Main Research Projects

Applied developmental science (ADS) researchers are involved in several different studies and initiatives, such as the recently completed Family Pilot Study, KUPOL, and the Swedish PATHS project as well as ongoing studies such as the Positive Youth Development Cross-National Project and a new study on classroom climate in Swedish primary schools. The Swedish PATHS project is described in more detail here as an illustration of studies led by and/or conducted in collaboration with ADS researchers.

The Preschool Edition of Promoting Alternative Thinking Strategies®: A Swedish Effectiveness Trial

Social emotional competence is instrumental to child and adolescent mental health. In early childhood, social emotional competence can include prosocial friendship skills, emotional knowledge and skill, social cognitive problem solving, as well as executive function related goals like self-control (Bierman et al., 2008). The goal of the Swedish PATHS project is to test the effects of the preschool edition of Promoting Alternative Thinking Strategies - PATHS® intervention with Swedish children. PATHS®is an evidence-based American developed intervention to promote social and emotional competence in preschool children. The aim of the project is to protect preschool aged children's mental health by promoting social emotional competencies, factors which have been shown to reduce school maladjustment and mental health problems later in childhood. Other research questions examined in this project focus on teacher innovation, implementation science, and better understanding the ecology of preschools and local communities, as well as testing the utility and further developing intervention cultural adaptation protocols.

For more on the PATHS® project in Sweden, see these presentations 

PATHS Bergen Talk April 2018 (15646 Kb) : Presentation slides that concern the PATHS project in Sweden and its implications for advancing intervention science.

Click here to see a video of a presentation in Swedish entitled Verktyg för känslomässiga kompetenser given by Lilianne Eninger, Hanna Ginner Hau and Mina Sedem at the 2018 Special Pedagogy Day at Stockholm University. Slides, Specialpedagogikens dag, 2018-03-14 (2785 Kb) . 

Heads of the ADS research program 

Lilianne Eninger, PhD., Associate Professor

Laura Ferrer-Wreder, PhD., Associate Professor


Research Collaborators, Stockholm University

(in alphabetical order, by research project)

Family Pilot Study

  • Claudia Bernhard-Oettel, Associate Professor
  • Stephan Hau, Professor
  • Petra Lindfors, Professor
  • Kari Trost, Associate Professor

The Swedish PATHS project

  • Mara Allodi Westling, Professor
  • Ingela Clausén Gull, PhD. student
  • Hanna Ginner Hau, Assistant Professor
  • Birgitta Herkner, PhD. student
  • Mina Sedem, Assistant Professor
  • Ann-Charlotte Smedler, Professor
  • Sarah Thomas, PhD. student

PhD. student collaborators on other projects

  • Marie-Louise Klingstedt, PhD Student
  • Carina Wikman, PhD Student


Research Collaborators at Other Institutions

(in alphabetical order, by research project) 


  • M. Rosaria Galanti, Professor, (KUPOL study leader), Karolinska Institute and the KUPOL Research Group (see KUPOL project website)

The Positive Youth Development (PYD) Cross-National Project

  • Radosveta Dimitrova, Associate Professor, University of Bergen and Stockholm University
  • Nora Wiium, Associate Professor, (PYD study leader), University of Bergen and the Cross-National PYD Research Group (see PYD project website)

The Swedish PATHS project

  • Kyle Eichas, Associate Professor, Tarleton State University
  • Tina M. Olsson, Assistant Professor, Göteborg University



  • Combined funding from FORTE, FORMAS, the Swedish Research Council, and VINNOVA 
  • Groschinsky Foundation (in Swedish, Stiftelsen Clas Groschinskys Minnesfond)
  • STINT (in Swedish, Stiftelsen för internationalisering av högre utbildning och forskning)
  • Combined funding from Stockholm County Council and Stockholm University
  • Stockholm University’s Social Science CKVO Committee (in Swedish, Centrum för kompetensutveckling inom vård och omsorg)


Publications and Conference Presentations

In press

Dimitrova, R., Ferrer-Wreder, L., & Sam, D. L. (in press). Roma minority youth across cultural contexts: Taking a positive approach to research, policy and practice. Introduction to the volume. In R. Dimitrova, D. Sam, & L. Ferrer-Wreder (Eds.)., Roma minority in a global context: Resources for positive youth development. Oxford University Press.  

Dimitrova, R., Sam, D., & Ferrer-Wreder, L. (Eds.)., (in press). Roma minority in a global context: Resources for positive youth development. Oxford University Press.

