Congratulation on two new research articles!

We congratulate our NORDRESS partner, Atle Dyregrov who recently published two research articles together with his colleges.

In Journal of Loss and Trauma , together with Anita Fjærestad , Rolf Gjestad and Jens Thimm, Young People s Risk Perception and Experience in Connection with COVID 19.

ABSTRACT: In 2020, Norwegian society was in lockdown for seven weeks due to the rapid spread of the corona virus. During this period, young people (YP) aged 13–20 years participated in a survey investigating risk perception and experiences related to COVID-19. Participants (n ¼ 244) were recruited from a popular website for youths in Norway. YP’s experience of risk was related to their concern about spreading the virus to close loved ones. They worried about their future with regards to education and social life. They called for more information directed at young people. Being informed and trusting the information received, decreased anxiety.

In Hypothesis and Theory, together with Thormod Idsoe,Tracy Vaillancourt, Kristine Amlund Hagen, Terje Ogden and Ane Nærde, Bullying victimization and Trauma.

ABSTRACT: Bullying victimization and trauma research traditions operate quite separately. Hence, it is unclear from the literature whether bullying victimization should be considered as a form of interpersonal trauma. We review studies that connect bullying victimization with symptoms of PTSD, and in doing so, demonstrate that a conceptual understanding of the consequences of childhood bullying needs to be framed within a developmental perspective. We discuss two potential diagnoses that ought to be considered in the context of bullying victimization: (1) developmental trauma disorder, which was suggested but not accepted as a new diagnosis in the DSM-5 and (2) complex post-traumatic stress disorder, which has been included in the ICD-11. Our conclusion is that these frameworks capture the complexity of the symptoms associated with bullying victimization better than PTSD. We encourage practitioners to understand how exposure to bullying interacts with development at different ages when addressing the consequences for targets and when designing interventions that account for the duration, intensity, and sequelae of this typeof interpersonal trauma.