Facilitating Emotion Focused Skills Training for parents online (EFST-O): Insights about self-disclosure, group dynamics and culture
DOI:
https://doi.org/10.24377/EJQRP.article3111Keywords:
emotion-focused therapy, cultural inclusiveness, self-disclosure, reflexivity, online mental health interventions, parenting programsAbstract
The Emotion Focused Skills Training (EFST) is a program for parents who want to promote the mental health of their children, and their own. EFST builds primarily on the experiential learning principles of humanistic therapies, such as emotion-focused therapy. There is a raising interest on the potentials of implementing this program in Norway and other European countries, yet there are few qualitative studies addressing the learning experiences that parents have when enrolling the program, or the possibilities and challenges of implementing EFST in different mental health services, and with families with diverse cultural backgrounds. Therefore, the objective of this study was to explore the cross sectorial experiences of adapting and piloting the EFST program to an online and culturally inclusive format (EFST-O). EFST-O consisted of four live sessions in Zoom and EFST video lectures as complementary material. We ensured user involvement with expat and Norwegian families, and diverse public mental health organizations. Participants filled out qualitative questionnaires after the sessions (n=13; n=15; n=11; n=18). Participants (n=9) and collaboration partners from different mental health services (n=6) provided written feedback on the video lectures. We used reflexive thematic analysis and contrasted the data with the fieldnotes of the principal investigator, and anonymous feedback from two psychotherapists who observed the program. Participants described increased awareness and knowledge about emotions and relationships, appreciated the pedagogical tools, and the expertise of the facilitators. They also wished for more interaction with other peers and expressed a need to learn more about parenting and receive additional support. Most participants found the program helpful and inclusive. For some families, culture and couple relationships could have been more emphasized. Perceptions about peer self-disclosure and therapists’ self-disclosure affect group dynamics online and/or onsite, and this is further discussed addressing implications for practice.
Downloads
References
Ansar, N. (2022). Emotion focused skills training: Exploring the impact of a parental skills training program on parents and their children [Unpublished Doctoral Thesis]. University Of Oslo.
Ansar, N. (2024). Emotion-focused skills training for parents –a narrative review. Person-Centered & Experiential Psychotherapies, 23(3), 296–307. https://doi.org/10.1080/14779757.2024.2327993
Ansar, N., Lie, H. A. N., Zahl‐Olsen, R., Bertelsen, T., Elliott, R., & Stiegler, J. R. (2022). Efficacy of emotion-focused parenting programs for children’s internalizing and externalizing symptoms: A randomized clinical study. Journal of Clinical Child and Adolescent Psychology, 51(6), 923–939. https://doi.org/10.1080/15374416.2022.2079130
Ansar, N., Nissen-Lie, H. A., & Stiegler, J. R. (2024). The effects of emotion-focused skills training on parental mental health, emotion regulation and self-efficacy: Mediating processes between parents and children. Psychotherapy Research: Journal of the Society for Psychotherapy Research, 34(4), 518–537. https://doi.org/10.1080/10503307.2023.2218539
Arslan, İ. B., Lucassen, N., Van Lier, P., De Haan, A., & Prinzie, P. (2020). Early childhood internalizing problems, externalizing problems and their co-occurrence and (mal)adaptive functioning in emerging adulthood: A 16-year follow-up study.Social Psychiatry & Psychiatric Epidemiology, 56(2), 193–206. https://doi.org/10.1007/S00127-020-01959-W
Baim, C., Burmeister, J., & Maciel, M. (2013). Psychodrama: Advances in theory and practice. Routledge.
Barlow, D. H., Farchione, T. J., Sauer-Zavala, S., Murray, L. H., Ellard, K. K., Bullis, J. R-, Bentley, K. H., Boettcher, H. T., Cassiello-Robbins, C. (2018). Unified protocols for transdiagnostic treatment of emotional disorders: A therapist guide. Oxford University Press.
