Faculty Profile

Elisabet Solheim Buøen

Adjunct Associate Professor - Department of Communication and Culture


Solheim, Elisabet; Wichstrøm, Lars, Belsky, Jay & Berg-Nielsen, Turid Suzanne (2013)

Do Time in Child Care and Peer Group Exposure Predict Poor Socioemotional Adjustment in Norway?

Child Development, 84(5), s. 1701- 1715. Doi: 10.1111/cdev.12071 - Full text in research archive

Extensive exposure to nonparental child care during the first 4.5 years of life has been demonstrated in some American studies to negatively affect children's socioemotional functioning. Data from 935 preschool children who averaged 54.9 (SD = 3.0) months of age, from Trondheim, Norway were used to examine whether such negative effects, would emerge in Norway, a country with a different child-care system. The children's externalizing problems and social competence were unrelated to their child-care experience. More time spent in child care during the first 4.5 years of life and experiencing peer groups of < 16 or > 18 children predicted greater caregiver–child conflict. The effect sizes were small. The results are discussed in terms of cross-national child-care differences.

Lekhal, Ratib; Drugli, May Britt, Berg-Nielsen, Turid Suzanne & Buøen, Elisabet Solheim (2020)

A Model of Intervention and Implementation of Quality Building and Quality Control in Childcare Centers to Strengthen the Mental Health and Development of 1-3–Year Olds: Protocol for a Randomized Controlled Trial of Thrive by Three

JMIR Research Protocols, 9(10) Doi: doi:10.2196/17726

Background: Universal, high-quality childcare offers a unique opportunity to prevent developmental trajectories leading to mental health problems. Yet, growing evidence has shown that the process quality of Norwegian childcare centers varies considerably, and that research-based models for quality building are significantly lacking. Objective: To examine whether a model for quality building in childcare centers, Thrive by Three, increases the quality of child–caregiver interactions, and promotes child development, well-being, and mental health. Methods: The Thrive by Three study is a clustered randomized controlled trial involving 187 toddler groups in childcare centers across 7 municipalities within southern and central Norway. Each center is randomly allocated to the intervention or wait-list control group. Data are collected at 4 points: preintervention (T1), midway (T2), postintervention (T3), and 1-year postintervention (T4). Primary outcomes are changes in childcare quality measured by the Classroom Assessment Scoring System toddler version (CLASS), Student–Teacher Relationship Scale, Short Form (STRS-SF), and Life in Early Childhood Programs (LECP), as well as child development and mental health measured by The Brief Infant Toddler Social and Emotional Assessment (BITSEA, parent and teacher report), the Caregiver–Teacher Report Form (C-TRF), and Child Behavior Checklist (parent report) from the Achenbach System of Empirically Based Assessment (ASEBA) from 1.5 to 5 years, and child well-being measured by the Leiden Inventory for Child’s Well-Being in Day Care (LICW-D). Secondary outcomes are child cortisol levels, assessed in a subsample of 372 children. Results: As of August 2020, a total of 1531 children and 769 staff from 187 toddler groups were recruited. Because of turnover, the recruitment of staff will be ongoing until August 2020. As of January 2020, the intervention group has been working with Thrive by Three for 1.5 years. Data at T1, T2, and T3 from both the intervention and control groups have been completed and T4 will be completed in August 2020. Conclusions: This study makes an important contribution to the field of quality building in childcare centers. The results will provide greater insight into how high quality can be obtained and the effects of high-quality early childcare on child mental health. This in turn will be significant for policymakers and to the Norwegian society at large.

Drugli, May Britt; Lekhal, Ratib & Buøen, Elisabet Solheim (2020)

Tilvenning og foreldresamarbeid: de yngste i barnehagen

Cappelen Damm Akademisk.

Denne boken omhandler den viktige overgangen fra hjem til barnehage og inngår i serien «De yngste i barnehagen – fra forskning til praksis». Boken har som målsetting å bidra til at de yngste barna får en «sømløs» tilvenning til barnehagen. Det krever et godt samarbeid mellom foreldre og ansatte, og gode rutiner som passer for små barn. Små barn har grunnleggende behov for trygghet, tilhørighet og forutsigbarhet, samtidig som de er nysgjerrige og lekende utforskere. En god tilvenning til barnehagen ivaretar alle disse aspektene. Boken består av fire deler. I del en viser forfatterne til den nye rammeplanen, samt presenterer bokens teoretiske utgangspunkt som er systemteori, nyere teori om barns utvikling og tilknytningsteori. Del to omhandler foreldresamarbeid, da dette er helt sentralt for en god overgang fra hjem til barnehage. I del tre beskrives forskning som foreligger på tilvenning og i del fire beskrives en rekke praktiske tips til god praksis, samt refleksjonsoppgaver som kan benyttes i arbeidet med å evaluere og utvikle egne tilvenningsrutiner. Bokens målgruppe er først og fremst ansatte i barnehagene og studenter på barnehagelærerutdanningen, samt alle andre som er opptatt av gode barnehager for de yngste barnehagebarna

Lyons-Ruth, K; Nahum, Jeremy, Solheim, Elisabet & Vulliez-Coady, Lauriane (2018)

Role-confusion in parent-child relationships.

