Thormod Idsøe

• Larsen Sætre, Oda Charlotte; Keles, Serap & Idsøe, Thormod (2023). Association between Intention to Quit School and Youth Depression: A Cluster Randomized Controlled Trial of the Effects of a Group CBT Course. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2023.2175242. Fulltekst i vitenarkiv
• Flouri, Eirini; Mueller, Marie; Idsøe, Thormod & Nærde, Ane (2022). Outdoor play areas in childcare settings and children’s physical aggression: A longitudinal study of Norwegian kindergartens. European Journal of Developmental Psychology. ISSN 1740-5629. doi: 10.1080/17405629.2022.2087628.
• Sælid, Gry Anette; Czajkowski, Nikolai Olavi; Aarø, Leif Edvard; Andersen, John Roger; Idsøe, Thormod & Helleseter, Miguel Delgado [Vis alle 7 forfattere av denne artikkelen] (2022). Effects of a school-based intervention on levels of anxiety and depression: a cluster-randomized controlled trial of the MindPower program in ten high schools in Norway. BMC Psychology. ISSN 2050-7283. 10, s. 1–14. doi: 10.1186/s40359-022-00721-y. Fulltekst i vitenarkiv
• Lenes, Ragnhild; Størksen, Ingunn; McClelland, Megan & Idsøe, Thormod (2022). The role of mother’s education and child gender for children’s vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway. European Early Childhood Education Research Journal. ISSN 1350-293X. doi: 10.1080/1350293X.2022.2055101. Fulltekst i vitenarkiv
• Idsøe, Ella Maria Cosmovici; Campbell, Janine Anne; Idsøe, Thormod & Størksen, Ingunn (2021). Development and psychometric properties of nomination scales for high academic potential in early childhood education and care. European Early Childhood Education Research Journal. ISSN 1350-293X. doi: 10.1080/1350293X.2021.2007969. Fulltekst i vitenarkiv Vis sammendrag

  This paper describes the development of two nomination scales designed to measure parents’ and teachers’ perceptions of high academic potential among young children, and how the scores correlate with assessed high potential. Parents and teachers of 243 children (49% girls) taking part in the research project ‘Skoleklar’ responded to written surveys, and children were evaluated with specially designed assessments on tablet computers. Principal component analyses and confirmatory factor analyses revealed a seven-item solution for the teachers’ nomination scale and a four-item solution for the parents’ nominations scale that fitted the data well, and that correlated in the expected direction with assessed potential. The teacher scale had stronger correlations with assessed potential than the parent scale. Implications for practice and future research are discussed.

