Liv Heidi Mjelve

• Nyborg, Geir; Mjelve, Liv Heidi; Edwards, Anne & Crozier, Ray (2020). Teachers’ strategies for enhancing shy children's engagement in oral activities: necessary, but insufficient?. International Journal of Inclusive Education.  ISSN 1360-3116. . doi: 10.1080/13603116.2020.1711538 Fulltekst i vitenarkiv.
• Mjelve, Liv Heidi; Nyborg, Geir; Edwards, Anne & Crozier, Ray (2019). Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion. British Educational Research Journal (BERJ).  ISSN 0141-1926. . doi: 10.1002/berj.3563 Fulltekst i vitenarkiv. Vis sammendrag

  Shyness is not a recognised special educational need, yet studies reveal that shy children underperform academically and present psychosocial vulnerabilities. We present a Norwegian study of elementary school teachers who have experience in working with shy children. Framed by a cultural-historical understanding that concepts are tools employed by teachers as they work on problems of practice, the study examined (i) how shyness is a concept allowing teachers to interpret behaviours of children; and (ii) why they employ the concept, what demands were being addressed. Data were gathered through post-observation stimulated-recall interviews with eight teachers; and three focus group sessions with 11 teachers. Seeing shyness as a tool for identifying the demands made by children regarded as shy, revealed sets of child behaviours which required two distinct forms of differentiation: (i) augmenting cognitive support with psychosocial feedback to help the child overcome the behaviours impeding their engagement as active learners; and (ii) making extra efforts when eliciting children’s understandings in order to give formative feedback and support progress through pedagogic sequences. By identifying the behaviours underpinning broad descriptions of shyness, such as anxiety, the analyses show that teachers employ shyness as an over-arching concept which reveals psychosocial demands that may not be entirely addressed by the repertoires of responses available to them.

• Mjelve, Liv Heidi; Ulleberg, Inger & Vonheim, Kristin (2018). “What do I Share?” Personal and Private Experiences in Educational Psychological Counselling. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  s 1- 14 . doi: 10.1080/00313831.2018.1527396 Fulltekst i vitenarkiv. Vis sammendrag

  The aim of the study is to explore and develop knowledge about how educational psychological counsellors’ personal and private experiences appear in their counselling practice. We conducted four focus group interviews with twelve counsellors from Educational Psychological Counselling Service. Through Thematic Analysis four themes emerged. The first is that counsellors’ personal and private experiences functioned as a backdrop for their counselling practice. The second theme is the counsellors’ use of different types of stories. The third theme deals with how the counsellors were holding back relevant stories. Finally, the fourth theme comprises the purposes of counsellors’ self-disclosure. The conclusion is that personal experiences form a backdrop for counselling practice and are relevant for how a counsellor makes sense of and understands a situation or a problem. Self-disclosure is in some situations used explicitly in the counselling setting. On the other side the counsellors sometimes consciously hold their experiences back.

• Skottun, Gro & Mjelve, Liv Heidi (2018). Bruk av diagnoseskjema i gestaltterapi. Norsk Gestalttidsskrift.  ISSN 1503-8912.  15(1), s 8- 37 Fulltekst i vitenarkiv.
• Skottun, Gro & Mjelve, Liv Heidi (2018). Bruk av diagnoseskjema i gestaltterapi : rapport fra evalueringen av et pilotprosjekt. Norsk Gestalttidsskrift.  ISSN 1503-8912.  15(1), s 9- 37
• Mjelve, Liv Heidi (2017). Process Competence versus Expert Knowledge: Counseling in Special Needs Education. NORDVEI- Nordisk tidsskrift i veiledningspedagogikk.  ISSN 2535-3047.  2(1), s 1- 15 Fulltekst i vitenarkiv.
• Nyborg, Geir & Mjelve, Liv Heidi (2017). Innagerende atferdsvansker og inkludering, I: Sven Nilsen (red.),  Inkludering og mangfold - sett i spesialpedagogisk perspektiv.  Universitetsforlaget.  ISBN 978-82-15-02776-0.  8.  s 181 - 195
• Mjelve, Liv Heidi (2016). Parallel Processes in Counseling for Schools, In  Towards a Research Tradition in Gestalt Therapy.  Cambridge Scholars Publishing.  ISBN 978-1-4438-0734-0.  Chapter Fifteen.  s 271 - 289
• Mjelve, Liv Heidi; Skottun, Gro & van Baalen, Daan (2015). Bruk av CORE-skjemaer i gestaltterapi. Norsk Gestalttidsskrift.  ISSN 1503-8912.  11 [i.e. 12](2), s 8- 29
• Mjelve, Liv Heidi (2014). Spesialpedagogisk rådgivning - på rådgivers eller rådsøkers premisser? : en kvalitativ videoobservasjonsstudie av rådgivningsrelasjoner. Spesialpedagogikk.  ISSN 0332-8457.  79(2), s 58- 69
• Stensæth, Karette; Wold, Elizabeth & Mjelve, Liv Heidi (2012). "Trygge barn som utfolder seg": De estetiske fagenes funksjon i spesialpedagogisk arbeid, I: Edvard Befring & Reidun Tangen (red.),  Spesialpedagogikk.  Cappelen Damm AS.  ISBN 9788202352264.  15.  s 303 - 318

