Page 252 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
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positive youth development in contexts
development. She holds a PhD in Health Promotion from the University
of Bergen. As the principal investigator of the Positive Youth Development
Cross-National project that began in 2014, she has led and organised col-
laborations with research partners from over 30 countries across Africa,
Asia, Australia, Europe, the Middle East, and South America. The Cross-
National Project represents expertise in wide-ranging yet connected sci-
entific fields of human development, intervention, and implementa-
tion science. She co-edited a special issue on the topic of Positive Youth
Development across Cultures of Child & Youth Care Forum and Frontiers.
She also co-edited a Handbook on Positive Youth Development published
by Springer.
***
Laura Ferrer-Wreder, PhD., is an Associate Professor at the Department of
Psychology, Stockholm University. Dr. Ferrer-Wreder has published wide-
ly in the areas of child and youth development, as well as intervention and
implementation science. A recently published book is entitled Roma mi-
nority in a global context: Resources for positive youth development ed-
ited by R. Dimitrova, D. Sam, and L. Ferrer-Wreder, published by Oxford
University Press.
Sabina Kapetanovic holds a PhD in Welfare and Social sciences from
Jönköping University, is a postdoctoral fellow at Stockholm University,
Sweden, and holds a position of a senior lecturer in psychology at University
West, Trollhättan in Sweden. Her research is focused on child and adoles-
cent development, adolescent risk behaviors, parent-child relationships as
well as intervention of culturally sensitive parenting programs in Sweden.
Urška Štremfel, PhD, is a research fellow at the Educational Research
Institute in Ljubljana and a part-time research fellow at the Centre for
Political Science Research at the Faculty of Social Sciences, University of
Ljubljana. Her research interests include the European aspects of policy
analysis, especially new modes of governance in the EU. In that framework,
she pays special attention to the role international comparative assessment
holds in the development of national education policies and practices and
also of evidence-based education. A particular part of her research work
here concerns analysis of EU and national policies on social inclusion, eq-
uity, and social and emotional learning.
252
development. She holds a PhD in Health Promotion from the University
of Bergen. As the principal investigator of the Positive Youth Development
Cross-National project that began in 2014, she has led and organised col-
laborations with research partners from over 30 countries across Africa,
Asia, Australia, Europe, the Middle East, and South America. The Cross-
National Project represents expertise in wide-ranging yet connected sci-
entific fields of human development, intervention, and implementa-
tion science. She co-edited a special issue on the topic of Positive Youth
Development across Cultures of Child & Youth Care Forum and Frontiers.
She also co-edited a Handbook on Positive Youth Development published
by Springer.
***
Laura Ferrer-Wreder, PhD., is an Associate Professor at the Department of
Psychology, Stockholm University. Dr. Ferrer-Wreder has published wide-
ly in the areas of child and youth development, as well as intervention and
implementation science. A recently published book is entitled Roma mi-
nority in a global context: Resources for positive youth development ed-
ited by R. Dimitrova, D. Sam, and L. Ferrer-Wreder, published by Oxford
University Press.
Sabina Kapetanovic holds a PhD in Welfare and Social sciences from
Jönköping University, is a postdoctoral fellow at Stockholm University,
Sweden, and holds a position of a senior lecturer in psychology at University
West, Trollhättan in Sweden. Her research is focused on child and adoles-
cent development, adolescent risk behaviors, parent-child relationships as
well as intervention of culturally sensitive parenting programs in Sweden.
Urška Štremfel, PhD, is a research fellow at the Educational Research
Institute in Ljubljana and a part-time research fellow at the Centre for
Political Science Research at the Faculty of Social Sciences, University of
Ljubljana. Her research interests include the European aspects of policy
analysis, especially new modes of governance in the EU. In that framework,
she pays special attention to the role international comparative assessment
holds in the development of national education policies and practices and
also of evidence-based education. A particular part of her research work
here concerns analysis of EU and national policies on social inclusion, eq-
uity, and social and emotional learning.
252
