Sandra Marie Weltzien

• Weltzien, Sandra Marie; Marsh, Lauren; Kanngiesser, Patricia & Hood, Bruce (2024). Young dictators : speaking about oneself decreases generosity in children from two cultural contexts. PLOS ONE. 19(3). doi: 10.1371/journal.pone.0300200. Full text in Research Archive Show summary

  Sharing of resources is a common feature of human societies. Yet, there is substantial societal variation in children’s generosity, and this variation emerges during middle childhood. Societal differences in self-construal orientation may be one factor influencing the ontogeny of generosity. Here, we examine anonymous Dictator Game sharing in 7-and-8-year-olds from two distinct societies: India and the UK (N = 180). We used self-construal manipulations to investigate whether priming self- or other-focused conversations would differentially influence children’s generosity. There were no differences in generosity between populations. While a significant reduction in generosity was found following self-priming in both societies, other-priming was ineffectual. The findings are discussed in relation to experimental features and the role of anonymity and reputational concerns.

• Eek, Camilla Farstad; Hogstad, Ingrid Johnsen & Weltzien, Sandra Marie (2024). Vernepleieren i det tverrprofesjonelle samarbeidet i skolen : en historisk-sosiologisk profesjonsteoretisk analyse av begrunnelser for å ansette vernepleiere i skolen. In Halvorsen, Lars Julius; Båtevik, Finn Ove; Folkestad, Bjarte; Løvoll, Helga Synnevåg & Stokken, Roar (Ed.), Samarbeid : fjordantologien 2024. Universitetsforlaget. ISSN 9788215071749. p. 66–86. doi: 10.18261/9788215071800-24-04. Full text in Research Archive Show summary

  Vernepleieren er sammen med andre miljøterapeuter en ny yrkesgruppe i skolen. Til forskjell fra læreren og helsesykepleieren er ikke miljøterapeuter lovpålagt i skolen, så hvorfor ansette dem? Med et historisk-sosiologisk profesjonsteoretisk perspektiv undersøker vi i dette kapittelet begrunnelser for å ansette vernepleiere i skolen, slik de kommer fram gjennom beretninger fortalt i kvalitative intervjuer med fire skoleledere i grunnskolen som har ansatt vernepleier. Skolelederne forteller om nye kompetansebehov som har oppstått som følge av mer komplekse utfordringer i og med elevgrupper, som ikke kan dekkes av læreren og helsesykepleieren. Videre forteller de om betydningen av tiltakskjeden for spesialundervisning som styrende for beslutningen om å ansette vernepleier knyttet til elever som omtales som «enkeltelev». I kapittelet diskuterer vi hvordan skoleledernes beretninger kan forstås som en del av den kontinuerlige forhandlingen om hvilke arbeidsoppgaver som faller innenfor vernepleierens jurisdiksjon, og hvilke grunnleggende behov i befolkningen de skal utdannes til å kunne møte.

• Weltzien, Sandra Marie (2023). Challenges associated with the importation of minority world constructions into majority world settings. In Sæbjørnsen, Siv Elin Nord; Makuu, Mariana Josephat & Ødegård, Atle (Ed.), Change agents : an interprofessional book about children with disabilities in Tanzania and Norway. Universitetsforlaget. ISSN 9788215057903. p. 144–158. doi: 10.18261/9788215057903-23-08. Full text in Research Archive Show summary

  Many Western-funded projects aim to help and promote the rights of children with disabilities in Africa. Yet, there is insufficient evidence on the effects of such projects. Here, we examine some of the challenges associated with the importation of Western constructions into majority world settings. Aspects such as culture, beliefs, and community will be discussed. Finally, some measures will be highlighted that may help towards more ethical and culturally sensitive research and practice.

• Weltzien, Sandra Marie; Marsh, Lauren; Kanngiesser, Patricia; Stuijfzand, Bobby & Hood, Bruce (2019). Considering self or others across two cultural contexts : how children’s resource allocation is affected by self-construal manipulations. Journal of Experimental Child Psychology. ISSN 0022-0965. 184(August), p. 139–157. doi: 10.1016/j.jecp.2019.04.002. Full text in Research Archive Show summary

  Most humans share to some degree. Yet, from middle childhood, sharing behavior varies substantially across societies. Here, for the first time, we explored the effect of self-construal manipulation on sharing decisions in 7- and 8-year-old children from two distinct societies: urban India and urban United Kingdom. Children participated in one of three conditions that focused attention on independence, interdependence, or a control. Sharing was then assessed across three resource allocation games. A focus on independence resulted in reduced generosity in both societies. However, an intriguing societal difference emerged following a focus on interdependence, where only Indian children from traditional extended families displayed greater generosity in one of the resource allocation games. Thus, a focus on independence can move children from diverse societies toward selfishness with relative ease, but a focus on interdependence is very limited in its effectiveness to promote generosity. Keywords: societal differences, self-construal, sharing development, priming, self-focus, generosity

