Kunnskapsoppsummering og klassifisering av tiltaket: De Utrolige Årene (DUÅ): Foreldreprogram for Førskolebarn (3-6 år) og Skolebarn (6-12 år) (2.utg.)
DOI:
https://doi.org/10.7557/25.7573Emneord (Nøkkelord):
førskolebarn, barn i skolealder, atferdsvansker, familieforhold, familie, skole, atferdsproblemer, forebyggende, KunnskapsoppsummeringSammendrag
Bakgrunn: Denne artikkelen er en kunnskapsoppsummering og klassifisering av foreldreprogrammet De Utrolige Årene (DUÅ), rettet mot førskolebarn (3-6 år) og barn i skolealder (6-12 år). Foreldreprogrammene er rettet mot foreldre til barn med atferdsproblemer på et forebyggende, selektert, eller indikert nivå. Det vil si, programmene kan tilrettelegges som enten forebyggende tiltak eller behandlingstiltak. Foreldreprogrammene er utviklet av Carolyn Webster-Stratton, USA. I Norge er det Regionalt Kunnskapssenter for Barn og Unge – Nord (RKBU Nord) som er tiltaksleverandør og har det nasjonale ansvaret for opplæring.
Metode: Kunnskapsoppsummeringen bygger på et systematisk litteratursøk fra ulike databaser (Embase, Medline, Psykinfo, NORART, Cochrane, Cristin, NORA, Scopus, SweMed, Bibsys, og Google Scholar), samt materiell gitt fra tiltakseier. Søket ble gjennomgått for å identifisere internasjonale, nordiske og norske effektstudier om tiltakene. Ni nordiske artikler (3 norske, 4 svenske,1 dansk og 1 finsk), samt tre internasjonale meta-analyser, er evaluert og inkludert i kunnskapsoppsummeringen.
Resultater: Resultatene viser at DUÅs foreldreprogrammer er kunnskaps- og evidensbaserte tiltak med solid teoretisk forankring. De baserer seg på etablerte måleinstrumenter, og tiltakene har godt beskrevne implementeringsstrategier. Samtlige av de nordiske studiene viste positive resultater til fordel for de to programmene, det vil si en reduksjon i barns problematferd og en positiv endring i foreldre-barn samspill.
Konklusjon: DUÅs foreldreprogrammer for førskole- og skolebarn klassifiseres på evidensnivå 5, det vil si tiltak med sterk dokumentasjon på effekt.
Referanser
Achenbach, T. M., & Rescorla, L. (2000). Manual for the ASEBA school-age forms & profiles: An integrated system of multi-informant assessment. Aseba.
Ainsworth, M. D. S., Bell, S. M., & Stayton, D. F. (1974). Infant-mother attachment and social development: Socialization as a product of reciprocal responsiveness to signals. Cambridge University Press.
Allison, P. D. (2001). Missing data (Vol. 136). Sage publications.
Axberg, U., & Broberg, A. G. (2012). Evaluation of “The incredible years” in Sweden: The transferability of an American parent-training program to Sweden. Scandinavian Journal of Psychology, 53(3), 224–232. https://doi.org/10.1111/j.1467-9450.2012.00955.x
Axberg, U., Hansson, K., & Broberg, A. G. (2007). Evaluation of the incredible years series–An open study of its effects when first introduced in Sweden. Nordic Journal of Psychiatry, 61(2), 143-151. https://doi.org/10.1080/08039480701226120
Axberg, U. L. F., Johansson Hanse, J. A. N., & Broberg, A. G. (2008). Parents’ description of conduct problems in their children–A test of the Eyberg Child Behavior Inventory (ECBI) in a Swedish sample aged 3–10. Scandinavian journal of psychology, 49(6), 497-505. https://doi.org/10.1111/j.1467-9450.2008.00670.x
Bandura A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
Beck, A. T. (Ed.). (1979). Cognitive therapy of depression. Guilford press.