Leo, Guiseppe (red.). Infant research and Psychoanalysis

Drugli, May Britt; Solheim, Elisabet, Lydersen, Stian, Moe, Vibeke, Smith, Lars & Berg-Nielsen, Turid Suzanne (2017)

Elevated cortisol levels in Norwegian toddlers in childcare

Early Child Development and Care, 188(12), s. 1682- 1693. Doi: 10.1080/03004430.2016.1278368 - Full text in research archive

Solheim, Elisabet; Berg-Nielsen, Turid Suzanne & Wichstrøm, Lars (2012)

The three dimensions of the Student-Teacher Relationship Scale: CFA validation in a preschool sample

Journal of Psychoeducational Assessment, 30(3), s. 250- 263. Doi: 10.1177/0734282911423356

The validity of the Student–Teacher Relationship Scale (STRS) was examined in a preschool community sample (N = 925) using confirmatory factor analysis (CFA). Factorial invariance across genders was also investigated as was concurrent and discriminant validity. Indicators of validity were teacher-rated social competence, problem behavior, and mental health, as well as the children’s score on the Peabody Picture Vocabulary Test. Results showed that the original three-dimensional model of the STRS was not satisfactorily confirmed. However, a slightly modified 25 items, 3-factor version of the STRS showed an acceptable fit. Model fit was acceptable for both boys and girls. The modified three-factor model evidenced good concurrent validity. The discriminant validity of the dependency versus the conflict subscale was somewhat unsatisfactory, mainly due to imperfections in the dependency subscale.

Wichstrøm, Lars; Berg-Nielsen, Turid Suzanne, Angold, Adrian, Egger, Helen L., Solheim, Elisabet & Sveen, Trude Hamre (2012)

Prevalence of psychiatric disorders in preschoolers

Journal of Child Psychology and Psychiatry, 53(6), s. 695- 705. Doi: 10.1111/j.1469-7610.2011.02514.x - Full text in research archive

Background:  Many disorders in childhood and adolescence were already present in the preschool years. However, there is little empirical research on the prevalence of psychiatric disorders in young children. A true community study using structured diagnostic tools has yet to be published. Methods:  All children born in 2003 or 2004 in the city of Trondheim, Norway, who attended the regular community health check-up for 4-year-olds (97.2% of eligible children) whose parents consented to take part in the study (N = 2,475, 82.0%) were screened for behavioral and emotional problems with the Strengths and Difficulties Questionnaire (SDQ). A screen-stratified subsample of 1,250 children took part in a furthermore comprehensive study including a structured diagnostic interview (the Preschool Age Psychiatric Assessment, PAPA), which 995 parents (79.6%) completed. Results:  The estimated population rate for any psychiatric disorder (excluding encopresis – 6.4%) was 7.1%. The most common disorders were attention deficit hyperactivity disorder (1.9%), oppositional defiant disorder (1.8%), conduct disorder (0.7%), anxiety disorders (1.5%), and depressive disorders (2.0%). Comorbidity among disorders was common. More emotional and behavioral disorders were seen in children whose parents did not live together and in those of low socioeconomic status. Boys more often had attention-deficit/hyperactivity disorder (ADHD) and depressive disorders than girls. Conclusions:  The prevalence of disorders among preschoolers was lower than in previous studies from the USA. Comorbidity was frequent and there was a male preponderance in ADHD and depression at this early age. These results underscore the fact that the most common disorders of childhood can already be diagnosed in preschoolers. However, rates of disorder in Norway may be lower than in the USA.

Berg-Nielsen, Turid Suzanne; Solheim, Elisabet, Belsky, Jay & Wichstrøm, Lars (2012)

Preschoolers' psychosocial problems: In the eyes of the beholder? Adding teacher characteristics as determinants of discrepant parent-teacher reports

Child Psychiatry and Human Development, 43(3), s. 393- 413. Doi: 10.1007/s10578-011-0271-0

In this study, we explored informant characteristics as determinants of parent–teacher disagreement on preschoolers’ psychosocial problems. Teacher characteristics were included in the analyses, in addition to child and parent factors. Psychosocial problems of 732 4-year olds from a Norwegian community sample were assessed by parents and teachers (CBCL-TRF). Furthermore, teachers reported on their education, experience and relationship to the child. Parental stress and psychopathology were also measured. Teachers rated children considerably lower than their parents did, especially on internalizing problems. When teachers rated more child problems, this was strongly associated with conflict in the teacher–child relationship, which predicted disagreement more than other factors. The highest agreement was on boys’ externalizing problems. Girls’ behavior was rated much lower by teachers than boys’ behavior compared to parents’ ratings. Possible teacher perception biases are discussed, such as teacher–child conflict, non-identification of internalizing problems, and same-gender child preference.

Solheim, Elisabet (2010)

Utviklingssstøttende samspill i barnehagen - fokus på de minste barna

Kvello, Øyvind (red.). Barnas Barnehage 2 - Barn i utvikling

Solheim, Elisabet (2019)

Forsker på hvordan barnehagekvaliteten kan bli bedre for de aller yngste

Barnehage.no [Fagblad]

Camilla, Bjørheim & Solheim, Elisabet (2019)

- Du er veldig god til å være forsiktig med kniven, Victoria!

