Siv Elin Nord Sæbjørnsen

• Iversen, Hans Petter; Werner, Guro Fiskergård & Sæbjørnsen, Siv Elin Nord (2023). Disability as a socially-relational process – and so what? I Sæbjørnsen, Siv Elin Nord; Makuu, Mariana Josephat & Ødegård, Atle (Red.), Change agents : an interprofessional book about children with disabilities in Tanzania and Norway. Universitetsforlaget. ISSN 978-82-15-05790-3. s. 109–130. doi: 10.18261/9788215057903-23-06. Vis sammendrag

  In this chapter, the authors endeavour to further develop a relational understanding of disability, asking: In a socially-relational and complex way of understanding, what do we mean by disability? What consequences may such a meaning have for the user–helper relation and for the development of knowledge and competence? In this chapter, theories regarding communication, recognition, power, and powerlessness as well as collaboration are used in the discussion and implicitly in the conclusion.

• Makuu, Mariana Josephat; Ng’ondi, Naftali & Sæbjørnsen, Siv Elin Nord (2023). The rights to primary education for children with intellectual disabilities in Tanzania. I Sæbjørnsen, Siv Elin Nord; Makuu, Mariana Josephat & Ødegård, Atle (Red.), Change agents : an interprofessional book about children with disabilities in Tanzania and Norway. Universitetsforlaget. ISSN 978-82-15-05790-3. s. 76–93. doi: 10.18261/9788215057903-23-04. Vis sammendrag

  This study explores primary school inclusion for children with intellectual disabilities in Tanzania and the challenges they face in accessing education. Data searches and document reviews revealed a vast research gap in this field. Despite Tanzania’s progress, there remain significant challenges to include these children in primary school. The study calls for more research and suggests the development of specific measures to ensure these children have full access to quality primary school education.

• Sæbjørnsen, Siv Elin Nord; Makuu, Mariana Josephat & Ødegård, Atle (2023). Change agents – improving the situation of children with disabilities. I Sæbjørnsen, Siv Elin Nord; Makuu, Mariana Josephat & Ødegård, Atle (Red.), Change agents : an interprofessional book about children with disabilities in Tanzania and Norway. Universitetsforlaget. ISSN 978-82-15-05790-3. s. 19–32. doi: 10.18261/9788215057903-23-01. Vis sammendrag

  What knowledge and skills are needed to be more inclusive and to give children with disabilities a better quality of life in Tanzania and in Norway? Professional helpers, such as teachers, social educators [vernepleiere, Norwegian], and social workers are agents of change in this interprofessional and intercultural field. Students and staff involved in international exchange projects, such as with The Norwegian Agency for Exchange Cooperation (NOREC), are also agents of change in this field. Whether academics or practitioners, they all emphasize the need for new and updated knowledge across many wellestablished research fields due to the children’s multifaceted needs. This anthology introduces this diverse field of research and contributes with knowledge of children’s needs and human rights, theoretical perspectives and research approaches as well as the implications for education and practice. The book’s target group is broad, encompassing researchers, students as well as practitioners in the global south and north. The chapters are written by international researchers and professionals working in education, health, and social work in Tanzania and Norway. Several of the chapters are the result of a collaboration between Tanzanian and Norwegian authors, and collaboration is an important subject in the book.

• Sæbjørnsen, Siv Elin Nord; Larsen, Bjørn Kjetil & Ødegård, Atle (2023). The Responsibility Team—A Way to Ensure Children’s Right to Participation? The British Journal of Social Work. ISSN 0045-3102. 53(6), s. 3015–3033. doi: 10.1093/bjsw/bcad111. Vis sammendrag