Belsky, J. (2005). Differential Susceptibility to Rearing Influence: An Evolutionary Hypothesis and Some Evidence. I B. J. Ellis & D. F. Bjorklund (Red.), Origins of the social mind: Evolutionary psychology and child development (p. 139–163). Guilford Press. https://doi.org/10.1080/19424620903388554
Bingham C. R, Stemmler M., Petersen A.C., Graber J. (1998) Imputing missing data values in repeated measurement within-subjects designs. Methods of Psychological Research 3(2), 131–155.
Bornstein, M. H., Hahn, C. S., & Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and Psychopathology, 22(4), 717-735. https://doi.org/10.1017/S0954579410000416
Bowlby, J. (1980). Attachment and loss: Sadness and depression. Hogarth Press.
Caspi, A., Houts, R. M., Belsky, D. W., Harrington, H., Hogan, S., Ramrakha, S., Poulton, R., & Moffitt, T. E. (2016). Childhood forecasting of a small segment of the population with large economic burden. Nature human behaviour, 1, 0005. https://doi.org/10.1038/s41562-016-0005
Cavell, T. A., Harrist, A. W., & Del Vecchio, T. (2013). Working with parents of aggressive children: Ten principles and the role of authoritative parenting. In R. E. Larzelere, A. S. Morris, & A. W. Harrist (Eds.), Authoritative parenting: Synthesizing nurturance and discipline for optimal child development (pp. 165–188). Washington, DC: American Psychological Association. https://doi.org/10.1037/13948-008
Cicchetti, D., & Toth, S. L (2009). A developmental psychopathology perspective on adolescent depression. In: Nolen-Hoeksema S, Hilt LM, editors. Handbook of depression in adolescents. Routledge/Taylor & Francis Group; New York, NY: 2009. pp. 3–32.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences, (2. utg.). Erlbaum. https://doi.org/10.4324/9780203771587
Dodge, K. A., Malone, P. S., Lansford, J. E., Miller, S., Pettit, G. S., & Bates, J. E. (2009). A dynamic cascade model of the development of substance-use onset. Monographs of the Society for Research in Child Development, 74(3), vii–119. https://doi.org/10.1111/j.1540-5834.2009.00528.x
Drozd, F. & Hansen, K. L. (d). Kunnskapsoppsummering og klassifisering av tiltaket: De Utrolige Årene Universalprogrammet (1. utg.). Ungsinn 1:2. Hentet fra: https://ungsinn.no/post_tiltak_arkiv/de-utrolige-arene-universalprogrammet-1-utg/
Drugli, M. B., Fossum, S., Larsson, B., & Morch, W. T. (2010). Characteristics of young children with persistent conduct problems 1 year after treatment with the Incredible Years program. European Child & Adolescent Psychiatry, 19(7), 559–565. https://doi.org/10.1007/s00787-009-0083-y
Drugli, M. B., & Larsson, B. (2006). Children aged 4–8 years treated with parent training and child therapy because of conduct problems: Generalization effects to day-care and school settings. European Child & Adolescent Psychiatry, 15(7), 392–399. https://doi.org/10.1007/s00787-006-0546-3
Drugli, M. B., Larsson, B., Fossum, S., & Mørch, W. T. (2010). Five- to six-year outcome and its prediction for children with ODD/CD treated with parent training. Journal of child psychology and psychiatry, 51(5), 559-566. https://doi.org/10.1111/j.1469-7610.2009.02178.x
D'Zurilla, T. J., & Nezu, A. (1982). Social problem solving. Advances in cognitive-behavioral research and therapy, 1, 201-274. https://doi.org/10.1037/10805-001
Eng, H., Ertesvåg, S. K., Frønes, I. & Kjøbli, J. (Red.). (2017). Den krevende foreldrerollen: Familiestøttende intervensjoner for barn og unge. Gyldendal akademisk.
