Mona Asbjørnslett
Biographic Data
| ID | 74263 |
|---|---|
| NAME | Mona Asbjørnslett |
| GIVEN NAMES | Mona |
| FAMILY NAME | Asbjørnslett |
| SIGNATURE | ASBJØRNSLETT M |
| AFFILIATIONS | OsloMet – Oslo Metropolitan University |
| ORCID | 0000-0002-0697-5461 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
A Sense of Security and Cohesion: Exploring Social Support and Mental Health in Adolescence
Mental health issues are increasing in the young population, which emphasizes the need for health-promoting initiatives. Social support is argued to be important in promoting mental health among young people. The aim of this study was to explore how young people experience social support in their everyday lives, and how such support helps them navigate mental health issues. Twelve in-depth interviews were conducted with participants aged 13 to 16…
Being a dedicated knitter in times of health and illness: An autoethnographic study
Stranded in the living room: A narrative study of occupational disruption and imbalance as experienced by two Norwegian students during the Covid-19 pandemic lockdown
The everyday life experiences of undergraduate students under conditions of social isolation have been little explored. This paper explores the ways in which the 2020 COVID-19 lockdown impacted two Norwegian students’ everyday lives. Data were derived from diary entries kept by the students, one with a physical impairment and the other a single parent, over a 5-week period during the first lockdown (May-June 2020). Initial data analysis was done …
This is Not Me” – A Critical Discussion About Methodological Issues Concerning Agency and Participatory Sense-Making in Qualitative Research with Children
Participatory sense-making and agency are important methodological issues in qualitative research, especially that involving children. In this article we investigate and discuss how agency unfolds in three specific situations as recorded in the reflexive notes of two of the authors regarding their research with children with various medical diagnosis and disabilities. Using a combined autoethnographic and enactive phenomenological approach, the a…
Re-creating self-identity and meaning through occupations during expected and unexpected transitions in life
The present study explores occupational engagement during expected and unexpected transitions in life, and how self-identity and meaning, situated in the context, is created and re-created through the daily occupations. We use case examples of children with disabilities, adults with acquired brain injury, older adults with stroke, and people with serious somatic illness who are undergoing rehabilitation. The cases are drawn from previous studies …
Openness to difference: Inclusion in sports occupations for children with (dis)abilities
This study explores inclusion in sports occupations for children with (dis)abilities, told as stories of action. Using a life-mode interview, we gathered data from the mother of a boy with (dis)ability. Using a narrative approach to analysis, we focused on sport as an occupation and interpreted its meaning within a broader socio-cultural context of sports occupations. The boy’s experience and his interactive play are understood through the lens o…
How Children with Disabilities Engage in Occupations during a Transitional Phase
This study explored the engagement in occupations of Norwegian children with physical disabilities during a transitional phase between primary and secondary school. Fifteen children described their ordinary day, and we applied a life mode interview method. Three themes were identified: 1) occupations that symbolized the transition to becoming a teenager, 2) expanding possibilities by occupational engagement in social networks and media, and 3) pa…
Inclusion and participation in everyday school life: Experiences of children with physical (dis)abilities
This study explores the school experiences of children with physical (dis)abilities. Based on 39 interviews with 15 Norwegian children, participation in everyday school life is introduced as a central theme and divided into three sub-themes: community and independence; adequate help and influence in the classroom; and influence in planning and decision-making. The findings presented that the children want to participate in school activities the ‘…
Being an ordinary kid’ – demands of everyday life when labelled with disability
Children who are labelled with disability resist being considered ‘different’. This study was initiated to investigate how some children experience being positioned as disabled and how they adapt to demands of everyday life, including at school. Based on an analysis of interviews completed with 15 Norwegian children aged 12–14 and their parents, this study concluded that the children talked about themselves from their preferred self-identity as ‘…
Friendship in all directions: Norwegian children with physical disabilities experiencing friendship
This article examines how Norwegian children with physical disabilities experience friendship during the transition between primary and secondary school. The research was based on 38 life mode interviews with 15 children. Two themes were explored: (1) different kinds of friends: friends with disabilities, friends without disabilities and technology-mediated friendships; and (2) qualities of friendship: understanding, intimacy and trust, mutuality…
How Children with Disabilities Engage in Occupations during a Transitional Phase
This study explored the engagement in occupations of Norwegian children with physical disabilities during a transitional phase between primary and secondary school. Fifteen children described their ordinary day, and we applied a life mode interview method. Three themes were identified: 1) occupations that symbolized the transition to becoming a teenager, 2) expanding possibilities by occupational engagement in social networks and media, and 3) pa…
Inclusion and participation in everyday school life: Experiences of children with physical (dis)abilities
This study explores the school experiences of children with physical (dis)abilities. Based on 39 interviews with 15 Norwegian children, participation in everyday school life is introduced as a central theme and divided into three sub-themes: community and independence; adequate help and influence in the classroom; and influence in planning and decision-making. The findings presented that the children want to participate in school activities the ‘…
Openness to difference: Inclusion in sports occupations for children with (dis)abilities
This study explores inclusion in sports occupations for children with (dis)abilities, told as stories of action. Using a life-mode interview, we gathered data from the mother of a boy with (dis)ability. Using a narrative approach to analysis, we focused on sport as an occupation and interpreted its meaning within a broader socio-cultural context of sports occupations. The boy’s experience and his interactive play are understood through the lens o…
This is Not Me” – A Critical Discussion About Methodological Issues Concerning Agency and Participatory Sense-Making in Qualitative Research with Children
