Interventions in educational psychology

The research group focuses on interventions in educational psychology at individual, group and system levels.

The research group has a special focus on evidence-based interventions that strengthen development and learning for children, adolescents and adults, who need facilitation to stimulate development and learning outcomes. This includes early identification of learning-related difficulties as well as implementation of measures through the development, implementation and evaluation of interventions. Furthermore, the research group focuses on professions and organizations where the introduction of technology and new working methods provides opportunities for knowledge development and learning.

The research group is interdisciplinary, and consists of professionals with a background in special needs education, pedagogy, psychology and neurobiology. The researchers have sharpened expertise in innovation work and evaluation research. As a research method, we use both quantitative and qualitative methods. Intervention research uses randomized controlled trials to investigate the effects of measures. Qualitative method is used to gain in-depth knowledge of various conditions when implementing measures.

Goals and strategy

The aims of the research group are to develop an internationally recognized research environment, and publish research at an internationally high level with a focus on child development, interventions in educational psychology and professional development.

The research are relevant for professionals in kindergarten, school and education, PP-service, child and adolescent psychiatry as well as specialist health services and professions related to child and adolescent psychosocial development and learning.

The research group's goals for 2020-2023 are:

Research focus



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National and international partners



Diab, S., & Schultz, J.H. (2021) Factors contributing to student academic underachievement in war and conflict: A multilevel qualitative study. Teaching and Teacher Education. doi: 10.1016/j.tate.2020.103211. 

Schultz, JH., Forsberg, JT., Harb, G., & Alisic, E. (2021). Prevalence and characteristic of posttraumatic nightmares in war- and conflict affected students. Nature and Science of Sleep, 13, 423-433. doi: 10.2147/NSS.S282967. 

Caglar‐Ryeng, Ø., Eklund, K., & Nergård‐Nilssen, T. (2020). The effects of book exposure and reading interest on oral language skills of children with and without a familial risk of dyslexia. Dyslexia, 26(4), 394-410; 

Caglar‐Ryeng, Ø., Eklund, K., & Nergård‐Nilssen, T. (2020). School‐entry language outcomes in late talkers with and without a family risk of dyslexia. Dyslexia; 

Harb, G. & Schultz, J.H. (2020) The nature of posttraumatic nightmares and school functioning in war-affected youth. PLOS ONE. ISSN 1932-6203.s doi: 10.1371/journal.pone.0242414. 

Schultz, J.H, & Skarstein, D. (2020) I’m not as bright as I used to be – pupils’ meaning making of reduced academic performance after trauma. International Journal of School & Educational Psychology. doi: 10.1080/21683603.2020.1837698. 

Warth, L.L (2020) Technology as a Tool to Promote Nontechnical Skills in Surgical Training. (fulltekst) International Journal On Advances in Internet Technology 2020; Volum 13. ISSN 1942-2652, pp 134 - 141. 

Warth, L.L (2020) Communication between Mentor and Mentee Using Videoconferencing in Surgical Training. International Academy, Research and Industry Association (IARIA) 2020 (12) ISBN 978-1-61208-763-4. ISSN 2308-4359. 

Caglar-Ryeng, Ø., Eklund, K., & Nergård-Nilssen, T. (2019). Lexical and grammatical development in children at family risk of dyslexia from early childhood to school entry: a cross-lagged analysis. Journal of child language, 46(6), 1102-1126; 

Dyb, K. & Warth L.L. (2019) Implementing eHealth Technologies: The Need for Changed Work Practices to Reduce Medication Errors. Studies in Health Technology and Informatics; Volume 262. ISSN 0926-9630, pp 83 - 86. doi: 10.3233/SHTI190022.  

Hembre, O.J. & Warth, L.L. (2019) Assembling iPads and Mobility in Two Classroom Settings. Technology, Knowledge and Learning, Tech Know Learn, pp 1–15 First Online: 10 June 2019 

Langballe, Å., Nilsen, L.G., & Schultz, J.H. (2019).  Å skape mening i det meningsløse. Ungdoms erfaringer fra deltakelse i egne rettsprosesser. Gyldendal Akademisk. ISBN 9788205522602.s 125 - 140. 

Ona, H. N., Larsen, K., Nordheim, L. V., & Brurberg, K. G. (2019). Effects of Pivotal Response Treatment (PRT) for Children with Autism Spectrum Disorders (ASD): a Systematic Review. Review Journal of Autism and Developmental Disorders, 1-13. 

Skarstein, D, & Schultz, J.H. (2019). Endrede identiteter - hvem er jeg nå? Gyldendal Akademisk ISBN 9788205522602. 

Schultz, J.H, Røkholt, E.G, Skarstein, D, Strøm, I.F, Langballe, Å. (2019) Pedagogisk oppfølging av traumatiserte elever - Hva kan skolen lære i etterkant av massakren på Utøya?.  Gyldendal Akademisk ISBN 9788205522602.s 106 - 117. 

Warth, L.L. & Dyb, K. (2019) eHealth initiatives; The Relationship Between Project Work and Institutional Practice. BMC Health Services Research; Volume 19:520. ISSN 1472-6963, pp 1 – 12, doi: 10.1186/s12913-019-4346-0. 

Warth. L.L., (2019) Creating Learning Opportunities by Using Videoconferencing in Surgical Education. Studies in Health Technology and Informatics; Volume 262. ISSN 0926-9630, pp 15 - 18. doi: 10.3233/SHTI190005. 

Andreassen, H.K. & Warth, L.L. (2018) The Impact of Telementoring. Studies in Health Technology and Informatics; Volume 255. ISSN 0926-9630, pp 127 - 131. doi: 10.3233/978-1-61499-921-8-127. 

Andreassen, H., Dyb, K., May, C., Pope, C., & Warth, L.L. (joint authorship/alphabetically) (2018) Digitized Patient–provider Interaction: How Does it Matter? A qualitative meta-synthesis. Social Science and Medicine; Volume 215. ISSN 0277-9536, pp 36 - 44. Doi: 10.1016/j.socscimed.2018.08.036. 

Dyb, K. & Warth, L.L. (2018) The Norwegian National Summary Care Record: A Qualitative Analysis of Doctors’ Use of and Trust in Shared Patient Information. BMC Health Services Research 2018. 18-252; 

Nergård‐Nilssen, T., & Eklund, K. (2018). Evaluation of the psychometric properties of “the Norwegian screening test for dyslexia”. Dyslexia, 24(3), 250-262; 

Stene, L.E., Schultz, J.H., & Dyb, G. (2018). Returning to school after a terror attack: a longitudinal study of school functioning and health in terror‑exposed youth. European Child and Adolescent Psychiatry. ISSN 1018-8827.s 1 - 10.s doi: 10.1007/s00787-018-1196-y. 

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