Objective: Adolescence is a period of crucial neuropsychological development. Executive control functions (ECF) develop during adolescence and are constructs involving the planning, initiation, and regula¬tion of goal-directed behaviour. ECFs include impulse control critical for behavioural regulation. Training approaches for improving inhibitory control (IC) and impulsivity in young people (YP) are in their infancy, although some positive effects have been found in adults. This research aimed to test the hypothesis that IC intervention would improve IC and impulsivity (direct, near and far-transfer effects) and improve behavioural-control (mid and far-transfer effects) in YP. Methods: Six healthy YP, aged 11-16 years, attending mainstream education, participated in this single-case, multiple-baseline experimental design. The participants completed assessments at three phase-change points and completed continuous measures of their own impulsivity and behaviour goals. Each participant completed a baseline and intervention phase of differing randomised lengths within the 20 day study. The data were analysed visually using non-parametric tests of difference, randomisations tests and indices of reliable change. Results: IC and impulsivity were not observed to improve with intervention based on direct and far-transfer effects and limited improvement was observed based on near-transfer effects. Overall, behavioural control was not observed to improve with intervention based on near and far-training effects, but limited improvements were observed for some individual participants. Conclusion: The intervention was not observed to be effective in reducing IC or improving behavioural control overall, with very limited effects found in individual cases, which are discussed in directions for future research.

Studien tar utgangspunkt i et metodeutviklingsprosjekt ved et barnevernkontor i Oslo, kalt ”DuKanJo” – et forsøk på å anvende eksternaliserende samtaler som en form for empowermentstrategi allerede i undersøkelsesfasen i en barnevernsak. I alt fire familier ble invitert til å delta i såkalte ettersamtaler – en form for evaluering av et empowermentprosjekt – samtaler som også utgjorde de primære forskningsdata i studien. Studien bruker en narrativ tilnærming både som forskningsmetode og som metodisk tilnærming i ettersamtalene og kan derfor betraktes som både en evaluering av en empowermentsrategi og som et forskningsprosjekt. Hensikten med studien er å belyse om hvorvidt en narrativ metodikk i undersøkelsessaker kan bidra til å flytte fokuset i barnevernssaker fra problemorientering til ressursorientering. Studien søker også å svare på om det er mulig for barnevernet - med et så klart definert kontrollmandat -, å gjøre bruk av en ressursorientert tilnærming for å fremme familienes salutogene krefter og mestringsstrategier. Studien bekrefter at en slik tilnærming er mulig, men at det fortsatt finnes faglige og etiske dilemmaer knyttet til en slik tilnærming. / The study is a result of, and an ambition of, using a narrative approach as an empowerment strategy at a child protection office in Oslo. Externalising conversations is the main method in the strategy, in order to implement this kind of narrative orientation, at an early stage in the co-operation between the family and the social workers. Four families were invited to an interview, which also was designed as an evaluation dialog of the empowerment process, which they have been attending to during the project. The data from the interviews was then examined by a narrative research method. The main purpose of the study is to confirm that a salutogenic approach is a useful orientation for social workers in their attempt to invite families into a more formal partnership at an early stage in the investigation process. The study confirms the advantages of the orientation, but also that there still is some methodological and ethical dilemmas related to this orientation. / <p>ISBN 91-7997-142-3</p>