Barlow, D. H., Farchione, T. J., Bullis, J. R., Gallagher, M. W., Murray-Latin, H., Sauer‐Zavala, S., Bentley, K. H., Thompson‐Hollands, J., Conklin, L. R., Boswell, J. F., Ametaj, A., Carl, J. R., Boettcher, H. T., & Cassiello-Robbins, C. (2017). The unified protocol for transdiagnostic treatment of emotional disorders compared with diagnosis-specific protocols for anxiety disorders. JAMA Psychiatry, 74(9), 875. https://doi.org/10.1001/Jamapsychiatry.2017.2164
Barrett, M. S., & Berman, J. S. (2001). Is psychotherapy more effective when therapists disclose information about themselves? Journal of Consulting & Clinical Psychology, 69(4), 597–603. https://doi.org/10.1037/0022-006x.69.4.597
Braun, V., Clarke, V., Boulton, E., Davey, L.,& McEvoy, C. (2021). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641–654. https://doi.org/10.1080/13645579.2020.1805550
Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26. https://doi.org/10.1037/Qup0000196
Bøe, T., Heiervang, E., Stormark, K. M., Lundervold, A. J., & Hysing, M. (2021). Prevalence of psychiatric disorders in Norwegian 10-14-year-olds: Results from a cross-sectional study. PLOS ONE, 16(3), E0248864. https://doi.org/10.1371/Journal.Pone.0248864
Buchanan-Pascall, S., Gray, K. M., Gordon, M. S., & Melvin, G. (2017). Systematic review and meta-analysis of parent group interventions for primary school children aged 4–12 years with externalizing and/or internalizing problems. Child Psychiatry & Human Development, 49(2), 244–267. https://doi.org/10.1007/S10578-017-0745-9
Carlucci, L., Saggino, A., & Balsamo, M. (2021). On the efficacy of the unified protocol for transdiagnostic treatment of emotional disorders: A systematic review and meta-analysis. Clinical Psychology Review, 87, 101999. https://doi.org/10.1016/J.Cpr.2021.101999
Catalano, R. F., & Kellogg, E. (2020). Fostering healthy mental, emotional, and behavioral development in children and youth: A national agenda. Journal Of Adolescent Health, 66(3), 265–267. https://doi.org/10.1016/J.Jadohealth.2019.12.003
Cloître, M., Khan, C. T., Mackintosh, M., Garvert, D. W., Henn‐Haase, C., Falvey, E. C., & Saito, J. A. (2019). Emotion regulation mediates the relationship between ACES and physical and mental health. Psychological Trauma: Theory, Research, Practice, & Policy, 11(1), 82–89. https://doi.org/10.1037/Tra0000374
Collishaw, S. (2014). Annual research review: Secular trends in child and adolescent mental health. Journal Of Child Psychology And Psychiatry, 56(3), 370–393. https://doi.org/10.1111/Jcpp.12372
Cordero, K. S., Duarte, L. S., & Fujimori, E. (2022). Effectiveness of remotely delivered parenting programs on caregiver-child interaction and child development: A systematic review. Journal Of Child And Family Studies, 31(11), 3026–3036. https://doi.org/10.1007/S10826-022-02328-8
Danielson, M. L., Bitsko, R. H., Holbrook, J. R., Charania, S. N., Claussen, A. H., McKeown, R. E., Cuffe, S. P., Owens, J. S., Evans, S. W., Kubicek, L., & Flory, K. (2021).Community-based prevalence of externalizing and internalizing disorders among school-aged children and adolescents in four geographically dispersed school districts in the United States. Child Psychiatry & Human Development, 52(3), 500–514. http://doi.org/10.1007/S10578-020-01027-Z
De Haan, A., Boon, A., De Jong, J. T. V. M., Hoeve, M., & Vermeiren, R. (2013). A meta-analytic review on treatment dropout in child and adolescent outpatient mental health care. Clinical Psychology Review, 33(5), 698–711. https://doi.org/10.1016/J.Cpr.2013.04.005
Delaney, L., & Smith, J. P. (2012).Childhood health: Trends and consequences over the life course.The Future of Children, 22(1), 43–63. https://doi.org/10.1353/Foc.2012.0003
Dolhanty, J., & Lafrance, A. (2019). Emotion-focused family therapy for eating disorders. In L. Greenberg (Ed.), Clinical handbook of emotion-focused therapy (pp. 403–423). American Psychological Association.
Dolhanty, J., Hjelmseth, V., Autsbø, B., Vassbø Hagen, A.H. (2022). Emotion focused skills training for parents: A guide for clinicians. Empty Chair.
