Jag undervisar på både Psykologprogrammet och Psykoterapeutprogrammet. De områden jag undervisar i är kognitiv-beteende terapi (KBT), basfärdigheter i KBT, bedömning, utredning och åtgärder för barn och unga, etik och vetenskapsteori och forskningsmetodik. Jag är kursansvarig för följande kurser: KBT i teori och tillämpning (10hp), Utredning och åtgärder avseende individen, Barn och unga (7,5 hp), Etik för Psykoterapeuter och psykologspecialister (2,5 hp), Vetenskapsteori och forskningsmetodik i psykoterapi I (4hp) och II (3,5 hp). Jag ger också enstaka föreläsningar på olika kurser och program om olika aspekter av bedömning, utredning och interventioner för barn, unga och vuxna med autism. Vidare handleder jag uppsatser på psykologprogrammet och psykoterapeutprogrammet.

Jag är intresserad av forskning om psykoterapiforskning (KBT), neuropsykologi och instrumentvalidering. Jag är särskilt intresserad av bakomliggande mekanismer för behandlingsutfall, interventioner för personer med funktionsnedsättningar, social kognition, emotionsreglering och kommunikation. År 2016 disputerade jag på Institutionen för Kvinnor och Hälsa, Karolinska Institutet med avhandlingen Social färdighetsträning i grupp för barn och ungdomar med autismspektrumtillstånd.

Jag arbetar med såväl kvantitativa som kvalitativa forskningsmetoder samt med systematiska kunskapsöversikter och meta-analyser. Resultaten av mina studier har presenterats på både nationella och internationella konferenser, i form av kapitel i kliniknära manualer, samt i tidskrifter och seminarier. Se de pågående forskningsprojekten här.

I urval från Stockholms universitets publikationsdatabas

• Rare variants in the outcome of social skills group training for autism

  2021. Danyang Li (et al.). Autism Research

  Artikel

  Exome sequencing has been proposed as the first-tier genetic testing in autism spectrum disorder (ASD). Here, we performed exome sequencing in autistic individuals with average to high intellectual abilities (N = 207) to identify molecular diagnoses and genetic modifiers of intervention outcomes of social skills group training (SSGT) or standard care. We prioritized variants of clinical significance (VCS), variants of uncertain significance (VUS) and generated a pilot scheme to calculate genetic scores of rare and common variants in ASD-related gene pathways. Mixed linear models were used to test the association between the carrier status of VCS/VUS or the genetic scores with intervention outcomes measured by the social responsiveness scale. Additionally, we combined behavioral and genetic features using a machine learning (ML) model to predict the individual response. We showed a rate of 4.4% and 11.3% of VCS and VUS in the cohort, respectively. Individuals with VCS or VUS had improved significantly less after standard care than non-carriers at post-intervention (β = 9.35; p = 0.036), while no such association was observed for SSGT (β = −2.50; p = 0.65). Higher rare variant genetic scores for synaptic transmission and regulation of transcription from RNA polymerase II were separately associated with less beneficial (β = 8.30, p = 0.0044) or more beneficial (β = −6.79, p = 0.014) effects after SSGT compared with standard care at follow-up, respectively. Our ML model showed the importance of rare variants for outcome prediction. Further studies are needed to understand genetic predisposition to intervention outcomes in ASD.

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• Treatment satisfaction with cognitive-behavioral therapy among children and adolescents with anxiety and depression

  2021. Nora Choque Olsson (et al.). Journal of Behavioral and Cognitive Therapy 31 (2), 147-191

  Artikel

  Recent reviews estimated that the worldwide prevalence of anxiety and depression in children and adolescents is increasing, which has led to rising demands for treatment. Studies on clinical outcomes have shown positive effects of cognitive-behavioral therapy (CBT) in children and adolescents with anxiety and depression. However, there is a limited body of studies on the perspectives and experiences of the treatment participants. The objective of this review was to investigate treatment satisfaction with CBT among children and adolescents with anxiety and depression. We focused on the reporting quality of the treatment satisfaction and experiences of participants in the selected studies. From 1379 identified studies, 35 were selected based on inclusion and exclusion criteria. The results of a meta-synthesis and proportional meta-analysis suggest moderate to high treatment satisfaction with CBT in depressed and anxious children and adolescents. The included studies showed moderate to good reporting quality on treatment satisfaction. The measurements used varied, indicating a risk of different evaluations under the concept of “treatment satisfaction”. The common topics measured for treatment satisfaction were acceptability, treatment usefulness, alliance, barriers, recommendation, and others, leading to uncertainty concerning generalization. A wide variety of measures were used, indicating the need for standardized measures for treatment satisfaction in future research.

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