Eyberg, S. M., & Ross, A. W. (1978). Assessment of child behavior problems: The validation of a new inventory. Journal of Clinical Child & Adolescent Psychology, 7(2), 113-116. https://doi.org/10.1080/15374417809532835
Fossum, S., Handegård, B. H., Martinussen, M., & Mørch, W. T. (2008). Psychosocial interventions for disruptive and aggressive behaviour in children and adolescents. European Child & Adolescent Psychiatry, 17(7), 438-451. https://doi.org/10.1007/s00787-008-0686-8
Fossum, S., Kjøbli, J., Drugli, M. B., Handegard, B. H., Mørch, W. T., & Ogden, T. (2014). Comparing two evidence-based parent-training interventions for aggressive children. Journal of Children's Services, 9(4), 319-329. https://doi.org/10.1108/JCS-04-2014-0021
Fossum, S., Mørch, W. T, Handegård, B., & Drugli, M. (2007). Childhood disruptive behaviors and family functioning in clinically referred children: Are girls different from boys? Scandinavian Journal of Psychology, 48(5), 375-382. https://doi.org/10.1111/j.1467-9450.2007.00617.x
Forgatch, M.S., & DeGarmo, D.S. (1999). Parenting through change: An effective prevention program for single mothers. Journal of Consulting and Clinical Psychology, 67(5), 711–724. https://doi.org/10.1037/0022-006X.67.5.711
Furlong, M., McGilloway, S., Bywater, T., Hutchings, J., Smith, S. M., & Donnelly, M. (2013). Cochrane review: Behavioural and cognitive‐behavioural group‐based parenting programmes for early‐onset conduct problems in children aged 3 to 12 years. Evidence‐Based Child Health: A Cochrane Review Journal, 8(2), 318-692. https://doi.org/10.1002/14651858.CD008225.pub2
Gjone, H., & Nøvik, T. S. (1995). Parental ratings of behaviour problems: A twin and general population comparison. Journal of Child Psychology and Psychiatry and Allied Disciplines, 36(7), 1213-1224. https://doi.org/10.1111/j.1469-7610.1995.tb01366.x
Green, H., McGinnity, Á., Meltzer, H., Ford, T., & Goodman, R. (2005). Mental health of children and young people in Great Britain, 2004. Palgrave Macmillan. https://sp.ukdataservice.ac.uk/doc/5269/mrdoc/pdf/5269technicalreport.pdf
Gresham, F. M., MacMillan, D. L., Bocian, K. M., Ward, S. L., & Forness, S. R. (1998). Comorbidity of hyperactivity-impulsivity-inattention and conduct problems: Risk factors in social, affective, and academic domains. Journal of Abnormal Child Psychology, 26(5), 393-406. https://doi.org/10.1023/A:1021908024028
Haynes B. (1999). Can it work? Does it work? Is it worth it?: The testing of healthcare interventions is evolving. BMJ (Clinical research ed.), 319(7211), 652–653. https://doi.org/10.1136/bmj.319.7211.652
Heiervang, E., Stormark, K. M., Lundervold, A. J., Heimann, M., Goodman, R., Posserud, M. B., Ullebø, A. K., Plessen, K. J., Bjelland, I., Lie, S. A., & Gillberg, C. (2007). Psychiatric disorders in Norwegian 8- to 10-year-olds: an epidemiological survey of prevalence, risk factors, and service use. Journal of the American Academy of Child and Adolescent Psychiatry, 46(4), 438–447. https://doi.org/10.1097/chi.0b013e31803062bf
Helsedirektoratet. (2003). Regjeringens strategiplan for barn og unges psykiske helse–sammen om psykisk helse. www.regjeringen.no/globalassets/upload/hod/vedlegg/strategiplan_for_barn_og_unges_psykiske_helse.pdf
Helsedirektoratet (2018, 1. mars). Aktivitetsdata for psykisk helsevern for barn og unge. https://helsedirektoratet.no/publikasjoner/aktivitetsdata-for-psykisk-helsevern-for-barn-og-unge
Hukkelberg, S. (2016). The Eyberg Child Behavior Inventory: Factorial invariance in problem behaviors across gender and age. Scandinavian Journal of Psychology, 57(4), 298-304. https://doi.org/10.1111/sjop.12290
Hukkelberg, S., Keles, S., Ogden, T., & Hammerstrøm, K. (2019). The relation between behavioral problems and social competence: A correlational Meta-analysis. BMC Psychiatry, 19(1), 354. https://doi.org/10.1186/s12888-019-2343-9
Högström, J., Olofsson, V., Ozdemir, M., Enebrink, P., & Stattin, H. (2017). Two-year findings from a national effectiveness trial: Effectiveness of behavioral and non-behavioral parenting programs. Journal of Abnormal Child Psychology, 45(3), 527-542. https://doi.org/10.1007/s10802-016-0178-0
Javo, C., Heyerdahl, S., & Rønning, J. A. (2000). Parent reports of child behavior problems in young Sami children: A cross-cultural comparison. European Child and Adolescent Psychiatry, 9(3), 202-211. https://doi.org/10.1007/s007870070044