• Tvedt, Maren Stabel; Bru, Lars Edvin; Idsøe, Thormod & Niemiec, Christopher (2021). Intentions to quit, emotional support from teachers, and loneliness among peers: Developmental trajectories and longitudinal associations in upper secondary school. Educational Psychology. ISSN 0144-3410. 41(8), s. 967–984 . doi: 10.1080/01443410.2021.1948505.
• Keles, Serap; Bringedal, Görel & Idsoe, Thormod (2021). Assessing Fidelity to and Satisfaction with the “Adolescent Coping with Depression Course” (ACDC) Intervention in a Randomized Controlled Trial. Journal of Rational-Emotive & Cognitive-Behavior Therapy. ISSN 0894-9085. 40, s. 583–602. doi: 10.1007/s10942-021-00427-x. Fulltekst i vitenarkiv
• Idsøe, Thormod; Dyregrov, Atle; Janson, Harald & Nærde, Ane (2021). Pandemic-Related Stress Symptoms Among Norwegian Parents of Adolescents in Grades 6 to 8. Frontiers in Psychiatry. ISSN 1664-0640. 12. doi: 10.3389/fpsyt.2021.701782.
• Keles, Serap & Idsøe, Thormod (2020). Six- and Twelve-Month Follow-up Results of a Cluster Randomized Controlled Trial of a CBT-Based Group Course. Prevention Science. ISSN 1389-4986. doi: 10.1007/s11121-020-01160-0.
• Fandrem, Hildegunn; Oppedal, Brit & Idsøe, Thormod (2020). Reactive and proactive aggression among immigrant and non-immigrant early adolescents in Norway: The relations to emotional and conduct problems. Adolescent Psychiatry. ISSN 2210-6766. 10(3), s. 219–230. doi: 10.2174/2210676610666200327165927. Fulltekst i vitenarkiv
• Lenes, Ragnhild; McClelland, Megan M.; ten Braak, Dieuwer; Idsøe, Thormod & Størksen, Ingunn (2020). Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway. Early Childhood Research Quarterly. ISSN 0885-2006. 53, s. 612–624. doi: 10.1016/j.ecresq.2020.07.005. Fulltekst i vitenarkiv
• Idsøe, Thormod; Keles, Serap; Olseth, Asgeir & Ogden, Terje (2019). Cognitive Behavioral Treatment for Depressed Adolescents: Results from a Cluster Randomized Controlled Trial of a Group Course. BMC Psychiatry. ISSN 1471-244X.
• ten Braak, Dieuwer; Størksen, Ingunn; Idsøe, Thormod & McClelland, Megan (2019). Bidirectionality in self-regulation and academic skills in play-based early childhood education. Journal of Applied Developmental Psychology. ISSN 0193-3973. 65, s. 1–11. doi: 10.1016/j.appdev.2019.101064.
• Tvedt, Maren Stabel; Bru, Lars Edvin & Idsøe, Thormod (2019). Perceived Teacher Support and Intentions to Quit Upper Secondary School: Direct, and Indirect Associations via Emotional Engagement and Boredom. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2019.1659401.
• Keles, Serap; Olseth, Asgeir; Idsøe, Thormod & Sørlie, Mari-Anne (2018). The longitudinal association between internalizing symptoms and academic achievement among immigrant and non-immigrant children in Norway. Scandinavian Journal of Psychology. ISSN 0036-5564.
• Keles, Serap; Friborg, Oddgeir; Idsøe, Thormod; Sirin, Selcuk & Oppedal, Brit (2018). Resilience and acculturation among unaccompanied refugee minors. International Journal of Behavioral Development. ISSN 0165-0254. 42(1), s. 52–63. doi: 10.1177/0165025416658136. Vis sammendrag

  The present study was designed to understand differences between unaccompanied refugees who retained or achieved good mental health (healthy or resilient) and those who maintained or developed poor mental health (clinical and vulnerable). Using person-based analyses, the role of pre-migration traumatic exposure and acculturation-related factors in long-term trajectories of psychological adjustment among unaccompanied refugees was explored. This study included three waves of data collection in a population-based sample. The participants were 918 unaccompanied refugees who had received asylum and residence status in Norway. The pattern of change in depression symptoms over time was used to characterize subgroups displaying resilient, vulnerable, clinical or healthy trajectories. Results indicated that the extent of post-migration acculturation hassles and heritage culture competence, as well as pre-migration traumatic events and gender, distinguished the refugee groups in terms of mental health trajectories. The implications for clinical practice and immigration policy are discussed.

• Børve, Trygve & Idsøe, Thormod (2017). Mestringskurs for ungdom (DU). I Kjøbli, John; Eng, Helene; Ertesvåg, Sigrun K. & Frønes, Ivar (Red.), Å mestre det vanskelige. Individrettede intervensjoner for barn og unge. Gyldendal Akademisk. ISSN 9788205500891. s. 114–134.
• Idsøe, Thormod; Dyregrov, Atle & Dyregrov, Kari (2017). School-based interventions. I Landolt, Markus A.; Cloitre, Marylène & Schnyder, Ulrich (Red.), Evidence-based treatments for trauma related disorders in children and adolescents. Springer. ISSN 978-3-319-46136-6. s. 465–482. doi: 10.1007/978-3-319-46138-0_22.
• Idsøe, Thormod & Keles, Serap (2016). Study protocol for a randomized controlled trial of a group cognitive-behavioral course for depressed adolescents. BMC Psychiatry. ISSN 1471-244X.
• Keles, Serap; Idsøe, Thormod; Friborg, Oddgeir; Sirin, Selcuk & Oppedal, Brit (2016). The Longitudinal Relation between Daily Hassles and Depressive Symptoms among Unaccompanied Refugees in Norway. Journal of Abnormal Child Psychology. ISSN 0091-0627. s. 1–15. doi: 10.1007/s10802-016-0251-8.
• Idsøe, Ella Maria Cosmovici & Idsøe, Thormod (2016). Mobbing i et traumeperspektiv. I Bru, Lars Edvin; Idsøe, Ella Maria Cosmovici & Øverland, Klara (Red.), Psykisk helse i skolen. Universitetsforlaget. ISSN 9788215026015. s. 109–124.
• Bru, Lars Edvin; Garvik, Margit; Øverland, Klara & Idsøe, Thormod (2016). Depresjon. I Bru, Lars Edvin; Idsøe, Ella Maria Cosmovici & Øverland, Klara (Red.), Psykisk helse i skolen. Universitetsforlaget. ISSN 9788215026015. s. 70–92. Vis sammendrag

