Vold og overgrep
Langballe, Å., & Schultz, J. H. (2016). Elever utsatt for vold og seksuelle overgrep – samtalen som redskap for å oppdage og hjelpe. I K. E. Mevik, O. G. Lillevik & O. Edvardsen (Red.) Vold mot barn. Teoretiske, juridiske og praktiske tilnærminger(s. 117-134). Gyldendal Akademisk.
Røkholt, E. G., Schultz, J. H., & Langballe, Å. (2016). Negotiating a new day: Parents’ contributions to supporting students’ school functioning after exposure to trauma. Psychology Research and Behavior Management, 9, 81-93. doi:10.2147/PRBM.S97229
Schultz, J. H., & Langballe, Å. (2016). Læringssamtalen – læreren som ressurs for traumatiserte elever. I C. Øverlien, M. I. Hauge & J. H. Schultz (Red.) Barn, vold og traumer. Møter med unge i utsatte livssituasjoner. (s. 220-236). Universitetsforlaget.
Skarstein, D., & Schultz, J. H. (2017). Identity at risk: Students’ identity configuration in the aftermath of trauma. Scandinavian Journal of Educational Research, 62(5), 798-812. doi:10.1080/00313831.2017.1307273
Selvik, S. (2018). School strategies of children with multiple relocations at refuges for abused women. Scandinavian Journal of Educational Research. doi:10.1080/00313831.2018.1539032
Selvik, S. (2018). A childhood at refuges: Children with multiple relocations at refuges for abused women. University of Bergen. (Doktorgradsavhandling).
Selvik, S., & Øverlien, C. (2014). Children with multiple stays at Nordic refuges for abused women: Conclusions, challenges and causes for concern. Nordic Social Work Research. doi:10.1080/2156857X.2014.982158
Selvik, S., Raaheim, A., & Øverlien, C. (2016). Children with multiple stays at refuges for abused women and their experiences of teacher recognition. European Journal of Psychology of Education, Published ahead of print. doi:10.1007/s10212-016-0302-0
Skjørten, K., Hauge, M. I., Langballe, Å., Schultz, J. H., & Øverlien, C. (2016). Å se det utsatte barnet. I C. Øverlien, M. I. Hauge & J. H. Schultz (Red.) Barn, vold og traumer. Møter med unge i utsatte livssituasjoner. (s. 93-107). Universitetsforlaget.
Stensland, S., Zwart, J. A., Wentzel-Larsen, T., & Dyb, G. (2018). The headache of terror: A matched cohort study of adolescents from the Utøya and the HUNT Study. Neurology, 90(2), e111-e118. doi:10.1212/WNL.0000000000004805
Stene, L. E., Schultz, J. H., & Dyb, G. (2018). Returning to school after a terror attack: a longitudinal study of school functioning and health in terror-exposed youth. European Child and Adolescent Psychiatry, 1-10. doi:10.1007/s00787-018-1196-y
Strøm, I. F., Schultz, J. H., Wentzel-Larsen, T., & Dyb, G. (2016). School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011. European Journal of Psychotraumatology, 7:31359, 1-11. doi:10.3402/ejpt.v7.31359
Strøm, I. F., Thoresen, S., Wentzel-Larsen, T., & Dyb, G. (2013). Violence, bullying and academic achievement: A study of 15-year-old adolescents and their school environment. International Journal of Child Abuse & Neglect, 37(4), 243-251. doi:10.1016/j.chiabu.2012.10.010
Strøm, I. F., Thoresen, S., Wentzel-Larsen, T., Sagatun, Å., & Dyb, G. (2014). A Prospective Study of the Potential Moderating Role of Social Support in Preventing Marginalization Among Individuals Exposed to Bullying and Abuse in Junior High School. Journal of Youth and Adolescence, 43(10), 1642-1657. doi:10.1007/s10964-014-0145-4
Øverlien, C. (2015). Ungdom, vold og overgrep. Skolen som forebygger og hjelper. Oslo: Universitetsforlaget.
Øverlien, C. (2017). Att möta våldsutsatta barn i skolan – samtal, anpassning och bekräftelse. I Å. Backlund, S. Högdin & Y. Spånberger Weitz (Red.), Skolsocialt arbete: Skolan som plats för och del i det sociala arbetet (s. 113-125). Gleerups Utbildning AB.
Øverlien, C., & Moen, L. H. (2016). «Takk for at du spør!» En oppfølgingsstudie om kunnskap om vold og seksuelle overgrep mot barn blant blivende barnevernspedagoger, grunnskolelærere og førskolelærere. Oslo: Nasjonalt kunnskapssenter om vold og traumatisk stress. (Rapport 3/2016).