Javo, C., Rønning, J. A., Handegård, B. H., & Rudmin, F. W. (2009). Social competence and emotional/behavioral problems in a birth cohort of Sami and Norwegian preadolescents in Arctic Norway as reported by mothers and teachers. Nordic Journal of Psychiatry, 63(2), 178-187. https://doi.org/10.1080/08039480902741752
Jozefiak, T., Larsson, B., Wichstrøm, L., & Rimehaug, T. (2011). Competence and emotional/behavioural problems in 7-16-year-old Norwegian school children as reported by parents. Nordic Journal of Psychiatry, 66(5), 311-319. https://doi.org/10.3109/08039488.2011.638934
Kornør, H., & Jozefiak, T. (2012). Måleegenskaper ved den norske versjonen av Child Behavior Checklist–versjon 2-3, 4-18, 1½-5 og 6-18 (CBCL).
Karjalainen, P., Kiviruusu, O., Aronen, E. T., & Santalahti, P. (2019). Group-based parenting program to improve parenting and children’s behavioral problems in families using special services: A randomized controlled trial in a real-life setting. Children and Youth Services Review, 96, 420–429. https://doi.org/10.1016/j.childyouth.2018.12.004
Kjøbli, J., Hukkelberg, S., & Ogden, T. (2013). A randomized trial of group parent training:
Reducing child conduct problems in real-world settings. Behaviour Research & Therapy,
(3), 113-121. https://doi.org/10.1016/j.brat.2012.11.006
Korelitz, K. E., & Garber, J. (2016). Congruence of parents’ and children’s perceptions of parenting: A meta-analysis. Journal of youth and adolescence, 45(10), 1973-1995. https://doi.org/10.1007/s10964-016-0524-0
Kvernmo, S., & Heyerdahl, S. (1998). Influence of ethnic factors on behavior problems in indigenous Sami and majority Norwegian adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 37(7), 743-751. https://doi.org/10.1097/00004583-199807000-00014
Lakens, D. (2017). Equivalence Tests: A Practical Primer for t Tests, Correlations, and Meta-Analyses. Social psychological and personality science, 8(4), 355-362. https://doi.org/10.1177/1948550617697177
Lansford, J. E., Malone, P. S., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2010). Developmental cascades of peer rejection, social information processing biases, and aggression during middle childhood. Development and psychopathology, 22(3), 593. https://doi.org/10.1017/S0954579410000301
Larsson, B., Fossum, S., Clifford, G., Drugli, M. B., Handegård, B. H., & Mørch, W. T. (2009). Treatment of oppositional defiant and conduct problems in young Norwegian children: Results of a randomized controlled trial. European Child and Adolescent Psychiatry, 18(1), 42-52. https://doi.org/10.1007/s00787-008-0702-z
Leijten, P., Gardner, F., Landau, S., Harris, V., Mann, J., Hutchings, J., Scott, S. (2018). Research Review: Harnessing the power of individual participant data in a meta-analysis of the benefits and harms of the Incredible Years parenting program. Journal of Child Psychololy and Psychiatry, 59(2), 99-109. https://doi.org/10.1111/jcpp.12781
Martinussen, M. (2009). Beskrivelse og vurdering av tiltaket: De utrolige årene (DUÅ)-Foreldretreningsprogram. Ungsinn, 1:1. https://ungsinn.no/post_tiltak/de-utrolige-arene-dua-foreldretreningsprogram/
Martinussen, M., Reedtz, C., Eng, H., Neumer, S. P., Patras, J., & Mørch, W. T. (2016). Ungsinn. Kriterier og prosedyrer for vurdering og klassifisering av tiltak. UiT Norges arktiske universitet. Hentet fra: https://ungsinn.no/post_artikkel/brosjyre-om-klassifiseringskriteriene-i-ungsinn/
Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., Boelcke-Stennes, K., & Tellegen, A. (2005). Developmental cascades: linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41(5), 733. http://dx.doi.org/10.1037/0012-1649.41.5.733
Menting, A. T., De Castro, B. O., & Matthys, W. (2013). Effectiveness of the Incredible Years parent training to modify disruptive and prosocial child behavior: A meta-analytic review. Clinical Psychology Review, 33(8), 901-913. https://doi.org/10.1016/j.cpr.2013.07.006
Moffitt, T. E., Caspi, A., Harrington, H., & Milne, B. J. (2002). Males on the life-course-persistent and adolescence-limited antisocial pathways: Follow-up at age 26 years. Development and Psychopathology, 14(1), 179-207. https://doi.org/10.1017/S0954579402001104
Mørch, W.-T., Gammelsæter, S., & Brunborg, B. (2017). De Utrolige Årene, foreldreprogrammene: En evidensbasert programserie for forebygging og behandling av atferdsvansker hos barn. I H.