Participatory sense-making and agency are important methodological issues in qualitative research, especially that involving children. In this article we investigate and discuss how agency unfolds in three specific situations as recorded in the reflexive notes of two of the authors regarding their research with children with various medical diagnosis and disabilities. Using a combined autoethnographic and enactive phenomenological approach, the a…
Friendship in all directions: Norwegian children with physical disabilities experiencing friendship
This article examines how Norwegian children with physical disabilities experience friendship during the transition between primary and secondary school. The research was based on 38 life mode interviews with 15 children. Two themes were explored: (1) different kinds of friends: friends with disabilities, friends without disabilities and technology-mediated friendships; and (2) qualities of friendship: understanding, intimacy and trust, mutuality…
Stranded in the living room: A narrative study of occupational disruption and imbalance as experienced by two Norwegian students during the Covid-19 pandemic lockdown
The everyday life experiences of undergraduate students under conditions of social isolation have been little explored. This paper explores the ways in which the 2020 COVID-19 lockdown impacted two Norwegian students’ everyday lives. Data were derived from diary entries kept by the students, one with a physical impairment and the other a single parent, over a 5-week period during the first lockdown (May-June 2020). Initial data analysis was done …
Re-creating self-identity and meaning through occupations during expected and unexpected transitions in life
The present study explores occupational engagement during expected and unexpected transitions in life, and how self-identity and meaning, situated in the context, is created and re-created through the daily occupations. We use case examples of children with disabilities, adults with acquired brain injury, older adults with stroke, and people with serious somatic illness who are undergoing rehabilitation. The cases are drawn from previous studies …
Friendship in all directions: Norwegian children with physical disabilities experiencing friendship
This article examines how Norwegian children with physical disabilities experience friendship during the transition between primary and secondary school. The research was based on 38 life mode interviews with 15 children. Two themes were explored: (1) different kinds of friends: friends with disabilities, friends without disabilities and technology-mediated friendships; and (2) qualities of friendship: understanding, intimacy and trust, mutuality…
Being an ordinary kid’ – demands of everyday life when labelled with disability
Children who are labelled with disability resist being considered ‘different’. This study was initiated to investigate how some children experience being positioned as disabled and how they adapt to demands of everyday life, including at school. Based on an analysis of interviews completed with 15 Norwegian children aged 12–14 and their parents, this study concluded that the children talked about themselves from their preferred self-identity as ‘…
How Children with Disabilities Engage in Occupations during a Transitional Phase
This study explored the engagement in occupations of Norwegian children with physical disabilities during a transitional phase between primary and secondary school. Fifteen children described their ordinary day, and we applied a life mode interview method. Three themes were identified: 1) occupations that symbolized the transition to becoming a teenager, 2) expanding possibilities by occupational engagement in social networks and media, and 3) pa…
Inclusion and participation in everyday school life: Experiences of children with physical (dis)abilities
This study explores the school experiences of children with physical (dis)abilities. Based on 39 interviews with 15 Norwegian children, participation in everyday school life is introduced as a central theme and divided into three sub-themes: community and independence; adequate help and influence in the classroom; and influence in planning and decision-making. The findings presented that the children want to participate in school activities the ‘…
Openness to difference: Inclusion in sports occupations for children with (dis)abilities
This study explores inclusion in sports occupations for children with (dis)abilities, told as stories of action. Using a life-mode interview, we gathered data from the mother of a boy with (dis)ability. Using a narrative approach to analysis, we focused on sport as an occupation and interpreted its meaning within a broader socio-cultural context of sports occupations. The boy’s experience and his interactive play are understood through the lens o…
Re-creating self-identity and meaning through occupations during expected and unexpected transitions in life
The present study explores occupational engagement during expected and unexpected transitions in life, and how self-identity and meaning, situated in the context, is created and re-created through the daily occupations. We use case examples of children with disabilities, adults with acquired brain injury, older adults with stroke, and people with serious somatic illness who are undergoing rehabilitation. The cases are drawn from previous studies …
This is Not Me” – A Critical Discussion About Methodological Issues Concerning Agency and Participatory Sense-Making in Qualitative Research with Children
Participatory sense-making and agency are important methodological issues in qualitative research, especially that involving children. In this article we investigate and discuss how agency unfolds in three specific situations as recorded in the reflexive notes of two of the authors regarding their research with children with various medical diagnosis and disabilities. Using a combined autoethnographic and enactive phenomenological approach, the a…
Stranded in the living room: A narrative study of occupational disruption and imbalance as experienced by two Norwegian students during the Covid-19 pandemic lockdown
The everyday life experiences of undergraduate students under conditions of social isolation have been little explored. This paper explores the ways in which the 2020 COVID-19 lockdown impacted two Norwegian students’ everyday lives. Data were derived from diary entries kept by the students, one with a physical impairment and the other a single parent, over a 5-week period during the first lockdown (May-June 2020). Initial data analysis was done …
Being a dedicated knitter in times of health and illness: An autoethnographic study
A Sense of Security and Cohesion: Exploring Social Support and Mental Health in Adolescence
Mental health issues are increasing in the young population, which emphasizes the need for health-promoting initiatives. Social support is argued to be important in promoting mental health among young people. The aim of this study was to explore how young people experience social support in their everyday lives, and how such support helps them navigate mental health issues. Twelve in-depth interviews were conducted with participants aged 13 to 16…
Psychology (8 works) · Social Psychology (7 works) · Social Psychology (7 works) · Developmental psychology (6 works) · Everyday life (5 works) · Inclusion and Disability in Education and Sport (5 works) · Norwegian (5 works) · Occupational Therapy Practice and Research (5 works) · Occupational science (4 works) · Meaning (existential (3 works)