  Children’s effective participation seems to be difficult to achieve in practice. Although the United Nations Convention on the Rights of the Child came into force in 1989, recent research reports that effective participation rarely occurs. This qualitative study explores a group of adolescents’ views on participating in child welfare ‘responsibility teams’ (RTs) in Norway. The two specific foci are experiences regarding influence on their own situation and how the RT model may be a useful way to ensure children’s right to participate. The study concludes that RT alone cannot ensure children’s right to participate in the form of effective participation and that professional competencies are also important. The study calls for further research, especially on children and adolescents’ own experiences with RTs. Keywords: children’s participation, children’s rights, collaboration, responsibility team

• Hean, Sarah Catherine Patricia Duff; Sæbjørnsen, Siv Elin Nord; Eines, Trude Fløystad & Grønvik, Cecilie Katrine Utheim (2023). Mentoring after prison : recognition as a tool for reflection. British Journal of Community Justice. ISSN 1475-0279. doi: 10.48411/64p1-5802. Fulltekst i vitenarkiv Vis sammendrag

  Many organisations offer mentoring schemes to support people leaving prison and resettle back into the community. Mentorship relationships are complex but despite this, there remains limited theoretical and/or research informed tools to guide mentorship practices and hereby the success of ex-prisoner mentorship. The aim of the paper is to contribute to this shortfall by presenting a theoretically informed framework to assist reflection on mentorship practices and the mentorship relationship: the Recognition Reflection Framework (RRF). The framework has potential to provide mentors with a tool to reflect on ex-prisoners´ need for recognition of worth if they are to desist from crime. The paper describes the theoretical development and preliminary validation of this reflection framework, underpinned by a strengths-based mentoring approach, and developed through the merger of concepts from recognition theory, person centred care and therapeutic alliances. We present this framework as a means through which mentors can reflect on how they may specifically contribute to secondary and tertiary desistance, as well as reflect on ways they can personally develop a constructive mentor-client relationship.

• Sæbjørnsen, Siv Elin Nord; Hean, Sarah Catherine Patricia Duff; Røvik, Kristin; Larsen, Bjørn Kjetil & Ødegård, Atle (2021). Do we need the users voice : An empirical research example comparing views of service providers and ex-prisoners : Implications for practice. I Hean, Sarah Catherine Patricia Duff; Johnsen, Berit; Kloetzer, Laure & Kajamaa, Anu (Red.), Improving interagency collaboration, innovation and learning in criminal justice systems. Supporting offender rehabilitation. Palgrave Macmillan. ISSN 9783030706616. s. 375–399. doi: 10.1007/978-3-030-70661-6_15. Fulltekst i vitenarkiv Vis sammendrag

  User involvement in service development is seen as important to the credibility of these interventions but involving prisoners or ex-prisoners in this process can be problematic because of the vulnerability of this group as well as security issues. Questions arise as whether front line workers can instead reflect the perspectives of their clients accurately during service development events. Further, we query whether an alignment of perspectives is important for effective professional-prisoner relationships and offender self-efficacy when engaging in rehabilitation and reintegration programmes. To explore these questions, this chapter, in a case study third sector mentorship organisation, compares and contrasts the views of ex-prisoners and their mentors. Q methodology is employed to make this comparison. We find that mentors perspectives are most in tune with the most pessimistic perspectives of their clients: the most lonely, indigent and ill group of the exoffenders they work with. They do not share the optimistic views that characterise other groups of offenders in receipt of their service. The chapter explores the implications of these different views for exoffenders, their mentors and the participation of the offender in service innovation.

• Sæbjørnsen, Siv Elin Nord; Hean, Sarah Catherine Patricia Duff & Ødegård, Atle (2021). Facilitating understanding of ex-prison service users needs : the utility of Q method as a means of representing service user voices in service development. I Hean, Sarah Catherine Patricia Duff; Johnsen, Berit; Kloetzer, Laure & Kajamaa, Anu (Red.), Improving interagency collaboration, innovation and learning in criminal justice systems. Supporting offender rehabilitation. Palgrave Macmillan. ISSN 9783030706616. s. 341–374. doi: 10.1007/978-3-030-70661-6_14. Fulltekst i vitenarkiv Vis sammendrag

  Novel approaches are needed if the voices of prisoners as service users are to be heard in service development and organisational learning. In this chapter we introduce Q methodology and suggest how this research method can be applied in order to reveal the views of service users in contact with the criminal justice system. We illustrate this by describing the development of a set of Q statements used to elicit the perspectives of ex-prisoners’ experiences of service provisions in an UK mentorship organisation. We discuss how Q methodology can be applied to capture ex-prison service users’ views in research, in therapy or in dialogues between service user and mentor, as well as in including service users’ voices in service development.