Nøvik, T. S. (1999). Validity of the Child Behaviour Checklist in a Norwegian sample. European Child and Adolescent Psychiatry, 8(4), 247-25. https://doi.org/10.1007/s007870050098
Ogden, T. (2009). Sosial kompetanse og problematferd i skolen (Vol. 2). Gyldendal akademisk.
Ogden, T., & Hagen, K. A. (2018). Adolescent mental health: Prevention and intervention. Routledge.
Patterson, G. R. (1982). Coercive family process (Vol. 3). Castalia Publishing Company. https://doi.org/10.1017/S0954579414000169
Patterson, G. R., Forgatch, M. S., Yoerger, K. L., & Stoolmiller, M. (1998). Variables that initiate and maintain an early-onset trajectory for juvenile offending. Development and psychopathology, 10(3), 531-547. https://doi.org/10.1017/S0954579498001734
Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). Antisocial boys (Vol. 4). Castalia Pub Co.
Piaget, J. (1962). The stages of the intellectual development of the child. Bulletin of the Menninger clinic, 26(3), 120.
Pinquart, M. (2017). Associations of parenting dimensions and styles with externalizing problems of children and adolescents: An updated meta-analysis. Developmental Psychology, 53(5), 873. http://dx.doi.org/10.1037/dev0000295
Reedtz, C., Bertelsen, B., Lurie, J. I. M., Handegård, B. H., Clifford, G., & Mørch, W. T. (2008). Eyberg Child Behavior Inventory (ECBI): Norwegian norms to identify conduct problems in children. Scandinavian Journal of Psychology, 49(1), 31-38. https://doi.org/10.1111/j.1467-9450.2007.00621.x
Reedtz, C., Handegård, B. H., & Mørch, W. T. (2011). Promoting positive parenting practices in primary pare: Outcomes and mechanisms of change in a randomized controlled risk reduction trial. Scandinavian Journal of Psychology, 52(2), 131-137. https://doi.org/10.1111/j.1467-9450.2010.00854.x
Saha, C., & Jones, M. P. (2009). Bias in the last observation carried forward method under informative dropout. Journal of Statistical Planning and Inference, 139(2), 246-255. https://doi.org/10.1016/j.jspi.2008.04.017
Sangawi, H., Adams, J., & Reissland, N. (2015). The effects of parenting styles on behavioral problems in primary school children: a cross-cultural review. Asian Social Science., 11(22), 171-186. http://dx.doi.org/10.5539/ass.v11n22p171
Schaefer, C. E., & Briesmeister, J. M. (1989). Handbook of parent training: Parents as co-therapists for children's behavior problems. John Wiley & Sons.