Edmondson, A. C., & Lei, Z. (2014). Psychological safety: The history, renaissance, and future of an interpersonal construct. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 23–43. https://doi.org/10.1146/Annurev-Orgpsych-031413-091305
Emotion Training Institute (N.D.). Emotion training institute. https://www.emotiontraininginstitute.org/
England-Mason, G., & Gonzalez, A. (2020). Intervening to shape children's emotion regulation: A review of emotion socialization parenting programs for young children. Emotion, 20(1), 98–104. https://doi.org/10.1037/Emo0000638
Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal Of Clinical Child and Adolescent Psychology, 37(1), 215–237.https://doi.org/10.1080/15374410701820117
Fairfield, L. M. A. (2004). Gestalt groups revisited: A phenomenological approach. Gestalt Review, 8(3), 336–357. https://doi.org/10.5325/Gestaltreview.8.3.0336
Foroughe, M., Stillar, A., Goldstein, L. H., Dolhanty, J., Goodcase, E. T., & Lafrance, A. (2018). Brief emotion focused family therapy: An intervention for parents of children and adolescents with mental health issues. Journal Of Marital and Family Therapy, 45(3), 410–430. https://doi.org/10.1111/Jmft.12351
Gergen, K. (2009). Relational being: Beyond self and community. Oxford University Press.
Gergen, K. J. (2015). From mirroring to world‐making: Research as future forming. Journal For the Theory of Social Behaviour, 45(3), 287–310. https://doi.org/10.1111/Jtsb.12075
Greenberg, L., & Pascual-Leone, J. (2001). A dialectical contructivist view of the creation of personal meaning. Journal Of Constructivist Psychology, 14(3), 165–186. https://doi.org/10.1080/10720530125970
Hagen, A.H.V., Ansar,N., Austbø, B., Kårstad, S.B., & Lehmann, O.V.(2023). Guidelines for an online & cultural inclusive version of emotion focused skills training for parents (EFST-O). Empty Chair. https://emptychairpublisher.com/blogs/news/guidelines-for-an-online-cultural-inclusive-version-of-emotion-focused-skills-training-for-parents-Efst-O
Halfon, N., Houtrow, A. J., Larson, K., & Newacheck, P. W. (2012b). The changing landscape of disability in childhood. The Future of Children, 22(1), 13–42. https://doi.org/10.1353/Foc.2012.0004
Hamilton, A. B., & Finley, E. P. (2019). Qualitative methods in implementation research: An introduction. Psychiatry Research, 280, 112516. https://doi.org/10.1016/J.Psychres.2019.112516
Havighurst, S. S., Wilson, K. R., Harley, A. E., Kehoe, C. E., Efron, D., & Prior, M. (2012). “Tuning into kids”: Reducing young children’s behavior problems using an emotion coaching parenting program. Child Psychiatry & Human Development, 44(2), 247–264. https://doi.org/10.1007/S10578-012-0322-1
Henretty, J. R., & Levitt, H. M. (2010). The role of therapist self-disclosure in psychotherapy: A qualitative review. Clinical Psychology Review, 30(1), 63–77. https://doi.org/10.1016/J.Cpr.2009.09.004
Higa, C.K., Chorpita, B.F. (2008). Evidence-based therapies: Translating research into practice. In R.G. Steele, T.D. Elkin,& M.C. Roberts (Eds.), Handbook of evidence-based therapies for children and adolescents. Issues in clinical child psychology. Springer. https://doi.org/10.1007/978-0-387-73691-4_4
Hill, C. E., & Norcross, J. C. (2023). Skills and methods that work in psychotherapy: Observations and conclusions from the special issue. Psychotherapy, 60(3), 407–416. https://doi.org/10.1037/Pst0000487
Hoffman, K., Marvin, R. S., Cooper, G. M., & Powell, B. (2006). Changing toddlers’ and preschoolers’ attachment classifications: The circle of security intervention. Journal Of Consulting And Clinical Psychology, 74(6), 1017–1026. https://doi.org/10.1037/0022-006x.74.6.1017
Kazdin, A. E., Siegel, T., & Bass, D. C. (1992). Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children. Journal Of Consulting And Clinical Psychology, 60(5), 733–747. https://doi.org/10.1037/0022-006x.60.5.733
Kim, B. S. K., Hill, C. E., Gelso, C. J., Goates, M. K., Asay, P. A., & Harbin, J. M. (2003). Counselor self-disclosure, east Asian American client adherence to Asian cultural values, and counseling process. Journal Of Counseling Psychology,50(3), 324–332.https://doi.org/10.1037/0022-0167.50.3.324
Knox, S., & Hill, C. E. (2003). Therapist self-disclosure: research-based suggestions for practitioners. Journal Of Clinical Psychology, 59(5), 529–539. https://doi.org/10.1002/Jclp.10157
