Tasks performed
- Literature searching
- Teaching and guidance in literature searching
- Covidence, teaching and support
Background
Education
- Master of Evidence Based Practice. Western Norway University of Applied Sciences (Høgskulen på Vestlandet)
- Bachelor of Library and Information Science. Oslo University College (Høgskolen i Oslo)
Tags:
Library,
Literature search,
Literature searching,
Covidence,
Systematic reviews,
Evidence Syntheses,
Systematic literature searches
Publications
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Biedilæ, Sølvi; Morken, Ida Sund; Axelsdottir, Brynhildur & Dahlgren, Astrid
(2021).
Omtale av oppsummert forskning på tiltak: metoder basert på oppmerksomt nærvær («mindfulness»), oppdatering.
BUP-håndboka: oppsummert forskning om effekt av tiltak for barn og unges psykiske helse.
doi:
10.21337/1013.
Full text in Research Archive
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Morken, Ida Sund; Lidal, Ingeborg Beate; Dahlgren, Astrid; Biedilæ, Sølvi; Eidet, Lise Mette & Brean, Gro Vatne
(2021).
Kunnskapsoppsummering: effekt av tiltak for å forebygge og behandle psykiske vansker hos sped- og småbarn - oppdatert versjon.
BUP-håndboka: oppsummert forskning om effekt av tiltak for barn og unges psykiske helse.
doi:
10.21337/1033.
Full text in Research Archive
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Dahlgren, Astrid; Biedilæ, Sølvi; Morken, Ida Sund & Elvsåshagen, Mari
(2021).
Omtale av oppsummert forskning på tiltak: familieterapi og foreldreveiledning.
Tiltakshåndboka: oppsummert forskning om effekt av tiltak for barn og unges psykiske helse.
doi:
10.21337/1032.
Full text in Research Archive
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Dahlgren, Astrid; Biedilæ, Sølvi & Morken, Ida Sund
(2020).
Omtale av oppsummert forskning på tiltak: familieterapi og foreldreveiledning.
BUP-håndboka: oppsummert forskning om effekt av tiltak for barn og unges psykiske helse.
doi:
10.21337/1008.
Full text in Research Archive
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Axelsdottir, Brynhildur; Biedilæ, Sølvi; Sagatun, Åse; Nordheim, Lena Victoria & Larun, Lillebeth
(2020).
Exercise for depression in children and adolescents – a systematic review and meta‐analysis.
Child and Adolescent Mental Health.
ISSN 1475-357X.
doi:
10.1111/camh.12438.
Full text in Research Archive
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Morken, Ida Sund; Biedilæ, Sølvi & Dahlgren, Astrid
(2019).
Omtale av oppsummert forskning på tiltak: metoder basert på oppmerksomt nærvær («mindfulness»), oppdatert versjon.
BUP-håndboka: oppsummert forskning om effekt av tiltak for barn og unges psykiske helse.
doi:
10.21337/1013.
Full text in Research Archive
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Ivarsson, Tord; Skarphedinsson, Gudmundur Águst; Kornør, Hege; Axelsdottir, Brynhildur; Biedilæ, Sølvi & Heyman, Isobel
[Show all 10 contributors for this article]
(2015).
The place of and evidence for Serotonin reuptake inhibitors (SRIs) in obsessive compulsive disorder (OCD) in children and adolescents: views based on a systematic review and meta-analysis.
Psychiatry Research.
ISSN 0165-1781.
227(1),
p. 93–103.
doi:
10.1016/j.psychres.2015.01.015.
Full text in Research Archive
Show summary
Serotonin reuptake inhibiting drugs (SRI) have been used in the treatment of paediatric obsessive compulsive disorder over the past thirty years. We performed a systematic review and meta-analysis of the literature to discuss the place of and evidence for the use of SRI in pediatric OCD, based on fourteen publications of methodologically sound, randomized and controlled studies. Both SRI and specific SRIs were examined and comparisons of SRI, placebo, cognitive behaviour therapy (CBT), combined (COMBO) treatments (SRI+CBT) made to investigate their relative efficacy.
Using the Cochrane methodology, and as measures of effect size mean difference and Hedge’s g, SRIs proved to be superior to drug placebo, with a modest effect size. From direct comparisons of CBT and SRI treatments, we conclude that CBT has the superior efficacy. COMBO versus CBT shows that SRI treatment adds little to concomitant CBT, while COMBO shows favourable outcome versus SRI alone. In pre-trial partial treatment responders, those who failed a SRI had better outcome from adding CBT as compared to continuing a SRI. Those who failed CBT treatment did as well with continued CBT as with switching to a SRI.
The studies of combinations and sequences of treatments need to be developed further.
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Skarphedinsson, Gudmundur Águst; Hanssen-Bauer, Ketil; Kornør, Hege; Heiervang, Einar; Landrø, Nils Inge & Axelsdottir, Brynhildur
[Show all 8 contributors for this article]
(2014).
Standard individual cognitive behaviour therapy for paediatric obsessive compulsive disorder: A systematic review of effect estimates across comparisons.
Nordic Journal of Psychiatry.
ISSN 0803-9488.
69(2),
p. 81–92.
doi:
10.3109/08039488.2014.941395.