Skogen, J., & Torvik, F. (2013). Atferdsforstyrrelser blant barn og unge i Norge: Beregnet forekomst og bruk av hjelpetiltak (rapport 2013:4). https://www.fhi.no/globalassets/dokumenterfiler/rapporter/2013/rapport-20134-pdf.pdf
Stattin, H., Enebrink, P., Özdemir, M., & Giannotta, F. (2015). A national evaluation of parenting programs in Sweden: The short-term effects using an RCT effectiveness design. Journal of Consulting and Clinical Psychology, 83(6), 1069-1084. https://doi.org/10.1037/a0039328
Sterba, S. K. (2017). Partially nested designs in psychotherapy trials: A review of modeling developments. Psychotherapy Research, 27(4), 425-436. https://doi.org/10.1080/10503307.2015.1114688
Tapsfield, R., & Collier, F. (2005). The Cost of Foster Care: Investing in our children's future. British Association for Adoption & Fostering.
Trillingsgaard, T., Trillingsgaard, A., & Webster-Stratton, C. (2014). Assessing the effectiveness of the 'Incredible Years® parent training' to parents of young children with ADHD symptoms - a preliminary report. Scandinavian Journal of Psychology, 55(6), 538-545. https://doi:10.1111/sjop.12155.
Tømmerås, T., & Kjøbli, J. (2017). Family resources and effects on child behavior problem interventions: A cumulative risk approach. Journal of child and family studies, 26(10), 2936-2947. https://doi.org/10.1007/s10826-017-0777-6
Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: Evidence-based practices. Wadsworth Publishing Company.
Webster-Stratton, C. (2005). Aggression in young children services proven to be effective in reducing aggression. University of Washington. Encyclopedia On Early Childhood Development. Hentet fra: http://www.child-encyclopedia.com/sites/default/files/textes-experts/en/530/aggression-in-young-children-services-proven-to-be-effective-in-reducing-aggression.pdf
Webster-Stratton, C. (2007). De Utrolige årene - en foreldreveileder. Gyldendal akademiske.
Webster-Stratton, C. (2013). Utrolige småbarn. Gyldendal akademiske
Webster-Stratton, C. (2012a). Collaborating with parents to reduce children’s behavior problems: A book for therapists using the Incredible Years programs. Seattle, WA: Incredible Years Press.
Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical psychology, 65(1), 93. https://doi/10.1037/0022-006X.65.1.93
Webster-Stratton, C., & Hammond, M. (1998). Conduct problems and level of social competence in Head Start children: Prevalence, pervasiveness, and associated risk factors. Clinical child and family psychology review, 1(2), 101-124.
Webster-Stratton, C., & Herbert, M. (1994). Troubled families—problem children: Working with parents: A collaborative process. J. Wiley.
Webster-Stratton, C., Mostyn, D., & Marie, J. S. (2005). The Incredible Years: A trouble-shooting guide for parents of children aged 2-8 years. Incredible years.
Webster-Stratton C., Reid, M. J. (2010). Adapting The Incredible Years, an evidence-based parenting programme, for families involved in the child welfare system. Journal of Child Services, 5(1), 25-42.
Webster-Stratton, C., Reid, M. J. (2010). Addressing multiple risk factors to improve school readiness and prevent conduct problems in young children. I S. L. Christenson & A. L. Reschly (Red.). Handbook of school-family partnerships, 204-227.
Webster-Stratton, C. H, Reid, M. J & Beauchaine, T (2011). Combining parent and child training for young children with ADHD. Journal of Clinical Child and Adolescent Psychology, 40(2), 191-203. https://doi.org/10.1080/15374416.2011.546044
Webster-Stratton, C., & Reid, M. J. (2018). The Incredible Years parents, teachers, and children training series: A multifaceted treatment approach for young children with conduct problem. (p. 122–141). The Guilford Press.
Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30(3), 283-302. https://doi.org/10.1207/S15374424JCCP3003_2
Weisz, J. R., Chorpita, B. F., Palinkas, L. A., Schoenwald, S. K., Miranda, J., Bearman, S. K., & Gray, J. (2012). Research Network on Youth Mental Health Testing standard and modular designs for psychotherapy treating depression, anxiety, and conduct problems in youth: A randomized effectiveness trial. Archives of General Psychiatry, 69(3), 274-282.
Nedlastinger
Ytterligere filer
Publisert
Hvordan referere
Utgave
Seksjon
Lisens
Opphavsrett 2020 Silje Hukkelberg, Torbjørn Torsheim
Dette verket er lisensiert under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