  Depresjon eller vedvarende nedstemthet er et utbredt helseproblem blant norsk ungdom. Depresjon kan ha en sterk negativ innvirkning på personers evne til å fungere optimalt i skole, arbeids- og samfunnsliv. Skolen kan bidra til å redusere omfanget av depresjon og de konsekvensene depresjon kan ha. Skolen kan gjøre dette gjennom å bidra til å identifisere elever med symptomer og bidra til å opprette kontakt med aktuelle hjelpeinstanser. Skolen kan bidra til å redusere konsekvensene av depresjon ved å tilrettelegge læringsmiljøet i forhold til de behov deprimerte elever har. Dersom elever selvskader seg, er det viktig at skolen identifiserer dette tidlig, viser forståelse for problematikken og er aktiv på ansvarsgruppemøter. Psykiatrien leder behandlingen, men læreren er sammen med elevene i det daglige og skal ivareta eleven og de andre dersom selvskading har forekommet. Oppdager læreren at eleven har selvmordstanker, så er det viktig å snakke med eleven og ivareta denne, samt kontakte foreldre, helsesøster eller fastlege/BUP – slik at eleven kan ivaretas på best mulig måte. Skolen kan be om veiledning fra psykiatri/kommunepsykolog når barn/ungdom lider av selvskading, depresjon eller har selvmordstanker. I forhold til deprimerte eller nedstemte elever er det viktig at lærere arbeider aktivt for å opprettholde en god og tett kontakt og legge til rette for at eleven blir inkludert i det sosiale fellesskapet blant medelevene. Grubling og overdreven bekymring kan være en barriere for læring blant deprimerte elever. Å bearbeide bekymringer gjennom å skrive om dem kan bidra til å dempe grubling. Læreren kan i samarbeid med fagpersoner innen psykisk helse legge til rette for slike aktiviteter. Konsentrasjonsvansker og unngåelsesstrategier, som er vanlig blant deprimerte elever, kan motvirkes med konkrete kortsiktige mål for arbeidet, som inkorporeres i en formulert aktivitets- eller arbeidsplan, kombinert med tett oppfølging av eleven. Både konkrete arbeidsplaner og konstruktivt samarbeid med medelever er gode virkemidler for å bøte på manglende energi hos deprimerte eller nedstemte elever. Negative forventninger og underyting er en annen utfordring. Læreren kan motvirke dette med å støtte eleven og minne eleven på de ressurser han eller hun faktisk har. Positive forventninger og mestringsopplevelser er særlig viktig for deprimerte elever.

• Idsøe, Thormod; Dyregrov, Atle; Idsøe, Ella Maria Cosmovici & Nielsen, Morten Birkeland (2016). Bullying and PTSD symptoms in children and adolescents. I Martin, Colin R.; Preedy, Victor R. & Patel, Vinood B. (Red.), Comprehensive Guide to Post-Traumatic Stress Disorder. Springer. ISSN 978-3-319-08358-2. s. 1–12. doi: 10.1007/978-3-319-08613-2_101-1.
• Keles, Serap; Friborg, Oddgeir; Idsøe, Thormod; Sirin, Selcuk & Oppedal, Brit (2016). Depression among unaccompanied minor refugees: The relative contribution of general and acculturation-specific daily hassles. Ethnicity and Health. ISSN 1355-7858. 21(3), s. 300–317. doi: 10.1080/13557858.2015.1065310.
• Garvik, Margit; Idsøe, Thormod & Bru, Lars Edvin (2016). Motivation and Social Relations in School Following a CBT Course for Adolescents With Depressive Symptoms: An Effectiveness Study. Scandinavian Journal of Educational Research. ISSN 0031-3831. 60(2), s. 219–239. doi: 10.1080/00313831.2015.1017838.
• Dyregrov, Atle; Dyregrov, Kari; Endsjø, Mathilde Paulina & Idsøe, Thormod (2015). Teachers' perception of bereaved children's academic performance. Advances in School Mental Health Promotion. ISSN 1754-730X. 8(3), s. 187–198. doi: 10.1080/1754730X.2015.1051888.
• Veland, Jarmund; Bru, Lars Edvin & Idsøe, Thormod (2015). Perceived socio-economic status and social inclusion in school: parental monitoring and support as mediators. Emotional and Behavioural Difficulties. ISSN 1363-2752. 20(2), s. 173–188. doi: 10.1080/13632752.2014.931018.
• Nielsen, Morten Birkeland; Tangen, Tone; Idsøe, Thormod; Matthiesen, Stig Berge & Magerøy, Nils (2015). Post-traumatic stress disorder as a consequence of bullying at work and at school. A literature review and meta-analysis. Aggression and Violent Behavior. ISSN 1359-1789. 21, s. 17–24. doi: 10.1016/j.avb.2015.01.001. Vis sammendrag

