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dc.contributor.authorPedersen, Marit Løtveit
dc.contributor.authorHolen, Solveig
dc.contributor.authorSund, Anne Mari
dc.contributor.authorAdolfsen, Frode
dc.contributor.authorLøvaas, Mona Elisabeth S
dc.contributor.authorMartinsen, Kristin
dc.contributor.authorNeumer, Simon-Peter
dc.contributor.authorPatras, Joshua
dc.contributor.authorRasmussen, Lene-Mari Potulski
dc.contributor.authorLydersen, Stian
dc.date.accessioned2022-08-05T09:10:09Z
dc.date.available2022-08-05T09:10:09Z
dc.date.issued2022-03-13
dc.description.abstractInternalizing problems may be associated with poor academic performance and school absenteeism among youth. This study investigated the impact of the EMOTION: “Coping Kids” Managing Anxiety and Depression Program on academic achievement and school adaptation in children. Data were collected in a national cluster-randomized controlled trial at three time points in Norway. Children (N = 688, 8–12 years), who had elevated levels of anxiety or depressive symptoms from 36 schools participated. There were no significant differences between the intervention and control groups post-intervention or at 12-month follow-up regarding academic achievement and school adaptation. Likewise, no significant intervention effects were identified for school-related variables in the anxiety-only, depression-only, or combined (anxiety and depression) groups. The intervention did not have an impact on school functioning. Thus, focusing on school-related challenges and enhanced collaboration with teachers, possibly through a tailored version of the EMOTION program, could be an interesting adaptation of the intervention.en_US
dc.identifier.citationPedersen, Holen, Sund, Adolfsen, Løvaas, Martinsen, Neumer, Patras, Rasmussen, Lydersen. Targeting Internalizing Symptoms in Children: What is the Impact on School Functioning?. Scandinavian Journal of Educational Research. 2022en_US
dc.identifier.cristinIDFRIDAID 2021263
dc.identifier.doi10.1080/00313831.2022.2042849
dc.identifier.issn0031-3831
dc.identifier.issn1470-1170
dc.identifier.urihttps://hdl.handle.net/10037/25976
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.journalScandinavian Journal of Educational Research
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2022 The Author(s)en_US
dc.titleTargeting Internalizing Symptoms in Children: What is the Impact on School Functioning?en_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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