Full text in Research Archive
Show summary
Background: Previous meta-analyses of paediatric obsessive – compulsive disorder (OCD) have
shown much higher effect size for standard individual cognitive behaviour therapy (SI-CBT)
compared with control conditions than for serotonin reuptake inhibitors (SRIs) compared with
placebo. Other factors, such as systematic differences in the provided care or exposure to
factors other than the interventions of interest (performance bias) may be stronger confounders
in psychotherapy research than in pharmacological research. Aims: These facts led us to review
SI-CBT studies of paediatric OCD with the aim to compare the effect estimates across different
comparisons, including active treatments. Method: We included only randomized controlled
trials (RCTs) or cluster RCTs with treatment periods of 12 – 16 weeks. Outcome was post-test
score on the Children ’ s Yale – Brown Obsessive Compulsive Scale (CYBOCS). Results: Thirteen
papers reporting from 13 RCTs with 17 comparison conditions were included. SI-CBT was
superior to wait-list and placebo therapy but not active treatments. Effect estimates for SI-CBT
in wait-list comparison studies were signifi cantly larger than in placebo-therapy comparison
studies. In addition, the SI-CBT effect estimate was not signifi cantly different when compared
with SRIs alone or combined SRIs and CBT. Conclusions: Performance bias may have infl ated
previous effect estimates for SI-CBT when comparison contingencies included wait-list.
However, the calculated SI-CBT effect estimate was lower but signifi cant when compared with
placebo therapy. The effects of SI-CBT and active treatments were not signifi cantly different. In
conclusion, our data support the current clinical guidelines, although better comparisons between
SI-CBT and SRIs are needed.
View all works in NVA
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Biedilæ, Sølvi Helene; Longva, Johanne & Bjerkenes, Glenn Karlsen
(2026).
Exploring Elicit and Scite.ai as Tools for Systematic Reviews: The Relevance and Quality of the Results from Two AI-tools Compared to a Traditional Systematic Search.
Full text in Research Archive
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Axelsdottir, Brynhildur; Biedilæ, Sølvi; Larun, Lillebeth; Nordheim, Lena Victoria & Sagatun, Åse
(2018).
Exercise for depression in children and adolescents: a systematic review of randomized controlled trials.
PROSPERO International prospectie register of systematic reviews.
Full text in Research Archive
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Axelsdottir, Brynhildur & Biedilæ, Sølvi
(2018).
Fra bibliotekar til forskningspartner til forsker, og tilbake igjen.
Full text in Research Archive
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Axelsdottir, Brynhildur & Biedilæ, Sølvi
(2018).
Waste in research? Exploring overlaps in systematic reviews on exercise for depression in children and adolescents.
Full text in Research Archive
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Hammerstrøm, Karianne; Biedilæ, Sølvi; Engell, Thomas & Axelsdottir, Brynhildur
(2017).
Reporting Quality of Information Retrieval in Campbell Systematic Reviews.
Full text in Research Archive
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Hammerstrøm, Karianne; Biedilæ, Sølvi; Nakkerud, Erik; Axelsdottir, Brynhildur & Kornør, Hege
(2016).
School performance in children exposed to neglect, abuse or
maltreatment and in orphans: A rapid systematic review.
RBUP - Regionsenter for barn og unges psykiske helse Oslo.
ISSN 9788292510155.
Full text in Research Archive
Show summary
School performance in children exposed to neglect, abuse or maltreatment, and orphaned children We conducted a review of school performance in children who had been exposed to abuse, maltreatment or neglect. After searching for relevant studies up to 15 August 2016, we included 14 studies that enrolled 267,805 children and adolescents. We also searched for studies on school performance in orphaned children, and included 29 potentially relevant studies. We did not analyse these further, but assembled them in a separate list. Why is this important? Children who experience lack of adequate care, abuse or neglect are at increased risk of psychological, social, and behavioral impairment. Whereas orphans may struggle to attend school for practical reasons (such as lack of funds, having to work or care for younger siblings); both orphans and children who experience other types of inadequate care may have experienced or be experiencing traumatic events that affect their abilities to learn. We wanted to answer the following questions: 1) How does child neglect and child abuse affect children’s learning outcomes? 2) How does being an orphan affect children’s learning outcomes? Research findings Question 1): Abuse/maltreatment/neglect Poor school performance We found that the risk of poor school performance was higher among children exposed to abuse or neglect than among unexposed children. Poor school performance occurred more than twice as frequently among children exposed to sexual abuse than among unexposed children (low quality evidence). School performance Children exposed to abuse or neglect had poorer school performance than unexposed children. We found a large difference in school performance between children exposed to neglect and unexposed children, where unexposed children did better in school than abused/neglected children (moderate quality evidence). Question 2): Orphans We found 29 potentially relevant studies concerning school performance in orphans, but did not analyse these further. 5 Authors' conclusions The research evidence suggests that children who have been exposed to abuse, maltreatment or neglect in childhood perform worse in school than unexposed children. The studies we found vary in methodological quality, and better quality research is needed to confirm these findings. The scientific literature regarding school performance in orphans is yet to be explored, although the number of potentially relevant studies identified in our search suggests that a systematic review of these studies might prove useful.
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Kornør, Hege; Johansen, Sissel; Ludvigsen, Kristine Horseng; Biedilæ, Sølvi; Hammerstrøm, Karianne & Axelsdottir, Brynhildur
[Show all 7 contributors for this article]
(2016).
Familiemessige utfordringer knyttet til deltakelse i internasjonale operasjoner. En systematisk oversikt.
RBUP - Regionsenter for barn og unges psykiske helse.
Full text in Research Archive
View all works in NVA
Published
Jan. 16, 2024 4:10 PM
- Last modified
Jan. 14, 2026 9:15 AM