  Bullying has been established as a prevalent traumatic stressor both in school and at workplaces. It has been claimed that the mental and physical health problems found among bullied persons resembles the symptomatology of Post Traumatic Stress Disorder (PTSD). Yet, it is still unclear whether bullying can be considered as a precursor to PTSD. Through a review and meta-analysis of the research literature on workplace- and school bullying, the aims of this study were to determine: 1) the magnitude of the association between bullying and symptoms of PTSD, and 2) whether the clinical diagnosis of PTSD applies to the consequences of bullying. Altogether 29 relevant studies were identified. All had cross-sectional research designs. At an average, 57% of victims reported symptoms of PTSD above thresholds for caseness. A correlation of .42 (95% CI: .36–.48; p < .001) was found between bullying and an overall symptom-score of PTSD. Correlations between bullying and specific PTSD-symptoms were in the same range. Equally strong associations were found among children and adults. Two out of the three identified clinical diagnosis studies suggested that bullying is associated with the PTSD-diagnosis. Due to a lack of longitudinal research and structural clinical interview studies, existing literature provides no absolute evidence for or against bullying as a causal precursor of PTSD.

• Oppedal, Brit & Idsøe, Thormod (2015). The role of social support in the acculturation and mental health of unaccompanied minor asylum seekers. Scandinavian Journal of Psychology. ISSN 0036-5564. 56(2), s. 203–211. doi: 10.1111/sjop.12194.
• Dyregrov, Kari; Endsjø, Mathilde Paulina; Idsøe, Thormod & Dyregrov, Atle (2015). Suggestions for the ideal follow-up for bereaved students as seen by school personnel. Emotional and Behavioural Difficulties. ISSN 1363-2752. 20(3), s. 289–301. doi: 10.1080/13632752.2014.955676.
• Noam, Gil G; Oppedal, Brit; Idsøe, Thormod & Panjwani, Naaila (2014). Mental Health Problems and School Outcomes Among Immigrant and Non-Immigrant Early Adolescents in Norway. School Mental Health. ISSN 1866-2625. 6(4), s. 279–293. doi: 10.1007/s12310-014-9129-5.
• Morken, Ingvild Margreta; Bru, Lars Edvin; Norekvål, Tone M.; Larsen, Alf Inge; Idsøe, Thormod & Karlsen, Bjørg (2014). Perceived support from healthcare professionals, shock anxiety and post-traumatic stress in implantable cardioverter defibrillator recipients. Journal of Clinical Nursing (JCN). ISSN 0962-1067. 23(3-4), s. 450–460. doi: 10.1111/jocn.12200.
• Garvik, Margit; Idsøe, Thormod & Bru, Lars Edvin (2014). Effectiveness study of a CBT-based adolescent coping with depression course. Emotional and Behavioural Difficulties. ISSN 1363-2752. 19(2), s. 195–209. doi: 10.1080/13632752.2013.840959.
• Garvik, Margit; Idsøe, Thormod & Bru, Lars Edvin (2014). Depression and School Engagement among Norwegian Upper Secondary Vocational School Students. Scandinavian Journal of Educational Research. ISSN 0031-3831. 58(5), s. 592–608. doi: 10.1080/00313831.2013.798835.
• Dyregrov, Atle; Dyregrov, Kari & Idsøe, Thormod (2013). Teachers’ perception of their role facing children in grief. Emotional and Behavioural Difficulties. ISSN 1363-2752. doi: 10.1080/13632752.2012.754165.
• Dyregrov, Atle; Dyregrov, Kari & Idsøe, Thormod (2013). Teachers' perceptions of their role facing children in grief. Emotional and Behavioural Difficulties. ISSN 1363-2752. 18(2), s. 125–134. doi: 10.1080/13632752.2012.754165.