• Willumsen, Elisabeth; Sæbjørnsen, Siv Elin Nord & Ødegård, Atle (2020). Mental health and children. I Parker, Jonathan & Crabtree, Sara Ashencaen (Red.), Human growth and development in children and young people : theoretical and practice perspectives . Policy Press. ISSN 9781447337423. s. 289–307.
• Ødegård, Atle; Sæbjørnsen, Siv Elin Nord; Lindqvist, Susanne; Vasset, Frøydis Perny; Iversen, Hans Petter & Willumsen, Elisabeth [Vis alle 8 forfattere av denne artikkelen] (2020). Tverrprofesjonell samarbeidslæring i profesjonsutdanningene. I Willumsen, Elisabeth & Ødegård, Atle (Red.), Samskaping : sosial innovasjon for helse og velferd. Universitetsforlaget. ISSN 9788215034089. s. 193–206.
• Sæbjørnsen, Siv Elin Nord & Willumsen, Elisabeth (2017). Service user participation in interprofessional teams in child welfare in Norway : vulnerable adolescents' perceptions. Child & Family Social Work. ISSN 1356-7500. 22, s. 43–53. doi: 10.1111/cfs.12242. Vis sammendrag

  Children's participation has been a requirement in the Norwegian child welfare system for decades and children's effective participation has the potential to benefit children's outcomes. However, research suggests that effective user participation is still relatively rare and that user participation is seen as ‘difficult’ by both service users and professionals. One way to ensure children's rights to participation in Norway is to include adolescent service users in the interprofessional team formed around the child. Knowledge about experiences of adolescents in this kind of participation may provide important insights. This study explores five adolescents' perceptions about participating in such teams. Qualitative interviews and qualitative content analysis was used. We found that adolescents' participation in interprofessional teams may constitute one way to achieve effective participation. Both facilitating factors and impediments to effective user participation were found. The study suggests new ways to facilitate positive circles of participation and to increase the likelihood of improved child welfare outcomes from processes which secure more effective interprofessional help and support.

• Sæbjørnsen, Siv Elin Nord & Ødegård, Atle (2016). Adolescents’ subjective views about interprofessional team participation : a Q methodological study. Journal of Comparative Social Work. ISSN 0809-9936. 11(2), s. 1–26. doi: 10.31265/jcsw.v11i2.141. Fulltekst i vitenarkiv Vis sammendrag

  Background: One common arrangement in the Norwegian child welfare system is the interprofessional collaborating team, not unlike the English core group. This team is often referred to as the ‘responsible team’ (RT) and is arranged when a child has needs that call for several services. Few studies about interprofessional collaboration focus on views of service users and, in particular, those of child and adolescent service users. Aims and objectives: The present study aims to explore adolescents’ subjective views about their participation in RTs. This study contributes further knowledge about the field of interprofessional collaboration, especially regarding the participation of adolescents. Design: Non-experimental, exploratory research design. Methods: Q-methodology was used to explore 26 adolescents’ subjective views about their collaboration within the responsible teams that were formed to support their welfare. Q-methodology is known as being particularly suitable for revealing vulnerable people’s nuanced subjective views and perspectives. The adolescents in this study were asked to rank order a set of 42 statements (Q-set). PQMethod was used to analyse the data. Results: Four factors emerged and revealed patterns of shared views among the adolescents. Factor 1: Optimistic and engaged despite bad experiences, Factor 2: Strive to not be defeated by their helpers, Factor 3: Battle weary and resigned, and Factor 4: Content, positive and full of trust. Implications: The present study may be relevant to researchers, health and social policy makers, in addition to professionals working in services that aim to improve children’s situations through interprofessional collaboration. Keywords: adolescents, Q-methodology, subjectivity, interprofessional collaboration, service user involvement, social work