Studien tar utgangspunkt i et metodeutviklingsprosjekt ved et barnevernkontor i Oslo, kalt ”DuKanJo” – et forsøk på å anvende eksternaliserende samtaler som en form for empowermentstrategi allerede i undersøkelsesfasen i en barnevernsak. I alt fire familier ble invitert til å delta i såkalte ettersamtaler – en form for evaluering av et empowermentprosjekt – samtaler som også utgjorde de primære forskningsdata i studien. Studien bruker en narrativ tilnærming både som forskningsmetode og som metodisk tilnærming i ettersamtalene og kan derfor betraktes som både en evaluering av en empowermentsrategi og som et forskningsprosjekt. Hensikten med studien er å belyse om hvorvidt en narrativ metodikk i undersøkelsessaker kan bidra til å flytte fokuset i barnevernssaker fra problemorientering til ressursorientering. Studien søker også å svare på om det er mulig for barnevernet - med et så klart definert kontrollmandat -, å gjøre bruk av en ressursorientert tilnærming for å fremme familienes salutogene krefter og mestringsstrategier. Studien bekrefter at en slik tilnærming er mulig, men at det fortsatt finnes faglige og etiske dilemmaer knyttet til en slik tilnærming. / The study is a result of, and an ambition of, using a narrative approach as an empowerment strategy at a child protection office in Oslo. Externalising conversations is the main method in the strategy, in order to implement this kind of narrative orientation, at an early stage in the co-operation between the family and the social workers. Four families were invited to an interview, which also was designed as an evaluation dialog of the empowerment process, which they have been attending to during the project. The data from the interviews was then examined by a narrative research method. The main purpose of the study is to confirm that a salutogenic approach is a useful orientation for social workers in their attempt to invite families into a more formal partnership at an early stage in the investigation process. The study confirms the advantages of the orientation, but also that there still is some methodological and ethical dilemmas related to this orientation. / <p>ISBN 91-7997-142-3</p>

In this scientific essay I examine three situations in which the common difficulty is how I, as an educator, should respond to a child with challenging behavior. The purpose of this essay is to investigate how different approaches affect children with externalising behavior. My scientific questions relate to the thoughts about working methods, relationships and knowledge that I was challenged with during the time I worked with the child in my portrayals. Additionally, how similar situations, that may occur in the future, should be handled in a professional way in my future role as a preschool teacher. For this essay, I have used theories and working methods in low arousal approaches by Andrew McDonnell and David Edfelt's, as well as Jonas Aspelin and Annelie Frelin´s description of relationship skills and the process of creating a relationship. I have also focused on Ross W. Greene and J. Stuart Ablon's theories regarding the collaborative method CPS. Through these theories, I have been able to look at my actions from a critical perspective as I discuss how my approach in relation to my knowledge has affected children with externalised behaviors and what consequences my actions have resulted in. Furthermore, through writing this essay, I have gained an increased understanding on what triggers children into a disruptive behavior and how in my future work, with the use of these methods and approaches, I can prevent and curb the effects of aggressive character. / I denna vetenskapliga essä utgår jag ifrån tre situationer där det gemensamma dilemmat är, hur jag som pedagog ska kunna bemöta ett barn med utmanande beteenden. Syftet med essän är att undersöka hur olika förhållningssätt påverkar barn med utagerande beteenden. Mina vetenskapliga frågeställningar berör de funderingar kring arbetssätt, relationer och kunskap jag utmanades i under den tid jag arbetade med barnet i mina gestaltningar. Men även hur jag på ett professionellt sätt ska kunna hantera liknande situationer i min blivande roll som förskollärare. De teorier och metoder jag använder för att reflektera kring mina frågeställningar är Andrew McDonnell och David Edfelts teorier och arbetssätt i lågaffektivt bemötande, Jonas Aspelin och Annelie Frelins beskrivning av relationskompetens och relationsskapande samt Ross W. Greene och J. Stuart Ablons teorier om samarbetsmetoden CPS. Genom dessa teorier har jag kunnat se på mitt handlande ur ett kritiskt perspektiv då jag diskuterar hur mitt förhållningssätt i relation till min kunskap påverkar barn med utagerande beteenden och vilka konsekvenser mitt agerande medfört. Vidare har jag genom detta essäskrivande fått en ökad förståelse för vad det är som gör att barn hamnar i problemskapande beteenden, och hur jag i mitt framtida arbete med metoder och förhållningssätt kan förebygga och stävja affekter av aggressiv karaktär.