• Oppedal, Brit & Idsøe, Thormod (2012). Conduct Problems and Depression among Unaccompanied Refugees: The Association with Pre-Migration Trauma and Acculturation. Anales de Psicología. ISSN 0212-9728. 28(3), s. 683–694. doi: 10.6018/analesps.28.3.155981.
• Idsøe, Thormod; Dyregrov, Atle & Idsøe, Ella Maria Cosmovici (2012). Bullying and PTSD symptoms. Journal of Abnormal Child Psychology. ISSN 0091-0627. 40(6), s. 901–911. doi: 10.1007/s10802-012-9620-0.
• Bru, Lene; Solholm, Roar & Idsøe, Thormod (2012). Participants' experiences of an early cognitive behavioral intervention for adolescents with symtoms of depression. Emotional and Behavioural Difficulties. ISSN 1363-2752. doi: 10.1080/13632752.2012.675138.
• Flack, Tove; Salmivalli, Christina & Idsøe, Thormod (2011). Peer relations as a source of stress? Assessing affiliation- and status-related stress among adolescents. European Journal of Developmental Psychology. ISSN 1740-5629. 8(4), s. 473–489. doi: 10.1080/17405629.2011.558312.
• Idsøe, Thormod & Idsøe, Ella Maria Cosmovici (2011). Hva kan pedagoger/skolepersonell gjøre med stress og andre konsekvenser som rammer barn og unge som mobbes? I Midthassel, Unni Vere; Bru, Lars Edvin; Ertesvåg, Sigrun K. & Roland, Erling Georg (Red.), Sosiale og emosjonelle vansker. Barnehagens og skolens møte med sårbare barn og unge. Universitetsforlaget. ISSN 978-82-15-01777-8. s. 98–112.
• Størksen, Svein Bjørn; Idsøe, Thormod & Roland, Erling Georg (2011). Schoolyard corner society: Relating membership to reactive and proactive aggressiveness. Emotional and Behavioural Difficulties. ISSN 1363-2752. 16(2), s. 145–158. doi: 10.1080/13632752.2011.569398.
• Rolfsnes Simonsen, Erika & Idsøe, Thormod (2011). School-Based Intervention Programs for PTSD Symptoms: A Review and Meta-Analysis. Journal of Traumatic Stress. ISSN 0894-9867. 24(2), s. 155–165. doi: 10.1002/jts.20622.
• Vaaland, Grete Sørensen; Idsøe, Thormod & Roland, Erling Georg (2011). Aggressiveness and Disobedience. Scandinavian Journal of Educational Research. ISSN 0031-3831. 55(1), s. 1–22. doi: 10.1080/00313831.2011.539850.
• Idsøe, Thormod; Idsøe, Ella Maria Cosmovici & Chirita, Roxana (2010). Psychosocial risk for antisocial behaviour: How can school psychologists and teachers identify and reduce risk factors? Bulletin of Integrative Psychiatry. ISSN 1453-7257. 16(1), s. 39–51.
• Veland, Jarmund; Midthassel, Unni Vere & Idsøe, Thormod (2009). Perceived Socio-Economic Status and Social Inclusion in School: Interactions of Disadvantages. Scandinavian Journal of Educational Research. ISSN 0031-3831. 53(6), s. 515–531. doi: 10.1080/00313830903301994. Vis sammendrag

  This paper is based on a study of 7,372 students in grades 5?10 (aged 11?16) in a representative sample of Norwegian compulsory schools. The aim of the study was to examine the relationship between students? reported socio-economic status (SES) and their perceived social inclusion (SI) in school in the whole sample. We also considered separately a sub-sample of students with additional social background disadvantages, i.e. children taken into public care and placed in a foster home or children?s home, those whose parents have alcohol- or drug related problems, or students who are refugees and belonging to ethnic minority groups. For the sample as a whole, results showed a weak but significant relationship between SES and SI. In the disadvantaged sample, this relationship is stronger. These results suggest that additional social background disadvantages intensify the effects of SES on perceived social inclusion in school.

