Elisabeth Hesjedal

Biographic Data

ID6549537
NAMEElisabeth Hesjedal
GIVEN NAMESElisabeth
FAMILY NAMEHesjedal
SIGNATUREHESJEDAL E
AFFILIATIONSUniversity of Bergen
ORCID0000-0003-3793-7633
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS14
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2013
LATEST PUBLICATION YEAR2026
H-INDEX2

  • Educational-Psychological Counsellors as Street-Level Bureaucrats

    Camilla Herlofsen, Marianne Sandvik Tveitnes et al.ARTICLEThe International Journal of…2026

    Children’s right to be heard and to participate in decisions affecting them is enshrined in the United Nations Convention on the Rights of the Child (CRC 1989) and is incorporated into Norwegian legislation. The aim of this study was to explore the approaches used by Norwegian Educational-Psychological Services (EPS) to ensure children’s right to participation. We conducted a reflexive thematic analysis of 28 transcribed interviews with EPS couns…

  • The impact of interprofessional collaboration on EPS counselors’ job satisfaction

    Open AccessHelene Hallaråker, Elisabeth Hesjedal et al.ARTICLEFrontiers in Education2025

    Educational Psychological Services (EPS) counselors play an essential role in supporting students with special educational needs through assessments, interventions, and collaboration with key stakeholders. This study examines the relationship between interprofessional collaboration, job satisfaction, and intention to leave among EPS counselors, including the variables knowledge about collaboration, trust, affective commitment, and time pressure. …

  • Inclusive Education for Students With Special Education Needs in Norway

    Open AccessKari-Anne B Næss, Silje Hokstad et al.ARTICLERemedial and Special Education2024

    This narrative review aims to present and discuss the Norwegian school system as a context for inclusive education. Despite its clear political intentions, Norway lacks a common definition of inclusion and has limited insight into the quality of inclusive practices that are commonly implemented for students with special education needs (SEN) and the results of such practices. This study reveals that students with SEN are often educated in segrega…

  • Adapted Education for Gifted Students in Norway

    Open AccessAstrid Lenvik, Lise Øen Jones et al.ARTICLEEducation Sciences2023

    In this article, we describe the mixed methods research (i.e., quantitative survey and qualitative interviews) we conducted to investigate adapted education for gifted students in Norway. The survey results showed that the teachers (n = 132) used differentiation strategies and agreed that gifted students need an adapted education that extends beyond the regular curriculum. We identified three themes related to adapted education based on an analys…

  • Teachers’ perspective on gifted students with extraordinary learning potential in Norway

    Open AccessAstrid Lenvik, Lise Øen Jones et al.ARTICLEGifted and Talented International2022

    In countries with no clear policy regarding gifted students, teachers are vital. Norway is such a case. Teachers might have stereotypical views and need knowledge about gifted students to facilitate them appropriately. This article aims to give descriptive insights into teachers’ views and perceptions of students with extraordinary learning potential (gifted) in Norway. To examine this, we used a survey of primary and secondary school teachers (N…

  • Educational psychology counsellors’ views about children’s participation in educational decision-making

    Elisabeth HesjedalARTICLEThe International Journal of…2021

    The attention to children’s participation has increased dramatically during the last decade. Compared to the literature in the educational field, the literature on children’s participation in the social and health fields seems to be developing rapidly. The aim of this article is to address the importance of educational psychology service ( eps ) counsellors regarding special educational needs ( sen ) students’ rights to participate in educational…

  • The use of multidisciplinary teams to support child welfare clients

    Elisabeth Hesjedal, Anette Iversen et al.ARTICLEEuropean Journal of Social Work2015Cited by: 2References: 12

    Meeting the educational needs of young people in the child welfare system (CWS) requires effective collaboration between the CWS and the education system. In Norway and in other countries, there is an increased focus on interprofessional collaboration to support child welfare clients in and around schools. Multidisciplinary teams are employed to facilitate collaboration and coordinate supportive measures. The purpose of this article is to describ…

  • Interprofessional collaboration as a means of including children at risk

    Elisabeth Hesjedal, Hilde Hetland et al.ARTICLEInternational Journal of…2015Cited by: 4References: 4

    Issues concerning interprofessional collaboration (IPC) for children at risk have become a priority globally as well as in Norway. By international standards, the Norwegian educational system is regarded as inclusive and collaborative in terms of the external services that support schools and pupils. However, a debate continues on how to best collaborate to meet the needs of pupils with complex problems. Thus, the aim of this paper is to analyse …

  • Interprofessional collaboration

    Open AccessElisabeth Hesjedal, Hilde Hetland et al.ARTICLEChild & Family Social Work2013Cited by: 8References: 2

    The aim of this paper is to address facilitators for successful interprofessional collaboration ( IPC ) between social workers ( SWs ) and teachers. Individual interviews were carried out with seven SWs employed in municipal child welfare services and six teachers from primary and secondary schools. The informants had at least two years' experience within multidisciplinary teams. The transcripts were analysed using an inductive thematic approach …