The public defence will be held as a video conference over Zoom.
The defence will follow regular procedure as far as possible, hence it will be open to the public and the audience can ask ex auditorio questions when invited to do so.
Click here to participate in the public defence
Due to copyright issues, an electronic copy of the thesis must be ordered from the faculty. For the faculty to have time to process the order, the order must be received by the faculty at the latest 2 days before the public defence. Orders received later than 2 days before the defence will not be processed. After the public defence, please address any inquiries regarding the thesis to the candidate.
Trial Lecture – time and place
See Trial Lecture.
Adjudication committee
- First opponent: Associate Professor Jessica M. Kramer, University of Florida, USA
- Second opponent: Professor Mats Granlund, Jönköping University, Sweden
- Third member and chair of the evaluation committee: Associate Professor Lisbeth Thoresen, University of Oslo
Chair of the Defence
Professor Emeritus Gunnar Tellnes, University of Oslo
Principal Supervisor
Professor Halvor Melbye Hanisch, VID Specialized University
Summary
Young adults with disabilities often face barriers to social and physical engagement, limiting their experiences relevant to adult life transition. This study examines how group-based rehabilitation programs support such developmental processes. Article 1 explores the dynamics between program opportunities, sociocultural structures, social interaction, and personal engagement to understand how self-exploration develops in peer-group settings. Article 2 investigates the relationship between personal and social experiences that drive learning, aiming to help practitioners facilitate skill building and autonomy. Article 3 synthesizes research on group-based programs for youth with disabilities, exploring personal development through interactions between social contexts and engagement.
A social constructivist design guided this ethnographic study, using participant observation and field conversations. The analyses included grounded theory and thematic analysis. A scoping review extended the ethnographic findings.
Participants found the social context in group-based programs to be a contrast to external environments, offering safety and understanding, free from stigmatization. These programs facilitated self-exploration, but still posed risks of failure and societal judgment. Recognition of personal struggles and successes made it easier for participants to express their needs and practice self-advocacy. Working through mistakes and finding solutions fostered self-determination, enabling participation across diverse settings. Peer engagement was crucial, providing a social mirror for self-reflection and aiding the transfer of program experiences into daily life.
This study highlights the interaction of social and personal processes in rehabilitation learning, underscoring the need for practitioners to include skill practice, self-regulation, and contextual navigation in learning processes. Peer exchange proved essential in building self-awareness and everyday coping skills.
Additional information
Contact the research support staff.