• Idsøe, Ella Maria Cosmovici; Idsøe, Thormod; Bru, Edvin & Munthe, Elaine (2009). Perceptions of Learning Environment and On-Task Orientation Among Students Reporting Different Achievement Levels: A Study Conducted Among Norwegian Secondary School Students. Scandinavian Journal of Educational Research. ISSN 0031-3831. 53(4), s. 379–396. doi: 10.1080/00313830903043174. Vis sammendrag

  The aim of this study was to explore students' perceptions of their learning environment and on-task orientation across different achievement levels. Data were gathered in two independent cross-sectional studies of Norwegian students in grades 8, 9, and 10 (n = 3453 in 2001 and n = 2987 in 2004). Students within the middle achievement levels reported more positive perceptions of learning environments than the high and low achievers. The amount of variance in on-task orientation that was accounted for by the learning environment was higher for low achievers than for the rest of the students. Furthermore, students in the 2004 sample gave a more positive report of their learning environment and their on-task orientation than students in 2001. Finally, we found that the improvement in the perceptions of learning environment was stronger for those students who reported low and high achievement than for the rest of the students.

• Idsøe, Thormod; Solli, Elin & Idsøe, Ella Maria Cosmovici (2008). Social psychological processes in family and school: More evidence on their relative etiological significance for bullying behavior. Aggressive Behavior. ISSN 0096-140X. 34(5), s. 460–474. doi: 10.1002/ab.20259. Vis sammendrag

  This study looked at students' perceptions of the three socialization processes of connection, regulation, and autonomy with their parents and teachers, and the relation of these issues to bullying peers. Self-reported data were collected from a representative sample of Norwegian eighth graders (N = 2,083, 1,010 boys, and 1,073 girls). Findings partially confirm our hypotheses that we generated from earlier research into general antisocial behavior. For both genders, parent regulation and teacher regulation had a direct impact on bullying behavior. Parent connection and teacher connection also had an impact on bullying behavior, but these effects were indirect and were mediated by regulation and autonomy from parents and teachers. Some of the socialization processes had different impacts on bullying behavior for boys and girls. Parent autonomy and teacher autonomy had impact (although weak) on bullying behavior for boys only. In general, the variables related to the parents were of more importance for bullying behavior than the variables related to the teachers.

• Stornes, Tor; Bru, Edvin & Idsøe, Thormod (2008). Classroom social structure and motivational climates on the influence of teachers' involvement, teachers' autonomy support and regulation in relation to motivational climates in school classrooms. Scandinavian Journal of Educational Research. ISSN 0031-3831. 52(3), s. 315–329. doi: 10.1080/00313830802025124.

Se alle arbeider i Cristin

• Idsøe, Ella Maria C. & Idsøe, Thormod (2012). Emosjonelle vansker: Hva kan voksne i skolen gjøre for elever med emosjonelle vansker forårsaket av negative livshendelser? Universitetet i Stavanger. ISBN 978-82-7578-053-7. 42 s.