Ferrer-Wreder, L., Eninger, L., Ginner Hau, H., Olsson, T. M., Sedem, M., Thomas, S., & Allodi Westling, M. (in press). Childcare, culture, and child development: A Swedish perspective. In L.A. Jensen (Ed.)., The Oxford Handbook of Moral Development: An Interdisciplinary Perspective.

Ferrer-Wreder, L., Eninger, L., Olsson, T. M., Sedem, M., Allodi Westling, M., & Ginner Hau, H. (in press). The cultural adaptation of interventions to promote positive development: The preschool edition of PATHS in Sweden. In R. Dimitrova & N. Wiium (Eds)., Handbook of positive youth development in a global context. Research, policy and practice applications. New York, Springer.

Lorente, C. C., & Ferrer-Wreder, L. (in press). Actualizing change with Roma youth and their communities: Theoretical and conceptual considerations. In R. Dimitrova, D. Sam, & L. Ferrer-Wreder (Eds.)., Roma minority in a global context: Resources for positive youth development. Oxford University Press.  

Sam, D., Ferrer-Wreder, L., & Dimitrova, R., (in press). Roma youth development in context: What next? In R. Dimitrova, D. Sam, & L. Ferrer-Wreder (Eds.)., Roma minority in a global context: Resources for positive youth development. Oxford University Press.  

Wiium, N., Ferrer-Wreder, L., Chen, B. B., & Dimitrova, R. (in press). Gender and positive youth development: Advancing sustainable development goals in Ghana. Zeitschrift für Psychologie.



Eichas, K., Ferrer-Wreder, L., Olsson, T. M. (2019). Contributions of positive youth development to intervention science. Child and Youth Care Forum, 48(2), 279-287. DOI: 10.1007/s10566-018-09486-1



Dimitrova, R., Hatano, K., Sugimura, K., & Ferrer-Wreder, L. (2018). The Erikson psychosocial stage inventory in adolescent samples: Factorial validity and equivalence of identity as measured from the United States and Japan. European Journal of Psychological Assessment, Published online February 16, 2018. DOI: 10.1027/1015-5759/a000456 

Dimitrova, R., Ferrer-Wreder, L., & Åhlén, J. (2018). School climate, academic achievement and educational aspirations in Roma Minority and Bulgarian majority adolescents. Child and Youth Care Forum, 47(5), 645-658. DOI: 10.1007/s10566-018-9451-4

Ferrer-Wreder, L., Eichas, K., Trost, K., & Galanti, M. R. (2018). Ways to measure family-related factors in Swedish families using child and parent reports. Poster presented at the Society for Research on Adolescence, April 12- 14, 2018, Minneapolis, Minnesota, USA.

Hultin, H., Eichas, K., Ferrer-Wreder, L., Dimitrova, R., Karlberg, M., & Galanti, M. R. (2018). Pedagogical and Social School Climate: Psychometric Evaluation and Validation of the Student Edition of PESOC. Scandinavian Journal of Educational Research. Published online: 05 Feb 2018. DOI: 10.1080/00313831.2017.1415962

Hultin, H., Ferrer-Wreder, L., Eichas, K., Karlberg, M., Grosin, L., & Galanti, M. R. (2018). Psychometric properties of an instrument to measure social and pedagogical school climate among teachers (PESOC). Scandinavian Journal of Educational Research, 62(2), 287-306. DOI: 10.1080/00313831.2016.1258661

Klingstedt, M., Olsson, T., Ferrer-Wreder, L., & Wångby-Lundh, M. (2018). Relationship quality, well-being and, externalizing problems: The prospective importance of behavior profiles among young women who experienced care in special residential homes. Nordic Psychology, 70(1), 47-70. DOI: 10.1080/19012276.2017.1339626

Titzmann, P. F., Ferrer-Wreder, L., & Dimitrova, R. (2018). Introduction to a special section on explaining positive adaptation of immigrant and minority youth across cultures. Journal of Adolescence, 62, 171-174. DOI: 10.1016/j.adolescence.2017.09.008

Wångby-Lundh, M., Klingstedt, M., Bergman, L. R., & Ferrer-Wreder, L. (2018). Swedish adolescent girls in special residential treatment: A person-oriented approach to the identification of problem syndromes. Nordic Psychology, 70(1), 17-46. DOI: 10.1080/19012276.2017.1323663



Dimitrova, R., & Ferrer-Wreder, L. (2017). Positive youth development of Roma ethnic minority across Europe. In N. J. Cabrera, & B. Leyendecker (Eds.), Handbook on positive development of minority children and youth; handbook on positive development of minority children and youth (pp. 307-320). New York, NY: Springer Science + Business Media. DOI: 10.1007/978-3-319-43645-6_19

Eninger, L., Ferrer-Wreder, L., Eichas, K., Allodi Westling, M., Smedler, A-C., Olsson, T. M., Sedem, M., Ginner Hau, H., Herkner, B., & Domitrovich, C. E. (2017). Culture and young children’s social emotional competence: Findings and implications for the cultural adaptation of interventions. Symposium at the Society for Research on Child Development, Austin Texas, USA on April 8, 2017.