Stavanger aftenblad [Avis]

Bjørheim, Camilla & Solheim, Elisabet (2017)

Sandnesbarnehagene med på forskning

Stavanger Aftenblad [Avis]

Solheim, Elisabet (2015)

Oppdragelse: 5 verdier du må lære barna før de fyller fem år

foreldre.no [Internett]

Solheim, Elisabet (2015)

Ettåringens utvikling: Det er nå barnet skal lære alt det viktigste i livet

Foreldre.no [Internett]

Solheim, Elisabet (2015)

Forskere vil se mer på kvaliteten i barnehagen for de yngste

NTB og Forskning.no [Internett]

Solheim, Elisabet (2013)

- Barnehagen har liten positiv effekt på barns sosiale ferdigheter

Aftenposten.no [Internett]

Solheim, Elisabet (2008)

Utfordrer barnehage-tabuene

Utdanningsnytt.no [Internett]

Lekhal, Ratib; Drugli, May Britt & Buøen, Elisabet Solheim (2019)

Små barns læring

[Non-fiction book]. Cappelen Damm Akademisk.

Drugli, May Britt; Solheim, Elisabet & Grip, Maja Sandmo (2017)

Rutiner for tilvenning i norske barnehager

[Popular scientific article]. Barnehagefolk, 1, s. 92- 98.

Drugli, May Britt; Solheim, Elisabet & Berg-Nielsen, Turid Suzanne (2017)

Små barn med lange dager blir mer stresset i barnehagen enn hjemme

[Article in business/trade/industry journal]. Utdanningsnytt.no

Drugli, May Britt; Solheim, Elisabet & Berg-Nielsen, Turid Suzanne (2017)

Liten kan bli sliten - en ny norsk studie av stress blant de yngste barnehagebarna

[Article in business/trade/industry journal]. Første steg, 1, s. 52- 54.

Lekhal, Ratib; Zachrisson, Henrik Daae, Solheim, Elisabet, Moser, Thomas & Drugli, May Britt (2016)

Det ved vi om: Betydningen af kvalitet i dagtilbud

[Non-fiction book]. Dafolo A/S.

Solheim, Elisabet (2016)

Barnehagefunn fra TTiT

[Academic lecture]. 1001 dager.

Solheim, Elisabet (2016)

Barnehagefunn fra tidlig trygg i Trondheim Effekter av barnehage på barns utvikling: Tid i barnehage, gruppe størrelse og førskolelærer-barn relasjonen.

[Academic lecture]. Vi de små - Spoed- og småbarnskonferanse i Namsos.

Lekhal, Ratib; Zachrisson, Henrik Daae, Solheim, Elisabet, Moser, Thomas & Drugli, May Britt (2016)

Barnehagen: Betydningen av kvalitet i barnehagen

[Non-fiction book]. Gyldendal Akademisk.

Solheim, Elisabet (2014)

Effekter av barnehage på barns utvikling: Tid i barnehage, gruppe størrelse og førskolelærer-barn relasjonen

[Academic lecture]. Den 11. norske psykologikongressen: Fra kunnskap til handling.

Solheim, Elisabet (2013)

Utviklingsstøttende samspill i barnehagen - fokus på de minste barna

Kvello, Øyvind (red.). Barnas Barnehage 2 Barn i utvikling

Solheim, Elisabet (2013)

Hva sier barnehageforskningen?

Brandtzæg, Ida; Torsteinson, Stig & Øiestad, Guro (red.). Se barnet innenfra : hvordan jobbe med tilknytning i barnehagen

Sveen, Trude Hamre & Solheim, Elisabet (2008)

Barnehagesannhetens - It ain't necessarily so

[Article in business/trade/industry journal]. Psykologisk tidsskrift, 12(1), s. 6- 11.

Academic Degrees
Year Academic Department Degree
2013 Norwegian University of Science and Technology (NTNU) Ph.D Dr. Psychol.
2004 Norwegian University of Science and Technology (NTNU) Master Cand. Psychol.
Work Experience
Year Employer Job Title
2017 - Present BI Norwegian Business School Adjunct lecturer
2014 - Present Regional Center for Child and Adolescent Mental Health, Eastern and Southern Norway (RBUP) Researcher
2012 - 2014 The Municipality of Oslo Clinical psychologist
2011 - 2012 Regional Center for Child and Adolescent Mental Health, Eastern and Southern Norway (RBUP) Assistant professor
2011 - 2011 Department of Psycology, NTNU Assistant professor
2010 - 2011 Harvard Medical School Visiting Scholar
2006 - 2010 Norwegian University of Science and Technology (NTNU) Doctoral Fellow
2006 - 2006 Family Counseling Services Clinical psychologist
2004 - 2006 Child and Adolescent psychiatric inpatient clinic Clinical psychologist
2000 - 2003 Center for Child and Adolescent Mental Health Research assistant