Se alle arbeider i Cristin

• Nordahl, Marie Aurora; Idsøe, Thormod; Vaillancourt, Tracy; Wang, Mari Vaage & Brandlistuen, Ragnhild Eek (2023). Bullying victimization and internalizing and externalizing problems: The impact of teacher-child relations in the context of early childhood education and care.
• Keles, Serap; Idsøe, Thormod & Jonassen, Kjell Reidar (2023). A group cognitive-behavioral program for adolescents moderates the effects of negative life events on depressive symptoms.
• Idsøe, Thormod; Øverland, Klara & Terje, Ogden (2020). Mestringskurs for ungdom (DU) gir en effekt i samsvar med Internasjonale tiltak som bygger på kognitiv terapi. Lavterskeltilbud for ungdom med depressive symptomer, er derfor nå tilgjengelig. [Internett]. Best Practice.
• Idsøe, Thormod; Ogden, Terje; Keles, Serap & Bringedal, Görel (2019). Rekrutteringsutfordringer i lavterskeltilbudet "Depresjonsmestring for ungdom - DU".
• Idsøe, Thormod; Keles, Serap; Bringedal, Görel & Ogden, Terje (2018). Utenfor rekkevide (Out of reach: Why do not youth seek help?). Tidsskrift for Norsk Psykologforening. ISSN 0332-6470.
• ten Braak, Dieuwer; Størksen, Ingunn & Idsøe, Thormod (2017). Examining developmental pathways between self-regulation and academic skills in Norway.
• Garvik, Margit; Idsøe, Thormod & Bru, Lars Edvin (2014). Academic motivation and social functioning following a group based CBT course for adolescents with depressive symptoms.
• Idsøe, Thormod; Garvik, Margit & Bru, Lars Edvin (2014). Effectiveness Study of a CBT based Adolescent Coping with Depression Course to Prevent Dropout in Upper Secondary School.
• Idsøe, Thormod; Wergeland, Gro Janne; Håland, Åshild Tellefsen & Raknes, Solfrid (2014). New Group Interventions for Adolescents.
• Garvik, Margit; Idsøe, Thormod & Bru, Lars Edvin (2014). Motivation and social relations in school following a CBT course for adoelscents with depressive symptoms: An effectiveness study.
• Idsøe, Thormod; Idsøe, Ella Maria C.; Dyregrov, Atle; Jonassen, Kjell Reidar & Salmivalli, Christina (2014). Do some children that report PTSD symptoms have a bullying history?
• Keles, Serap; Idsøe, Thormod; Friborg, Oddgeir; Sirin, Selcuk & Oppedal, Brit (2014). The longitudinal relation between acculturation hassles and depression among unaccompanied refugees in Norway.
• Hatløy, Kristin; Joa, Inge; Idsøe, Ella Maria C.; Idsøe, Thormod; Johannessen, Jan Olav & Langeveld, Johannes H. (2013). High school students’ mental health literacy and attitudes to treatment; possible effects of an Norwegian early detection campaign and a psychoeducative curriculum.
• Idsøe, Thormod; Idsøe, Ella Maria C.; Bru, Lars Edvin & Jonassen, Kjell Reidar (2013). Feeling Included/Excluded/Bullied in School: Associations with Positive and Negative Affect.
• Idsøe, Thormod & Manka, Stian (2013). En av tre får posttraumatiske stresslidelser. [Avis]. Trønderavisa.
• Idsøe, Thormod & Idsøe, Ella Maria C. (2013). Relations can traumatize, Relations can heal. How can educators promote healing relationships to help children exposed to family violence and/or bullying.
• Idsøe, Ella Maria C. & Idsøe, Thormod (2013). Creating positive climates to support the individual. How can educators promote healing relationships to help children exposed to family violence or bullying.
• Idsøe, Thormod & Roland, Erling Georg (2013). Når barn blir fritt vilt. [Avis]. Tidsskrift for Norsk Psykologforening.
• Midthassel, Unni Vere; Roland, Erling Georg; Vaaland, Grete Sørensen; Roland, Pål; Flack, Tove & Idsøe, Thormod (2013). Mobbebegrepet er viktig. Stavanger Aftenblad. ISSN 0804-8991.
• Idsøe, Thormod; Idsøe, Ella Maria C. & Jonassen, Kjell Reidar (2012). Associations between Being Bullied, Conduct Problems, Mental Health and PTSD Symptoms.
• Tangen, Tone; Nielsen, Morten Birkeland; Mathiesen, S.B.; Idsøe, Thormod & Magerøy, Nils (2012). Is bullying a stressor satisfying the A1 criterion for PTSD?
• Garvik, Margit; Idsøe, Thormod & Bru, Lars Edvin (2012). Effectiveness Study of a CBT based Adolescent Coping with Depression Course.
• Idsøe, Thormod; Jonassen, Kjell Reidar & Idsøe, Ella Maria Cosmovici (2012). Conduct Problems, Psychological Distress, and PTSD Symptoms Among Victims of Bullying.
• Idsøe, Thormod (2012). PTSD in children from bullying. [Internett]. Parenting 101 Sucess.
• Idsøe, Thormod (2012). Being bullied can cause PTSD in children. [Internett]. ACE Connection.
• Idsøe, Thormod (2012). Being bullied can cause trauma symptoms.
• Idsøe, Thormod (2012). Being bullied can cause PTSD in children, study finds. [Internett]. Medical Express.
• Idsøe, Thormod & Idsøe, Ella Maria C. (2012). Tiltak og tilpasning for mobbeofre.
• Idsøe, Thormod (2012). Mobbeofre kan utvikle posttraumatisk stresslidelse. [Internett]. NTB. Vis sammendrag