Kouider, E. B., Koglin, U., & Petermann, F. (2013). Emotional and behavioral problems in migrant children and adolescents in Europe: Asystematic review.European Child & Adolescent Psychiatry, 23(6), 373–391. https://doi.org/10.1007/S00787-013-0485-8
Kovess-Masfety, V., Husky, M. M., Keyes, K., Hamilton, A., Pez, O., Bitfoi, A., Carta, M. G., Goelitz, D., Kuijpers, R., Otten, R., Koç, C., Lesinskiene, S., & Mihova, Z. (2016). Comparing the prevalence of mental health problems in children 6-11 across Europe. Social Psychiatry and Psychiatric Epidemiology, 51(8), 1093–1103. https://doi.org/10.1007/s00127-016-1253-0
Lee, E. J., & Bukowski, W. M. (2011). Co‐development of internalizing and externalizing problem behaviors: Causal direction and common vulnerability. Journal Of Adolescence, 35(3), 713–729. https:/doi.org/10.1016/J.Adolescence.2011.10.008
Lee, I., & Kim, E. (2022). Effects of parenting education programs for refugee and migrant parents: A systematic review and meta-analysis. Child Health Nursing Research, 28(1), 23–40. https://doi.org/10.4094/Chnr.2022.28.1.23
Lehmann, O. V., & Brinkmann, S. (2019). “I ́m the one who has written this”: Reciprocity in writing courses for older adults in Norway. International Journal of Qualitative Studies On Health and Well-Being, 14(1), Article 1650586. https://doi.org/10.1080/17482631.2019.1650586
Lehmann, O. V., Neimeyer, R.A., Thimm, J.,Hjeltnes, A., Lengelle, R., & Kalstad, T.G. (2022). Experiences of Norwegian mothers attending an online course of therapeutic writing following the unexpected death of a child. Frontiers in Psychology, 12. https://doi.org/10.3389/Fpsyg.2021.809848
Lehmann, O. V., & Murakami, K. (2024). Silence as a magnifying glass for uncertainty and affect: The qualitative case studies of Karin and Dana’s journals. Culture & Psychology, 30(4), 1107–1129. https://doi.org/10.1177/1354067X2412536580(0)
Lim, N., O’Reilly, M. F., Russell-George, A., & Londoño, F. V. (2023). A meta-analysis of parenting interventions for immigrants. Prevention Science, 24(6), 1152–1173. https://doi.org/10.1007/S11121-022-01488-9
Lundström, S., & Lundström, M. (2023). Therapeutic competence in parenting programs: A focus group study. Journal Of Child and Family Studies, 32(10), 3055–3062. https://doi.org/10.1007/S10826-023-02646-5
Mearns, D., & Cooper, M. (2005). Relational depth in counselling and psychotherapy. Sage.
Merrill, H. S. (2003). Best practices for online facilitation. Adult Learning, 14(2), 13–16. https://doi.org/10.1177/104515950401400204
Morris, A. S., Criss, M. M., Silk, J. S., & Houltberg, B. J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child Development Perspectives, 11(4), 233–238. https://doi.org/10.1111/Cdep.12238
Morris, A. S., Cui, L., Criss, M. M., & Simmons, W. K. (2018). Emotion regulation dynamics during parent–child interactions: Implications for research and practice. In P. Cole, & T. Hollenstein (Eds.), Dynamics of emotion regulation: A matter of time (pp. 88–108). Taylor & Francis.
Myers, D. E., & Hayes, J. A. (2006). Effects of therapist general self-disclosure and countertransference disclosure on ratings of the therapist and session. Psychotherapy, 43(2), 173–185. https://doi.org/10.1037/0033-3204.43.2.173
Nguyen, M., Bin, Y. S., & Campbell, A. (2012). Comparing online and offline self-disclosure: A systematic review.Cyberpsychology Behavior and Social Networking, 15(2), 103–111. https://doi.org/10.1089/Cyber.2011.0277
Norwegian Ministry of Children and Families. (n.d.). Trygge foreldre –trygge barn. Regjeringens strategi for foreldrestøtte (2018–2021) [Safe parents –safe children. Governmental strategy to support parents (2018-2021)]. https://www.regjeringen.no/contentassets/23fff4c08d0440ca84543ff74786c6a0/bld_foreldrestotte_strategi_21juni18.pdf
Ogden, T., & Hagen, K. A. (2008). Treatment effectiveness of parent management training in Norway: a randomized controlled trial of children with conduct problems. Journal Of Consulting and Clinical Psychology, 76(4), 607–621. https://doi.org/10.1037/0022-006X.76.4.607
Paju, B., Kajamaa, A., Pirttimaa, R., & Kontu, E. (2021). Collaboration for inclusive practices: Teaching staff perspectives from Finland. Scandinavian Journal of Educational Research, 66(3), 427–440. https://doi.org/10.1080/00313831.2020.1869087
Raskin, N. J., Rogers, R. R., & Witty, M. C. (2011). Client-centred therapy. In R.J. Corsini, & D. Wedding (Eds.), Current psychotherapies (9th ed., pp. 95-145). Thomson Brooks/Cole Publishing Co.