• Sæbjørnsen, Siv Elin Nord; Ellingsen, Ingunn T; Good, James M.M. & Ødegård, Atle (2016). Combining a naturalistic and theoretical Q sample approach : an empirical research illustration. Operant Subjectivity. ISSN 0193-2713. 38(2), s. 15–32. doi: 10.15133/j.os.2016.005. Fulltekst i vitenarkiv Vis sammendrag

  An important step in any Q-methodological study is the identification of the concourse and the development of the Q set. Inspired by the writings of William Stephenson (1953) and Steven Brown (1980) about the development of the Q set, we illustrate how two different approaches to Q sampling, naturalistic and theoretical, may be combined. We draw on examples from a Q study scrutinizing adolescents’ subjective viewpoints about collaboration and participation in interprofessional teams. The example is used to illustrate how naturalistic and theoretical approaches to Q sampling may be combined in the same research design. The Concourse Box is introduced as a new tool to help visualize these joint contributions. Keywords: adolescents, concourse, Concourse Box, Q sampling, theoretical and naturalistic sampling.

• Sæbjørnsen, Siv Elin Nord & Ellingsen, Ingunn T (2015). Q-metode - et praktisk redskap ved innovasjon i kommunene. I Willumsen, Elisabeth & Ødegård, Atle (Red.), Sosial innovasjon : fra politikk til tjenesteutvikling. Fagbokforlaget. ISSN 978-82-450-1587-4. s. 249–266.

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• Sæbjørnsen, Siv Elin Nord; Makuu, Mariana Josephat & Ødegård, Atle (2023). Change agents : an interprofessional book about children with disabilities in Tanzania and Norway. Universitetsforlaget. ISBN 978-82-15-05790-3. 287 s. Vis sammendrag

  What knowledge and skills are needed to be more inclusive and to give children with disabilities a better quality of life in Tanzania and in Norway? Professional helpers, such as teachers, social educators [vernepleiere, Norwegian], and social workers are agents of change in this interprofessional and intercultural field. Students and staff involved in international exchange projects, such as with The Norwegian Agency for Exchange Cooperation (NOREC), are also agents of change in this field. Whether academics or practitioners, they all emphasize the need for new and updated knowledge across many wellestablished research fields due to the children’s multifaceted needs. This anthology introduces this diverse field of research and contributes with knowledge of children’s needs and human rights, theoretical perspectives and research approaches as well as the implications for education and practice. The book’s target group is broad, encompassing researchers, students as well as practitioners in the global south and north. The chapters are written by international researchers and professionals working in education, health, and social work in Tanzania and Norway. Several of the chapters are the result of a collaboration between Tanzanian and Norwegian authors, and collaboration is an important subject in the book.