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• Mjelve, Liv Heidi (2007). Oppbrudd: Tanker og følelser ved skilsmisse. Gyldendal Akademisk.  ISBN 978-82-05-37438-6.  177 s.
• Mjelve, Liv Heidi (2005). Å være foreldre. Gyldendal Akademisk.  ISBN 82-05-35156-2.  167 s.
• Mjelve, Liv Heidi & Kokkersvold, Erling (2003). Mellom oss. Gyldendal Akademisk.  ISBN 978-82-05-30437-6.  151 s.
• Mjelve, Liv Heidi & Holmberg, Jorun Buli (1989). Hvordan rolle- og ansvarsfordelinger i konsultasjonsforhold kan påvirke samspillet. Statens Spesiallærerhøgskole.  ISBN 82-90363-26-5.  21 s.

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• Arnesen, Anne; Mjelve, Liv Heidi; Nyborg, Geir; Crozier, Ray; Bjørnebekk, Gunnar & Coplan, Robert (2020). Student-teacher relationships and (early) adolescents’ school engagement.
• Arnesen, Anne; Nyborg, Geir & Mjelve, Liv Heidi (2019). Stille og innadvendte elever: Hvordan se og hjelpe dem i skolen?.
• Mjelve, Liv Heidi & Nyborg, Geir (2019). Barn med stille og innadvendt atferd i skolen - læreres tilnærming.
• Nyborg, Geir; Mjelve, Liv Heidi & Arnesen, Anne (2019). Skolens arbeid med den stille, innadvendte elevgruppen.
• Mjelve, Liv Heidi & Nyborg, Geir (2018). Oral activity and anxiety reduction for shy students in elementary school.
• Smedstad, Tormod; Nyborg, Geir & Mjelve, Liv Heidi (2018, 15. oktober). Hvordan gi stille og sjenerte barn god læringsstøtte?. [Fagblad].  Skolelederen.
• Mjelve, Liv Heidi; Vonheim, Kristin & Ulleberg, Inger (2017). Self Disclosure in Counselling: How counsellors use stories from their personal life explicitly in their counselling practice.
• Nyborg, Geir & Mjelve, Liv Heidi (2016). Innagerende atferdsvansker og utfordringer ved inkludering.
• Ulleberg, Inger; Vonheim, Kristin & Mjelve, Liv Heidi (2016). Self-disclosure in counseling. How does counselor’s private and personal experiences influence their counseling practice in educational psychological counseling service?.
• Mjelve, Liv Heidi (2013). Parallel Processes in Educational Counselling.
• Mjelve, Liv Heidi & Skottun, Gro (2013). The use of Gestalt Thearpy in treatment with clients with bipolar disorders - a qualitative case study.
• Mjelve, Liv Heidi (2012). Parallelle prosesser i spesialpedagogisk rådgivning.
• Mjelve, Liv Heidi (2009). Rådgivning i forhold til barn med psykososiale vansker i barnehagen.
• Mjelve, Liv Heidi; Carling, Anne; Myhre, Grethe; Skottun, Gro & Tveit, Helga (2002). Sitter jeg bare her og diller? Gestaltterapi med barn og Daniel Sterns utviklingsteorier. Den Flyvende Hollender.  s 154- 188
• Mjelve, Liv Heidi (1998). Lekotek - læring gjennom glede. Spesialpedagogikk.  ISSN 0332-8457.  63(7), s 52- 53
• Mjelve, Liv Heidi & Holmberg, Jorun Buli (1989). Kommunikasjon i rådgivningsarbeid.
• Mjelve, Liv Heidi & Holmberg, Jorun Buli (1988). Samspill i konsultasjonsforhold.

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