 2020. Marie-Louise Klingstedt (et al.). Nordic Studies on Alcohol and Drugs 37 (4), 411-426

    Aim: This cross-sectional study investigates the psychometric properties of the Swedish edition of the Adolescent Drug Abuse Diagnosis (ADAD), and specifically examines the internal consistency and construct validity of five life domains reported by female adolescents in special residential care in Sweden (N= 780;M-age= 16 years old).

    Methods: Principal component analysis and entropy-based analysis were used to test construct validity.

    Conclusion: Results indicate that ADAD may be able to reliably distinguish between areas that are important targets for intervention.

  • 2020. Kari Trost (et al.). Journal of Early Adolescence 40 (2), 165-196

    The present cross-sectional study aimed to examine whether characteristics of the parent-child relationship in adolescence are important for adjustment and identity development. Participants were recruited from schools in central Sweden for a larger longitudinal study when the cohort was 13- to 14-year-olds (N = 3,667). Characteristics of the parent-child relationship, like parental warmth, democratic parenting, and child communication, and adolescent adjustment problems and identity coherence were studied. It was found that democratic parenting was positively linked to child communication but negatively associated with problematic peer relationships and behavioral problems. Parental warmth was linked to other parenting characteristics as well as identity cohesion. Democratic parenting was linked to greater school engagement and identity coherence for boys and girls. Gender differences were found. The findings support the notion that democratic and warm parenting may provide support for adolescent identity development and adjustment.

  • 2019. Laura Ferrer-Wreder, Jane Kroger.

    This fully revised fourth edition of Identity in Adolescence: The Balance Between Self and Other presents four theoretical perspectives on identity development during adolescence and young adulthood and their practical implications for intervention. Ferrer-Wreder and Kroger consider adolescent identity development as the unique intersection of social and cultural forces in combination with individual factors that each theoretical model stresses in attempting to understand the identity formation process for contemporary adolescents.

    Identity in Adolescence addresses the complex question of how adolescent identity forms and develops during adolescence and young adulthood and serves as the foundation for entering adult life. The book is unique in its presentation of four selected models that address this process, along with cutting-edge research and the implications that each of these models hold for practical interventions. This new edition has been comprehensively revised, with five completely new chapters and three that have been extensively updated. New special topics are also addressed, including ethnic, sexual, and gender identity development, the role of technology in adolescent identity development, and ongoing identity development beyond adolescence. 

    The book is essential reading for advanced undergraduate and graduate students studying adolescent development, self and social identity within developmental psychology, social psychology and clinical psychology, as well as practitioners in the fields of child welfare and mental health services, social work, youth and community work and counselling.

  • 2019. Laura Ferrer-Wreder, Nora Wiium, C.C. Lorente.
  • 2018. Laura Ferrer-Wreder (et al.).

    Many Swedish parents report that they tend to employ moderate control as well as frequent use of democratic parenting practices (Trost, 2012). This approach to parenting combined with policy and institutional supports for child and family welfare make the Swedish parenting context in some ways unique and in need of further investigation (e.g., Trost, El-Khouri, & Sundell, 2015). From a measurement perspective, when parents and children in the same family report on the same construct, one is faced with several questions such as are the child and parent reports reflective of the same construct? If yes, then child and parent reports can be modelled or conceptualized as indicators of the same construct. Another possibility is that adolescents’ and parents’ perceptions of a given construct are fundamentally different from one another. A number of options exist in terms of how to conceptualize measurement when parents and children report on the same construct (Bank, Dishion, Skinner, & Patterson, 1990).

    The results presented in this poster are from a longitudinal study of school climate and mental health (study name and citation blinded for peer review). The sample consists of a cohort of Swedish 7th graders (N=3,932, aged 13-14 years old, 51.8% =female, from 101 schools in eight Swedish regions). At grade 7, using structural equation modelling (SEM), different measurement models of family-related factors were tested, namely democratic parenting (Wray-Lake & Flanagan, 2012), parental warmth (Trost, et al, 2007; Tilton-Weaver et al., 2010), and child-parent communication (Kerr & Statin, 2000). Adolescents in the cohort and one of their parents reported on these constructs at grades 7, 8, and 9. The results presented here are for grade 7. Analyses were conducted with Mplus 7.4 (using Mplus’s robust maximum likelihood estimator, TYPE = COMPLEX in Mplus, to account for the nested nature of responses by school building, and FIML estimation for missing data). Three SEM models were tested, including (1) a three-factor model in which parallel child and parent reports were indicators of the same family factors, (2) a six-factor model in which parallel child and parent reports were indicators of separate family factors, and (3) a multi-trait multi-method model with three family factors and two method factors (parent and child report; Model 3). Two models showed good fit to the data: the six-factor model, χ2(89) = 164.873; CFI = .997; RMSEA = .015 [.011, .018], and the multi-trait multi-method model, χ2(84) = 533.735; CFI = .982. RMSEA = .037 [.034, .040]. While both models evidenced good fit, the six-factor model provided the more parsimonious solution. This result indicates that adolescents and parents in this sample may be viewing the family-related factors in different ways. In the poster, other analyses will be reported on the utility of the models identified in grade 7 at the other study time points, such as at grades 8 and 9. Study findings will also be discussed in terms of culture and parenting.

  • 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.

  • 2021. Hanna Hultin (et al.). Journal of School Health 91 (2), 111-124

    BACKGROUND: Bullying is a public health issue with long‐term effects for victims. This study investigated if there was an association between pedagogical and social school climate and student‐reported bullying victimization, which dimensions of pedagogical and social school climate were associated with bullying, and if these associations were modified by individual‐level social factors.

    METHODS: The study had a cross‐sectional multilevel design with individual‐level data on bullying from 3311 students nested in 94 schools over 3 consecutive school years. School climate was measured with student and teacher questionnaires, aggregated at the school level. The association between school climate and bullying victimization was estimated with multilevel mixed‐model logistic regression.

    RESULTS: In schools with the most favorable school climate, fewer students reported being bullied. This was especially evident when school climate was measured with the student instrument. Students in schools with favorable climate had an adjusted odds ratio of bullying of 0.74 (95% CI: 0.55‐1.00) compared to students in schools with the worst climate. Results from the teacher instrument were in the same direction, but less consistent.

    CONCLUSIONS: Improvement in school climate has the potential to affect students both academically, and socially, as well as decrease the prevalence of bullying.

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Senast uppdaterad: 22 september 2021

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