Ferrer-Wreder, L., Eichas, K., Lorente, C., Dimitrova, R., & Galanti, M. R. (2017). Exploring identity synthesis, gender, and adjustment in the KUPOL Study: Initial findings. Paper symposium given at the International Society for Research on Identity Conference, May 18- 21, 2017, Groningen, The Netherlands.



Dimitrova, R., Ferrer-Wreder, L., & Galanti, M. R. (2016). Pedagogical and social climate in school questionnaire: Factorial validity and reliability of the teacher version. Journal of Psychoeducational Assessment, 34(3), 282-288.

Dimitrova, R., Ferrer-Wreder, L., & Stefenel, D. (2016, March 30). The importance of family connectedness and national identity to the well-being of Roma minority adolescents in Bulgaria and Romania. Poster presented at the International Society for Research on Identity’s pre-conference special interest group meeting at the Society for Research on Adolescence, Baltimore, Maryland, USA.

Forslund, T., Brocki, K. C., Bohlin, G., Granqvist, P., & Eninger, L. (2016). The heterogeneity of attention‐deficit/hyperactivity disorder symptoms and conduct problems: Cognitive inhibition, emotion regulation, emotionality, and disorganized attachment. British Journal of Developmental Psychology, 34(3), 371-387. DOI: 10.1111/bjdp.12136

Galanti, M. R., Hultin, H., Dalman, C., Engström, K., Ferrer-Wreder, L., Forsell, Y., Karlberg, M., Lavebratt, C., Magnusson, C., Sundell, K., Zhou, J., Almroth, M., & Raffetti, E. (2016). School environment and mental health in early adolescence - A longitudinal study in Sweden (KUPOL). BMC Psychiatry, 16, 243. DOI: 10.1186/s12888-016-0919-1

Hultin, H., Ferrer-Wreder, L., Karlberg, M., Dimitrova, R., & Galanti, M. R. (2016, April 2). Adolescents’ perspectives on climate in Swedish schools. Poster presented at the Society for Research on Adolescence, Baltimore, Maryland, USA.



Bergman, L., Ferrer-Wreder, L., & Corovic, J. (2015, February 26). Career, education, and adjustment in midlife for adolescents with high IQ. Invited webinar for the Society for the Study of Human Development and the journal: Research in Human Development.

Bergman, L. R., Ferrer-Wreder, L., & Zukauskiene, R. (2015). Career outcomes of adolescents with below average IQ: Who succeeds against the odds? Intelligence, 52, 9–17. 

Dimitrova, R., Ferrer-Wreder, L., & Trost, K. (2015). Intergenerational transmission of ethnic identity and life satisfaction of Roma minority adolescents and their parents. Journal of Adolescence, 45, 296-306. 

Eninger, L., Ferrer-Wreder, L., Allodi Westling, M., Smedler, A-C., Ginner Hau, H., Olsson, T. M., Herkner, B., Sedem, M., & Domitrovich, C. (2015, July 1). Teacher Innovation and implementation in an ongoing Swedish effectiveness trial of preschool PATHS. Invited symposium presented at the International PATHS® Learning Conference (a pre-conference of the European Network for Social and Emotional Competence), Lisbon, Portugal.

Ferrer-Wreder, L., Allodi Westling, M., & Ginner Hau, H. (2015, March 26). Exclusions and disciplinary measures in Sweden. Invited symposium presented at Cambridge University’s (United Kingdom) Selwyn College, special conference on “Keeping Young People in School - Alternatives to Exclusion.”