• Weltzien, Sandra Marie; Marsh, Lauren & Hood, Bruce (2018). Thinking of me : self-focus reduces sharing and helping in seven- to eight-year-olds. PLOS ONE. 13(1), p. 1–14. doi: 10.1371/journal.pone.0189752. Full text in Research Archive Show summary

  By 7-to 8-years of age, most children readily adhere to prosocial norms aimed at benefiting others through giving up time and effort (helping) or resources (sharing). Two studies explored whether sharing and helping by 7-to 8-year olds (N = 180) could be influenced by priming children’s attention on themselves or their friends through a semi-structured interview. Results revealed that self-priming led to reductions in both sharing and helping compared to friendship-priming or a control condition. These findings are considered as indicative of the fragile state of prosocial behaviours at this age that can be easily shifted towards more selfish biases by simple priming.

• Hood, Bruce; Weltzien, Sandra Marie; Marsh, Lauren & Kanngiesser, Patricia (2016). Picture yourself : self-focus and the endowment effect in preschool children. Cognition. ISSN 0010-0277. 152(July), p. 70–77. doi: 10.1016/j.cognition.2016.03.019. Full text in Research Archive Show summary

  When an object comes into possession, the owner will typically think that it is worth more than it did before they owned the item in a bias known as the endowment effect. This bias is particularly robust in Western societies with independent self-construals, but has not been observed in children below 5–6 years of age. In three studies, we investigated whether endowment effect can be induced in younger children by focusing their attention on themselves. 120 children aged 3–4 years evaluated toys before and after a task where they made pictures of themselves, a friend or a neutral farm scene. Over the three studies, children consistently evaluated their own possessions, relative to other identical toys, more positively following the self-priming manipulation. Together these studies support the notion that possessions can form part of an “extended self” from early on in development and that the endowment effect may be due to an attentional self-bias framing. Keywords: self-focus, ownership, endowment effect, extended self

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• Hogstad, Ingrid Johnsen; Weltzien, Sandra Marie & Aasgård, Ingrid Krohn (2025). Utviklingspsykologi for vernepleiere. Gyldendal Norsk Forlag A/S. ISBN 9788205617605. 178 p. Full text in Research Archive Show summary

  Utviklingspsykologi for vernepleiere gir en praksisnær innføring i utviklingspsykologi med særlig vekt på temaer som er relevante for vernepleiere. Boka viser hvordan mennesker utvikler seg gjennom hele livsløpet, og hvordan vernepleiere kan støtte denne utviklingen på en faglig og meningsfull måte. Med et tilgjengelig språk, levende eksempler og fire gjennomgående eksempelhistorier, knyttes teori til praksis og kompleksiteten i utviklingsprosesser blir tydelig. Boka belyser motorisk, emosjonell, kognitiv og sosial utvikling, og viser hvordan disse henger sammen. Leseren får konkrete verktøy til å forstå og bruke utviklingspsykologiske prinsipper, både ved typiske og avvikende utviklingsmønstre. Boka bygger på nyere forskning og inviterer til refleksjon, nysgjerrighet og faglig engasjement. Den er skrevet for studenter i vernepleie, men er også en nyttig ressurs for vernepleiere i arbeid og andre faggrupper som ønsker en praktisk tilnærming til utviklingspsykologi, særlig knyttet til funksjonsnedsettelser.

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• Hogstad, Ingrid Johnsen & Weltzien, Sandra Marie (2023). Vernepleieren i skolen og forhandlingsområder i det tverrprofesjonelle samarbeidet. Full text in Research Archive
• Hogstad, Ingrid Johnsen & Weltzien, Sandra Marie (2023). Kjennskap til, og forståelse av vernepleieres rolle, kompetanse, og arbeidsoppgaver blant ulike yrkesgrupper i skolen. Full text in Research Archive
• Weltzien, Sandra Marie & Hogstad, Ingrid Johnsen (2022). Prosjekt Vernepleieren i skolen. Full text in Research Archive Show summary

  «Vernepleieren i skolen» et forsknings- og undervisningsprosjekt som har som mål å kartlegge hvordan vernepleiere arbeider ved et utvalg skoler i regionen Møre og Romsdal. "Kompetansefrokost" er et tverrfaglig og tverrinstitusjonelt arrangement som er et samarbeid mellom Campus Kristiansund, Helseinnovasjonssenteret, Høgskolen i Molde, Kristiansund og Nordmøre Næringsforum (KNN), Møreforsking og Vindel

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