Avsluttet prosjekt
Tidlig Trygg i Trondheim
Tidlig Trygg i Trondheim
Tidlig trygg i Trondheim (TTiT) er et forskningsprosjekt som identifiserer risiko- og beskyttelsesfaktorer for utvikling av psykisk helse hos barn i et representativt utvalg av 1000 fireåringer. Disse blir undersøkt på nytt annethvert år.
Publikasjoner
tilknyttet dette
prosjektet
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Cohort profile: The Trondheim Early Secure Study (TESS) – A study of mental health, psychosocial development and health behaviour from preschool to adolescence
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Predictors og Physical Activity in Middle Childhood. A Fixed-Effects Regression Approach
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Symptoms of Internet Gaming Disorder in Youth: Predictors and Comorbidity
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Predictors of eating behavior in middle childhood: A hybrid fixed effects model
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Body Size Estimation from Early to Middle Childhood: Stability of Underestimation, BMI, and Gender Effects
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Emotional Feeding and Emotional Eating: Reciprocal Processes and the Influence of Negative Affectivity
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Selection for special education services: the role of gender and socio-economic status
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Screening for Persistent Psychiatric Disorders in Young Children: A Prospective Community Study
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Change in parenting, change in student–teacher relationships, and oxytocin receptor gene (OXTR): Testing a gene-×-environment (G×E) hypothesis in two samples
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Explaining the relationship between temperament and symptoms of psychiatric disorders from preschool to middle childhood: hybrid fixed and random effects models of Norwegian and Spanish children
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Child and parent predictors of picky eating from preschool to school age
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Homotypic and Heterotypic Continuity of Symptoms of Psychiatric Disorders from age 4-10 Years
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Body composition impacts appetite regulation in middle childhood. A prospective study of Norwegian community children
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Screening for pickiness – a validation study
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Physical Activity, Sedentary Behavior, and Symptoms of Major Depression in Middle Childhood
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Catechol-O-methyltransferase Val158Met genotype moderates the effect of disorganized attachment on social development in young children
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Predictors of change in depressive symptoms from preschool to first grade
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Polygenic Risk, Appetite Traits, and Weight Gain in Middle Childhood : A longitudinal study
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Predictors of Change in BMI From the Age of 4 to 8
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Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior. A three-wave longitudinal study from preschool to third grade
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Peer Rejection and Attention Deficit Hyperactivity Disorder Symptoms: Reciprocal Relations Through Ages 4, 6, and 8
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Child exposure to serious life events, COMT, and aggression: Testing differential susceptibility theory
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Secure attachment promotes the development of effortful control in boys
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Stability of Sleep Disorders From Preschool to First Grade and Their Bidirectional Relationship with Psychiatric Symptoms
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Preschool-Age Problem Behavior and Teacher–Child Conflict in School: Direct and Moderation Effects by Preschool Organization
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What enhances the development of emotion understanding in young children? A longitudinal study of interpersonal predictors
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Social Exclusion Predicts Impaired Self-Regulation: A 2-Year Longitudinal Panel Study Including the Transition from Preschool to School
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Sleep Disorders in Preschoolers: Prevalence and Comorbidity with Psychiatric Symptoms
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Detecting Psychiatric Disorders in Preschoolers: Screening With the Strengths and Difficulties Questionnaire
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What do parents know about their children's comprehension of emotions? Accuracy of parental estimates in a community sample of pre-schoolers
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The mental health of preschoolers in a Norwegian population-based study when their parents have symptoms of borderline, antisocial, and narcissistic personality disorders: at the mercy of unpredictability
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Do Time in Child Care and Peer Group Exposure Predict Poor Socioemotional Adjustment in Norway?
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Smoking during pregnancy and psychiatric disorders in preschoolers
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Prevalence of psychiatric disorders in preschoolers
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Preschoolers’ Psychosocial Problems: In the Eyes of the Beholder? Adding Teacher Characteristics as Determinants of Discrepant Parent–Teacher Reports
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The Tree Dimensions of the Student-Teacher Relationship Scale CFA Validation in a Preschool Sample