Katastrofer, terror og stressmestring
Stene, L. E., Schultz, J. H., & Dyb, G. (2018). Returning to school after a terror attack: A longitudinal study of school functioning and health in terror-exposed youth. European Child and Adolescent Psychiatry, 1-10. doi:10.1007/s00787-018-1196-y
Skarstein, D., & Schultz, J. H. (2017). Identity at risk: Students’ identity configuration in the aftermath of trauma. Scandinavian Journal of Educational Research, 62(5), 798-812. doi:10.1080/00313831.2017.1307273
Røkholt, E. G., Schultz, J. H., & Langballe, Å. (2016). Negotiating a new day: Parents’ contributions to supporting students’ school functioning after exposure to trauma. Psychology Research and Behavior Management, 9, 81-93. doi:10.2147/PRBM.S97229
Strøm, I. F., Schultz, J. H., Wentzel-Larsen, T., & Dyb, G. (2016). School performance after experiencing trauma: A longitudinal study of school functioning in survivors of the Utøya shootings in 2011. European Journal of Psychotraumatology, 7:31359, 1-11. doi:10.3402/ejpt.v7.31359
Dyb, G., & Næslund, M. B. (2015). «Opplevelser og reaksjoner hos de som var på Utøya 22. juli 2011». En oppsummering av tredje intervjurunde. Oslo: Nasjonalt kunnskapssenter om vold og traumatisk stress.
Jørgensen, B. F., Skarstein, D., & Schultz, J. H. (2015). Trying to understand the extreme: school children’s narratives of the mass killings in Norway July 22, 2011. Psychology Research and Behavior Management, 2015(8), 51-61. doi:10.2147/PRBM.S73685
Strandbu, A., & Schultz, J. H. (2015). Undervisning om kriser og katastrofer. Et pedagogisk mulighetsrom. Barn, 33(2), 41-53.
Schultz, J. H., Langballe, Å., & Raundalen, M. (2014). Explaining the unexplainable: Designing a national strategy on classroom communication concerning the 22 July terror attack in Norway. European Journal of Psychotraumatology, 5(22758).
Tvungen migrasjon og flyktninghelse
Pastoor, L. d. W. (2017). Reconceptualising refugee education: exploring the diverse learning contexts of unaccompanied young refugees upon resettlement. Intercultural Education, 28(2), 143-164. doi:10.1080/14675986.2017.1295572
Pastoor, L. d. W. (2016). Enslige unge flyktningers psykososiale utfordringer: Behovet for en flyktningkompetent skole. I C. Øverlien, M. I. Hauge & J. H. Schultz (Red.) Barn, vold og traumer. Møter med unge i utsatte livssituasjoner. (s. 200-219). Universitetsforlaget.
Pastoor, L. d. W. (2016). Rethinking refugee education: Principles, policies and practice from a European perspective. In A. W. Wiseman (Ed.) Annual review of comparative and international education 2016 (pp. 107-116). Emerald Group Publishing Limited. doi:10.1108/S1479-367920160000030009
Pastoor, L. d. W. (2015). The mediational role of schools in supporting psychosocial transitions among unaccompanied young refugees upon resettlement in Norway. International Journal of Educational Development, 41, 245-254. doi:10.1016/j.ijedudev.2014.10.009
Pastoor, L. d. W. (2015). Unaccompanied young refugees – from uprooting to resettlement in Norway: The crucial role of schools in enhancing well-being, adaptation and integration. Jeunes et mineurs en mobilité, 1(1), 21-34.
Skårdalsmo, E. M. B., & Jensen, T. K. (2015). Unaccompanied refugee minors’ early life narratives of physical abuse from caregivers and teachers in their home countries. International Journal of Child Abuse & Neglect, 48, 148-159. doi:10.1016/j.chiabu.2015.08.003
Pastoor, L. d. W. (2013). Delaktighet och utanförskap. I M. Bak & K. von Brömssen (Red.) Barndom och migration (s. 305-331). Boréa Bokförlag.
Pastoor, L. d. W. (2013). The decisive role of school in the lives of unaccompanied refugee minors in Norway. Siirtolaisuus-Migration, 40, 32-40.
Aadnanes, M., & Pastoor, L. d. W. (2013). Blir enslige mindreårige flyktninger diskriminert? En drøfting av deres rettigheter til omsorg etter bosetting. Norges Barnevern, 90(1), 42-51.
Pastoor, L. d. W. (2012). Skolen – et sted å lære og et sted å være. I K. Eide (Red.) Barn på flukt: Psykososialt arbeid med enslige mindreårige flyktninger (s. 219-240). Gyldendal Akademisk.