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

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.

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 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 19 years of experience as a university-level teacher. She has had formal supervisory or evaluation roles in dissertation, masters, and undergraduate theses for over 60 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.


Highlighting Diverse Youth & Their Development

An Example of a New 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.

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 Publications

Eichas, K., Ferrer-Wreder, L., & Olsson, T. M. (2019). Contributions of positive youth development to intervention science. Child & Youth Care Forum, 48(2), 279-287. doi:

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(2), 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 current adaptation studies and intervention trial 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 recently funded and is now underway.  

A Recent Presentation

Ferrer-Wreder, L., Eninger, L., Eichas, K., Allodi Westling, M., Ginner Hau, H., Olsson, T. M., Sedem, M., Clausén Gull, I., Smedler, A-C., & Herkner, B (2019, June 18). Implementation of a Swedish effectiveness trial of preschool PATHS. Invited symposium presented at the International PATHS® Learning Conference, Belfast, Northern Ireland.

Key Related Publications

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.

Thomas, S., Eichas, K., Eninger, L., & Ferrer-Wreder, L. (in press). Psychometric properties of a Swedish translation of the Preschool and Kindergarten Behavior Scales (PKBS): A Bayesian structural equation modelling analysis. Scandinavian Journal of Educational Research.

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

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

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 in Intervention & Implementation Science

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:

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

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, 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.

Selected Publications in Culture, Ecologies and/or Youth Development

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.

Trost, K., Eichas, K., Ferrer-Wreder, L., & Galanti, M. R. (2019). The study of family context: Examining its role for identity coherence and adolescent adjustment for Swedish adolescents. Journal of Early Adolescence. First Published Online March 28, 2019,

Dimitrova, R., Ferrer-Wreder, L., & Åhlén, J. (2018). School climate, academic achievement and educational aspirations in Roma Minority and Bulgarian majority adolescents. Child and Youth Care Forum, 47, 645-658. DOI. 10.1007/s10566-018-9451-4

Dimitrova, R., Hatano, K., Sugimura, K., & Ferrer-Wreder, L. (2018). The Erikson psychosocial stage inventory in adolescent samples: Factorial validity and equivalence of identity as measured from the United States and Japan. European Journal of Psychological Assessment, Published online February 16, 2018

Hultin, H., Eichas, K., Ferrer-Wreder, L., Dimitrova, R., Karlberg, M., & Galanti, M. R. (2018) Pedagogical and Social School Climate: Psychometric Evaluation and Validation of the Student Edition of PESOC. Scandinavian Journal of Educational Research, Published online: 05 Feb 2018 , DOI: 10.1080/00313831.2017.1415962

Hultin, H., Ferrer-Wreder, L., Eichas, K., Karlberg, M., Grosin, L., & Galanti, M. R. (2018). Psychometric properties of an instrument to measure social and pedagogical school climate among teachers (PESOC). Scandinavian Journal of Educational Research, 62(2), 287-306. doi:

Klingstedt, M., Olsson, T., Ferrer-Wreder, L., & Wångby-Lundh, M. (2018). Relationship quality, well-being and, externalizing problems: The prospective importance of behavior profiles among young women who experienced care in special residential homes. Nordic Psychology, 70(1), 47-70. doi:

Wångby-Lundh, M., Klingstedt, M., Bergman, L. R., & Ferrer-Wreder, L. (2018). Swedish adolescent girls in special residential treatment: A person-oriented approach to the identification of problem syndromes. Nordic Psychology, 70(1), 17-46. doi:

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.

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

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
  • 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.

  • 2019. Radosveta Dimitrova (et al.). European Journal of Psychological Assessment 35 (5), 680-684

    This study tested the factorial structure and equivalence of identity as measured by the Erikson Psychosocial Stage Inventory (EPSI; Rosenthal, Gurney, & Moore, 1981) in 2,666 adolescents (Mage = 16.53, SD = 1.50, 55% girls) in the United States and Japan. The EPSI Identity Scale is a widely used measure of the Eriksonian conceptualization of personal identity (i.e., individual self-knowledge, synthesis, and consistency) and is measured with two factors: identity confusion and synthesis. A bi-factor model for the EPSI had a better fit than a single- and two-factor model. Moreover, the EPSI results showed configural and partial metric equivalence, but did not show scalar equivalence across samples. Future cross-national research with adolescents from the United States and Japan may investigate correlates between identity, as measured by the EPSI, with other measures of interest. However, group comparisons among these samples may be ill advised due to a lack of scalar equivalence.

  • 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.

  • 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.

  • 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 (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.

  • 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.

Visa alla publikationer av Laura Ferrer Wreder vid Stockholms universitet

Senast uppdaterad: 15 april 2020

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