Faculty Profile

Elisabet Solheim Buøen

Adjunct Lecturer - Department of Communication and Culture

Publications

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 - Fulltekst i vitenarkiv

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.

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 - Fulltekst i vitenarkiv

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 - Fulltekst i vitenarkiv

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.

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 - Fulltekst i vitenarkiv

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.

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 and Allied Disciplines, 53(6), s. 695- 705. Doi: 10.1111/j.1469-7610.2011.02514.x - Fulltekst i vitenarkiv

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

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]

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

[Scientific 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

[Scientific 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