We have studied behavior problems, conceptualized in the two broad dimensions externalizing and internalizing problems, as well as social and non-social competencies in several projects. Our research aims at identifying processes that guide development in these respects. Ratings by parents and teachers as well as direct observations of behavior have been utilized. We have developed measures for social and for non-social competencies relevant in the school and pre-school contexts.

In sets from more than ten projects we have descriptive data on problems and competencies for around 2000 children from two years of age up to age 12 years. Several of these projects are longitudinal, affording estimates of stability and change.

We have linked adaptation in preschool years and middle childhood to child temperament, emotion regulation and attachment quality, and to external factors such as external child care. We have also studied associations between problems and competencies, as well as the interplay of these aspects of social functioning, for peer and teacher relations.

Feeding problems in infancy have also been explored. Long-term outcomes of early food refusal (up to fifteen years’ follow up) have been studied, as has the role of child, mother and relationship characteristics for the development and long-term outcomes of early feeding problems.

Current interests focus on behavior problems in relation to emotional functioning, self esteem and loneliness, as well as the role of externalizing and internalizing problems and competence deficits as associates to ADHD-symptoms.