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• Sæbjørnsen, Siv Elin Nord & Hean, Sarah Catherine Patricia Duff (2023). Equitable Collaborations in Global North-Global South Partnerships: the Tanzanian NOREC project as case study.
• Kauki, Alida Sebastian & Sæbjørnsen, Siv Elin Nord (2023). Vision disturbances, health and social challenges among pupils with hearing loss in Tanzania – teachers’ perspectives.
• Sæbjørnsen, Siv Elin Nord & Hean, Sarah Catherine Patricia Duff (2023). Interprofessional collaboration and research networking in Global North-Global South Partnerships : the Tanzanian NOREC project as case study.
• Østby, May; Sæbjørnsen, Siv Elin Nord; Aarlie, Hege & Bromstad, Thrine Marie Nøst (2023). Hvorfor skal vernepleierstudenter søke utveksling? [Internett]. vernepleier.no.
• Østby, May; Sæbjørnsen, Siv Elin Nord; Aarlie, Hege ; Bromstad, Thrine Marie Nøst & Werner, Guro Fiskergård (2023). NOREC-prosjektet i Arusha, Tanzania. [Internett]. vernepleier.no.
• Sæbjørnsen, Siv Elin Nord & Ødegård, Atle (2021). Bærekraftig internasjonalt samarbeid om høyere utdanning - gjensidighet og likeverd.
• Sæbjørnsen, Siv Elin Nord & Sjo, Eli (2019). Exploring ex-offenders subjective perspectives of help and support that they found helpful to stop offending.
• Sæbjørnsen, Siv Elin Nord; Bromstad, Thrine Marie Nøst & Solheim, Inger Helen (2019). Reciprocal student exchange and international collaboration for improvement of life quality for children with special needs in Tanzania.
• Larsen, Bjørn Kjetil; Sæbjørnsen, Siv Elin Nord & Ødegård, Atle (2019). Er ansvarsgruppen en god løsning? Romsdals Budstikke.. ISSN 0806-5160.
• Sæbjørnsen, Siv Elin Nord; Bromstad, Thrine Marie Nøst & Huseby, Pernille (2019). Studenter vil bedre barns rettigheter gjennom nytt prosjekt. [Avis]. Romsdals Budstikke.
• Eines, Trude Fløystad; Grønvik, Cecilie K Utheim & Sæbjørnsen, Siv Elin Nord (2019). Social reintegration of ex-prisoners in England. Vis sammendrag

  Background Ex-prisoners often face challenges related to a successful reintegration back into the community. Different criminal justice agencies support ex-prisoners, in a period when they have a high risk of recidivism. The aim of this paper is to examine newly released ex-prisoners experiences. Design/methodology/approachThis qualitative study is based on semi- structured interviews with six newly released ex-prisoners in England. We used a thematic content approach to analyse the data. Findings The ex-prisoners seemed to meet a range of barriers in the society, which could neg atively affect their way of coping with the situation. The findings indicate the ex-prisoners need of economic assistance, housing and social support provided by different parts of the criminal justice system in England. Conclusions Structural factors, such as housing and economic support reduce their need to commit new crimes. The desistance from offending is an active, continual process which requires ex-prisoners to have the motivation not to re-offend. Initiatives, such as mentoring and continuing support, help ex-prisoners to overcome crises that emerge. Keywords: ex-prisoners, ex-offenders, experiences, qualitative design, England, social support

• Ødegård, Atle & Sæbjørnsen, Siv Elin Nord (2019). Det vanskelige begrepet tverrprofesjonelt samarbeid : fra fenomen via konseptuelle modeller til forskning og publisering. Vis sammendrag