Ferrer-Wreder, L., Sugimura, K., Trost, K., Poyrazli, S., Klingstedt, M. L., & Thomas, S. (2015). The intersection of culture, health and risk behaviors in emerging and young adults. L. A. Jensen (Ed.), The Oxford Handbook of Human Development and Culture: An Interdisciplinary Perspective. DOI: 10.1093/oxfordhb/9780199948550.013.3

Ferrer-Wreder, L., Sundell, K., Eichas, K., & Habbi, M. (2015). An empirical test of a diffusion framework for school-based prevention: The 21 Swedish junior high school study. Journal of Community Psychology, 43(7), 811-831. DOI: 10.1002/jcop.21709 

García Coll, C., Motti-Stefanidi, F., Oppedal, B., Pavlopoulos, V., Strohmeier, D., van de Vijver, F., Abubakar Ali, A., Asendorpf, J., Dimitrova, R., Ferguson, G. M., Ferrer-Wreder, L., Lansford, J., Sam, D. L., Phillips Smith, E., Titzmann, P. F., Barrett, M., & Marks, A. (2015). Mission statement – Positive development of immigrant youth. Why bother? Expert meeting on immigrant youth adaptation and well-being. (Invited policy statement)

Sedem, M., & Ferrer-Wreder, L. (2015). Fear of the loss of honor: Implications of honor-based violence for the development of youth and their families. Child and Youth Care Forum, 44(2), 225-237. DOI: 10.1007/s10566-014-9279-5



Bask, M., Ferrer-Wreder, L., Salmela-Aro, K., & Bergman, L. R. (2014). Pathways to educational attainment in middle adulthood: The role of gender and parental educational expectations in adolescence. I. Schoon & J. S. Eccles. (Eds.), Gender and aspirations and attainment: A life course perspective (pp. 389-411). Cambridge, UK: Cambridge University Press. 

Bergman, L. R., Corovic, J., Ferrer-Wreder, L., & Modig, K. (2014). High IQ in early adolescence and career success in adulthood: Findings from a Swedish longitudinal study. Research in Human Development, 11, 165-185. DOI: 10.1080/15427609.2014.936261 

Bergman, L. R., & Ferrer-Wreder, L. (2014). The implications of high IQ in early adolescence for education, career, and adjustment in midlife: Findings from a Swedish longitudinal study. Research in Human Development, 11, 161-164. DOI: 10.1080/15427609.2014.936171 

Bergman, L. R., & Ferrer-Wreder, L. (2014). Integrative summary and future research. Research in Human Development, 11, 237-240. DOI: 10.1080/15427609.2014.936183 

Eninger, L., Ferrer-Wreder, L., Smedler A., Allodi Westling, M., Olsson, T.M., Ginner Hau, H., Trost, K., Herkner, B., & Domitrovich, C. E. (2014, October). The Swedish preschool PATHS trial: Implementation science best practices in an imported evidence-based intervention effectiveness study. Poster presented at the European Society for Prevention Research, Palma, Spain.

Ferrer-Wreder, L., Montgomery, M. J., Lorente, C. C., & Habibi, M. (2014). Identity interventions for adolescents: Promoting optimal identity. In T. Gullotta & M. Bloom (Series Eds.), The encyclopedia of primary prevention and health promotion: Adolescent Volume, 2nd Edition (pp. 1278-1287). New York: Springer. DOI: 10.1007/978-1-4614-5999-6_183

Ferrer-Wreder, L., Wänström, L., & Corovic, J. (2014). Midlife outcomes of educationally underachieving Swedish adolescents with above average generalized intelligence. Research in Human Development, 11, 217-236. DOI: 10.1080/15427609.2014.936172 

Habibi, M., Tahmasian, K., & Ferrer-Wreder, L. (2014). Self-efficacy in Persian adolescents: Psychometric properties of a Persian version of the Self-Efficacy Questionnaire for Children (SEQ-C). International Perspectives in Psychology: Research, Practice, Consultation, 3(2), 93-105. DOI: 10.1037/a0036059

Olsson, T. M., Ferrer-Wreder, L., & Eninger, L. (2014). Advancing school-based interventions through economic analysis. New Directions for Youth Development, 141, 117-123. DOI: 10.1002/yd.20091 

Sundell, K., & Ferrer-Wreder, L. (2014). The transportability of empirically supported interventions. In A. Shlonsky & R. Benbenishty (Eds.), From evidence to outcomes in child welfare: An international reader. Oxford University Press. DOI: 10.1093/acprof:oso/9780199973729.001.0001

Sundell, K., Ferrer-Wreder, L., & Fraser, M. (2014). Going global: A model for evaluating empirically supported family-based interventions in new contexts. Evaluation & the Health Professions, 37(2), 203-230. DOI: 10.1177/0163278712469813