Robinson, A. L., Dolhanty, J., & Greenberg, L. (2015). Emotion-focused family therapy for eating disorders in children and adolescents. Clinical Psychology & Psychotherapy, 22(1), 75–82. https://doi.org/10.1002/Cpp.1861
Rogers, C. R. (1979). The foundations of the person-centered approach. Education 3-13, 100(2), 98–107. https://eric.ed.gov/?Id=EJ214882
Rogers, C. R. (1980). A way of being. Houghton Mifflin.
Saundra, W. W., Watkins, K., Daley, B., Bradley, C., & Davis, M. (2001). Facilitating cross-cultural online discussion groups: implications for practice. Distance Education, 22(1), 151–167. https://doi.org/10.1080/0158791010220110
Schäfer, J. Ö., Naumann, E., Holmes, E. A., Tuschen-Caffier, B., & Samson, A. C. (2017). Emotion regulation strategies in depressive and anxiety symptoms in youth: Ameta-analytic review. Journal of Youth and Adolescence, 46(2), 261–276. https://doi.org/10.1007/S10964-016-0585-0
Sommerfeldt, M. B., Hauge, M. I., & Øverlien, C.(2014). Minoritetsetniske barn og unge og vold i hjemmet. Utsatthet og sosialfaglig arbeid. (Rapport 3/2014). https://www.Nkvts.No/Rapport/Minoritetsetniske-Barn-Og-Unge-Og-Vold-I-Hjemmet-Utsatthet-Og-Sosialfaglig-Arbeid/
Statistics Norway. (2023). Facts about immigration. https://www.Ssb.No/En/Innvandring-Og-Innvandrere/Faktaside/Innvandring
Straiton, M. L., Aambø, A., & Johansen, R. (2019). Perceived discrimination, health and mental health among immigrants in Norway: The role of moderating factors. BMC Public Health, 19(1). https://doi.org/10.1186/S12889-019-6649-9
Sue, D., Ivey, A.E., & Pedersen, P.B. (2004). A theory of multicultural counseling & therapy. Cengage Learning.
Terry, G., & Braun, V.(2017). Short but often sweet: The surprising potential of qualitative survey methods. In V. Braun, V. Clarke, & D. Gray (Eds.), Collecting qualitative data: A practical guide to textual, media and virtual techniques (pp. 13-14). Cambridge University Press. https://doi.org/10.1017/9781107295094.003
The Norwegian Council for Mental Health (N.D.). Psykisk helse hos barn og unge med innvandrerbakgrunn i Norge. https://Psykiskhelse.No/Psykiskoppvekst/Relasjoner/Psykisk-Helse-Hos-Barn-Og-Unge-Med-Innvandrerbakgrunn-I-Norge/
Thomas, G., & Thorpe, S. J. (2018). Enhancing the facilitation of online groups in higher education: A review of the literature on face-to-face and online group-facilitation. Interactive Learning Environments, 27(1), 62–71. https://doi.org/10.1080/10494820.2018.1451897
Thompson, S., & Girz, L. (2019). Overcoming shame and aloneness: Emotion-focused group therapy for self-criticism. Person-Centered & ExperientialPsychotherapies, 19(1), 11. https://doi.org/10.1080/14779757.2019.1618370
Thongseiratch, T., Leijten, P., & Melendez‐Torres, G. J. (2020). Online parent programs for children’s behavioral problems: A meta-analytic review. European Child & Adolescent Psychiatry, 29(11), 1555–1568. https://doi.org/10.1007/S00787-020-01472-0
Timulak, L., & Keogh, D. (2020).Emotion-focused therapy: A transdiagnostic formulation. Journal of Contemporary Psychotherapy, 50, 1–13. https://doi.org/10.1007/S10879-019-09426-7
Truong, C., Gallo, J. J., Roter, D., & Joo, J. (2019). The role of self-disclosure by peer mentors: Using personal narratives in depression care.Patient Education and Counseling, 102(7), 1273–1279. https://doi.org/10.1016/J.Pec.2019.02.006
UDI. (2020a). EØS-Registreringer etter statsborgerskap og formål [EEA Registration byCitizenship and Purpose]. UDI. [Cited 2023 Jun 13]. https://www.Udi.No/En/Statistics-And-Analysis/Statistics/Eos-Registreringer-Etter-Statsborgerskap-Og-Formal-2020/
UDI. (2020b). Førstegangs familieinnvandringstillatelser etter søkerens statsborgskap og relasjon til personen i norge (2020) [first-time family immigration permits according to the applicant's citizenship and relationship to the person in norway]. https://www.Udi.No/En/Statistics-And-Analysis/Statistics/Forstegangs-Familieinnvandringstillatelser-Etter-Sokerens-Statsborgskap-Og-Relasjon-Til-Personen-I-Norge-2020/
van Maanen, J. (2011). Tales of the field: On writing ethnography. Chicago University Press.