  Fremlegget er et forsøk på å fortelle om “en reise” fra praksiserfaringer til forskning og tilbake igjen. Det å forske på fenomenet tverrprofesjonelt samarbeid krever en tydeliggjøring av fenomenet selv – altså en beskrivelse av fenomenets innhold (jfr. punktuering). Jeg vil her si noe om utviklingen PINCOM – som er en konseptuell modell – der målet var å forsøke å fange ulike aspekter ved samarbeid – sett fra perspektivene til de som samarbeider. Hva så med forskningsmetoder – hvilke innfallsvinkler vil være mest hensiktsmessig for å studere tverrprofesjonelt samarbeid? Det er mange muligheter avhengig av problemstillingen/e. I et relativt nytt forskningsfelt vil mulighetene være store og mulighetene for å gjøre feil vil være mindre. Vi er i et eksplorerende landskap. Kontrasten til dette vil kunne være RCT designs – der vi søker etter «full kontroll» over ulike variabler for å undersøke om en variabel faktisk virker (dvs virker den uavhengige variabelen på den/de avhengig variablene). Et spørsmål som jeg ofte har møtt på – som legger opp til å ønske et svar konkret svar er: «Virker tverrprofesjonelt samarbeid?». Er det mulig å svare på det? I så fall må vi ha en klar formening om hva tverrprofesjonelt samarbeid er og deretter lage et design der det er mulig å kontrollere andre variabler (så vi vet at det ikke er disse som virker inn på utfallet (outcomes)). I en praksissituasjon er dette svært vanskelig å få til. Det vil kanskje være bedre å stille spørsmålet: Hvilke aspekter ved tverrprofesjonelt samarbeid virker i en gitt kontekst? Jeg vil videre si noe PINCOM-Q – som er en kvantitativ metode som gir noen muligheter for forskning på tverrprofesjonelt samarbeid. Først vil jeg trekke jeg frem en studie som viser utviklingen av PINCOM-Q (psykrometrisk dvs med vekt på reiliabilitet og validitet)(Ødegård, 2006). Deretter vil jeg trekke frem to studier som på hver sin måte trekker på erfaringer fra PINCOM-Q (Sæbjørnsen, Ellingsen, Good & Ødegård, 2016; Eines, Måløy og Ødegård, 2018). PINCOM-Q anvendes etter hvert i en del studier rundt omkring. Bakgrunnen for at det kan skje er bl.a at metodikken er lett tilgjengelig via NEXUS sine nettsider: https://nexusipe.org/informing/resource-center/pincom-q-perception-interprofessional-collaboration-model-questionnairePINCOM-Q har kommet godt ut i review studier (se bl.a Jacob et al., 2017): Avslutningsvis vil jeg trekke inn noen spørsmål til refleksjon – til PINCOM-Q og forskning på tverrprofesjonelt samarbeid generelt.

• Sæbjørnsen, Siv Elin Nord (2016). Ungdommers opplevelse av deltakelse i ansvarsgrupper. [Internett]. Vernepleierportalen.no. Vis sammendrag

  Intervju med utgangspunkt i publisert artikkel i PhD-avhandling.

• Ødegård, Atle & Sæbjørnsen, Siv Elin Nord (2015). Tverrprofesjonell samarbeidslæring ved Høgskolen i Molde.
• Sæbjørnsen, Siv Elin Nord (2024). Children with special needs in Norway and Tanzania [Project Blog]. Høgskolen i Molde - Vitenskapelig høgskole i logistikk. Vis sammendrag

  Project Blog for Children with special needs in Norway and Tanzania - Improved life quality through implementation of UN Rights. This blog will give up to date information about the project. Authors are both students and staff members from both Molde University College and PTC.

• Sjo, Eli & Sæbjørnsen, Siv Elin Nord (2018). Hva er det som virker? : hva er det som virker på veien fra kriminalitet, rus og dårlig helse mot et liv uten ny kriminalitet og rusavhengighet, bedring i psykisk helse, trivsel og stabilitet? Høgskolen i Molde - Vitenskapelig høgskole i logistikk. ISSN 978-82-7962-252-9.
• Sæbjørnsen, Siv Elin Nord (2017). Exploring adolescent service users’ subjective views about participation in ”responsible teams”. Høgskulen i Volda; Høgskolen i Molde - Vitenskapelig høgskole i logistikk. ISSN 978-82-7962-215-4.
• Ødegård, Atle; Sæbjørnsen, Siv Elin Nord; Hegdal, Tone; Bergum, Inger Elisabeth; Brask, Ole David & Inderhaug, Hans [Vis alle 13 forfattere av denne artikkelen] (2015). Tverrprofesjonell samarbeidslæring (TPS) ved Høgskolen i Molde. Høgskolen i Molde - Vitenskapelig høgskole i logistikk. ISSN 978-82-7962-205-5. Vis sammendrag

  Tverrprofesjonell samarbeidslæring (tps) er nødvendig for å sikre god kvalitet på helseog sosialtjenestene. Ved Høgskolen i Molde arbeides det aktivt for å anvende tps som virkemiddel på tvers av profesjonsutdanningene og langs utdanningsnivåene.

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