Teaching & Supervision
Courses
Democracy, Human Rights and Civic Awareness of Children and Young People (now titled UME002F Education for Global Citizenship – From Policy to Practice)
Risk Behaviour and Resilience in Adolescence
Adolescence: Challenges and Opportunities
Volunteering in the Fields of Education and Welfare
Children and Prosperity: Children’s Rights and Participation
Human Rights: Promoting Social and Ecological Well-Being
Doctoral Students – Principal Supervisor
Lóa Guðrún Gísladóttir. The evaluation of Invest in Play in Iceland: The implementation process and the meaning of parent education for children’s and parents’ prosperity and well-being.
Doctoral Students – Co-Supervisor
Sverrir Óskarsson. Local educational governance in Iceland: The meaning of school boards for compulsory school practice.
Richard Opoku Agyemang. The function of education policy in shaping opportunities for youth participation: A historical discourse analysis of how Ghana’s compulsory school policies incorporate education for sustainable development and citizenship education.
Doctoral Committees
Helga Sigfúsdóttir. Teaching sexual health in upper secondary schools.
Master’s Theses – Principal Supervisor
Hulda Björg Guðmundsdóttir. “I think many take it very much for granted to have a good and healthy family”: Adults’ perspectives on their experiences of having a parent with mental health difficulties.
Sandra Jónsdóttir. The significance of shared residence arrangements for child well-being.
Rósa Aðalsteinsdóttir. Parents of adolescents need greater support to intentionally strengthen their children’s resilience and well-being.
Nílsína Larsen Einarsdóttir. “I had no idea we were poor …”: Protective factors in the environments of young people who grew up in poverty and their views on education.
Margrét Ásdís Björnsdóttir. “I hardly talk to my mum even though we live together … I just live with her.”
Hanna Borg Jónsdóttir. Rights Workshop – Human rights education for lower secondary school level.
Guðný Jónsdóttir. Children have a voice, life is now: A volunteering project in school practice.
Kristín Erla Einarsdóttir. Working with mind and hand: School leaders’ perspectives in compulsory and upper secondary schools on the status of vocational education.
Hildur Þóra Friðriksdóttir. How do young people who inject drugs perceive their substance use?
Erna Rós Sigurjónsdóttir. Teachers’ and school leaders’ perspectives on when and how substance use prevention should begin.
Lóa Guðrún Gísladóttir. “Respect is important so that both parties feel well”: A qualitative study on sexual health among young men.
Júlíana Ármannsdóttir. The role of parents and compulsory schools in supporting children with emotional difficulties: “It is a shared responsibility of schools and families to ensure children’s well-being.”
Ágústa Dúa Oddsdóttir. Psychosocial benefits of dog ownership for children with behavioural and emotional difficulties.
Telma Ýr Tórshamar. “You cannot help those who do not want to help themselves”: Perspectives of youth and treatment professionals on adolescent substance misuse in Iceland.
Hrafnhildur Hlín Hjartardóttir. Mindfulness for children with behavioural difficulties: “Teaching individuals to recognise their emotions.”
Herdís Hermannsdóttir. “Everyone has a voice”: Democratic participation in the school community.
Ragnheiður Dísa Gunnarsdóttir. “I matter”: The value of participation in musical theatre during adolescence.
Master’s Theses – Co-Supervisor
Kristjana Marín Jónsdóttir. “How are you doing, my boy?” Women’s perspectives on mothers’ responses to adolescent alcohol use.
Íris Jóhanna Ólafsdóttir. From preschool to primary school: Parents’ views on home–school collaboration.
Master’s Theses – Specialist
Arna Björk Þórsdóttir. “She needs protection – he needs guidance”: Parents’ narratives about responsibility and supervision in children’s digital lives.
Guðrún Birna Guðmundsdóttir. “…if everyone continued to behave as if they were alone in the world, everything would fall apart…”: Global citizenship among youth in UNESCO upper secondary schools in Iceland.
Lilja Dögg Gylfadóttir. “We want our children to grow up, become independent, and establish their own homes”: A qualitative study of mothers’ perspectives on relationships with their adult children and the need for parent education.
Margrét Halldórsdóttir. “This is an opportunity to enter a social laboratory.”
Selma Hrönn Hauksdóttir. “We have been friends for two decades; we must remain so”: Women in their thirties reflecting on friendship and how childhood friendships have shaped them in adulthood.
Íris Jóhanna Ólafsdóttir. From preschool to primary school: Parents’ views on home–school collaboration.
Elín Matthildur Kristinsdóttir. “The bubble has turned into a bubble bath”: A development project integrating well-being education into everyday compulsory school practice.
Laufey Erlendsdóttir. Resilience and well-being among children and youth: The UPRIGHT project and approaches to strengthening resilience.
Bachelor’s Theses – Principal Supervisor
Ragnheiður Eiríksdóttir. “This is our moment”: Relationship formation and learning opportunities through dialogic reading.
Margrét Ásdís Björnsdóttir. Authoritative parenting: Prevention for the future.
Jónína Margrét Sigurðardóttir. “Restorative justice”: Interventions for young people involved in delinquency.
Ólafía Kristín Norðfjörð. Anxiety among adolescent girls: Symptoms – Risk and protective factors – Consequences.
Helga Karólína Karlsdóttir. “By talking, we are protecting”: Alcohol consumption.