Waddell, C., Schwartz, C. R., Andres, C., Barican, J. L., & Yung, D. (2018). Fifty years of preventing and treating childhood behaviour disorders: A systematic review to inform policy and practice. Evidence-Based Mental Health, 21(2), 45–52. https://doi.org/10.1136/Eb-2017-102862
Wang, Y., & Liu, Y. (2020). The development of internalizing and externalizing problems in primary school: Contributions of executive function and social competence. Child Development, 92(3), 889–903. https://doi.org/10.1111/Cdev.13462
Weiss, J. A., Thomson, K., Riosa, P. B., Albaum, C., Chan, V., Maughan, A., Tablon, P., & Black, K. R. (2018). A randomized waitlist‐controlled trial of cognitive behavior therapy to improve emotion regulation in children with autism. Journal Of Child Psychology And Psychiatry, 59(11), 1180–1191. https://doi.org/10.1111/Jcpp.12915
Weisz, J. R., Kuppens, S., Ng, M. Y., Eckshtain, D., Ugueto, A. M., Vaughn-Coaxum, R., Jensen-Doss, A., Hawley, K. M., Krumholz Marchette, L. S., Chu, B. C., Weersing, V. R., & Fordwood, S. R. (2017). What five decades of research tells us about the effects of youth psychological therapy: A multilevel meta-analysis and implications for science and practice. American Psychologist, 72(2), 79–117. https://doi.org/10.1037/A0040360
Willig C. (2019). Ontological and epistemological reflexivity: A core skill for therapists. Counselling and Psychotherapy, 19(3), 186–194. https://doi.org./10.1002/Capr.12204
Whitney, D. G., & Peterson, M. D. (2019). US national and state-level prevalence of mental health disorders and disparities of mental health care use in children. JAMA Pediatrics, 173(4), 389. https://doi.org/10.1001/Jamapediatrics.2018.5399
Wichstrøm, L., Berg-Nielsen, T. S., Angold, A., Egger, H. L., Solheim, E., & Sveen, T. H. (2011). Prevalence of psychiatric disorders in preschoolers. Journal of Child Psychology and Psychiatry, 53(6), 695–705. https://doi.org/10.1111/J.1469-7610.2011.02514.X
Yap, M. B. H., Pilkington, P. D., Ryan, S., & Jorm, A. F. (2014). Parental factors associated with depression and anxiety in young people: A systematic review and meta-analysis. Journal Of Affective Disorders, 156, 8–23. https://doi.org/10.1016/J.Jad.2013.11.007
Yong, M., Fleming, C. B., McCarty, C. A., & Catalano, R. F. (2013). Mediators of the associations between externalizing behaviors and internalizing symptoms in late childhood and early adolescence. The Journal of Early Adolescence, 34(7), 967–1000. https://doi.org/10.1177/0272431613516827
Zahl-Olsen, R., Severinsen, L., Shahar, B., Stiegler, J. R., & Bertelsen, T. (2023). Emotion‐focused skills training for parents with anxious children: A pilot study. Journal of Marital and Family Therapy, 49(3), 581–594. https://doi.org/10.1111/Jmft.12643
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Olga Lehmann, Nadia Ansar, Valeria Markova, Ottar Ness, Silja Berg Kårstad (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The copyright of content in the European Journal for Qualitative Research in Psychotherapy is retained by the author(s), with first publication rights granted to the Journal. Journal articles are published as Open Access under a Creative Commons License which allows free download and use of the articles with appropriate attribution (to both the author and European Journal for Qualitative Research in Psychotherapy) for educational and other non-commercial use.
How to Cite