  Forskning.no 3.11.12 Saf.no/uis.no 5.11.12 Telemarksavisa 7.11.12 Desk.no 3.11.12 30-40 lokalaviser 3.11.12 Seksuell helse og trakassering Barn og unges oppvekst- og læringsmiljø: http://seksuelltrakassering.no/sammenhenger-mellom-mobbing-og-utvikling-av-psykiske-vansker/

• Idsøe, Thormod (2012). Mobbeofre kan utvikle posttraumatisk stresslidelse. [Avis]. Aftenposten.
• Idsøe, Thormod (2012). Mobbing gir traumesymptomer. [Avis]. Univers.
• Idsøe, Thormod (2012). Mobbing gir traumesymptomer. [Avis]. Stavanger Aftenblad.
• Idsøe, Thormod (2012). Emosjonelle vansker.
• Idsøe, Thormod (2012). Mobbing.
• Oppedal, Brit & Idsøe, Thormod (2011). Attachment and Psychosocial Adaptation in Unaccompanied Minor Asylum-seekers: The role of formal and informal networks.
• Oppedal, Brit & Idsøe, Thormod (2011). Gender differences in network reconstruction, acculturation and mental health among resettled unaccompanied minor asylumseekers.
• Idsøe, Thormod (2011). School Bullying, PTSD Symptoms and Teacher Support: A Mediation Model.
• Oppedal, Brit; Noam, Gil & Idsøe, Thormod (2011). Post Traumatic Stress and Attachment Insecurity in Long Term Adaptation of Unaccompanied Minor Asylumseekers.
• Idsøe, Thormod; Oppedal, Brit & Dyregrov, Atle (2011). Cross-Cultural Measurement Invariance of the Children's Impact of Event Scale (Cries-8) Measuring Symptoms of Traumatic Stress.
• Idsøe, Thormod; Idsøe, Ella Maria Cosmovici & Jonassen, Kjell Reidar (2011). Teacher and Parent Monitoring: Associations With Bullying Exposure and PTSD Symptoms.
• Fandrem, Hildegunn; Idsøe, Thormod & Oppedal, Brit (2011). Reactive and proactive Aggressiveness Among Immigrant and native Preadolescents: The relation to Emotional and Conduct problems.
• Idsøe, Thormod (2010). Mobbeoffer. Vis sammendrag

  Konsekvenser av å være utsatt for mobbing - implikasjoner for pedagogisk praksis

• Idsøe, Thormod (2010). Vold og traume. Vis sammendrag

  Konsekvenser av relasjonstraumer som familievold og mobbing, nevrobiologiske korrelater, kognitive forståelsesmodeller, og implikasjoner for pedagogisk praksis

• Dyregrov, Atle & Idsøe, Thormod (2010). Hjelp til barn som er mobbet. VG : Verdens gang. ISSN 0805-5203.
• Kwak, Kyunghwa; Oppedal, Brit & Idsøe, Thormod (2010). Sociocultural Understandings of Parenting in the Norwegian Context.
• Idsøe, Thormod; Dyregrov, Atle & Cosmovici, Elena Maria (2010). School Bullying and PTSD Symptoms in a National Representative Sample.
• Idsøe, Thormod; Jonassen, Kjell Reidar & Cosmovici, Elena Maria (2010). Teacher Support Diminishes Bullying-related PTSD-Symptoms?
• Idsøe, Thormod (2009). "Hva med de som blir mobbet? Mobbin i et moderne traumeperspektiv".
• Idsøe, Thormod (2009). "Hva med de som blir mobbet? Mobbin i et moderne traumeperspektiv".
• Breivik, Kyrre; Bru, Lars Edvin; Hancock, Charlotte; Idsøe, Ella Maria Cosmovici; Idsøe, Thormod & Solberg, Mona Elin (2017). Å bli utsatt for mobbing. En kunnskapsoppsummering om konsekvenser og tiltak. Læringsmiljøsenteret. ISSN 978-82-7578-056-8.

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