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About Eric Asaba

Education Background

• Karolinska Institutet, (Docent in occupational therapy), 2014
• University of Southern California, Ph.D. (Occupational 91̽��), 2005
• Harvard University, (Graduate Certificate in Public Health), 1999
• Springfield College, M.Sc. (Occupational Therapy), 1995
• Cornell College, B.A., (Psychology), 1993

About me and my research interests

I am interested in participation and inclusion among people who risk exclusion for different reasons. Exclusion can in this context mean i.e. loosing one's job, having a disability, or being a migrant. Participation in this context is both about being part of social and occupational contexts as well as how we can engage and involve people in research. I have worked for over 20 years, with methods to facilitate stakeholder engagement in research and education, such as through designing and implementing community projects as well as intervention studies that integrate a broad spectrum of conceptual tools and include persons across the lifespan. Examples of research that I, together with colleagues, have undertaken or currently am undertaking include:

1) stakeholder-engaged health intervention design/evaluation, with focus on primary and secondary stroke prevention,

2) work and return to work after illness or life transitions,

3) migration as intersected with aging experiences or disability,

4) homecare for older adults focusing on care partners, both formal and informal.

Aligning these diverse projects is a choice of methods and occupation informing practical and conceptual outcomes. For those interested, more can be found for many of these projects in our publications and conference presentations. A selection of publications can be found further down on this page.

In an attempt to balance work, rest, and play, I enjoy to spend time with family as well as cycling, aikido, and traveling.

Reflections on learning

I aim to create an environment where learning is the anticipated process and outcome. I contend that the most sustainable learning happens when it is born from the wishes of the learner, and is both internally and externally rewarded through an increased understanding of a given phenomena or topic. Aspects of education today, such as learning in a second language or negotiating different pedagogic traditions, challenges the learner to find strategies to manage diverse academic endeavors, but it also challenges todays teachers to embrace an ambiguity of not knowing what will emerge when cultures, pedagogic traditions, technology, and multiple languages meet in the contemporary classroom. Adding to this, is the complexity of the contemporary classroom itself, something that today can be completely virtual.

Teaching and learning mirrors social change and requires continuous reflection and reconsideration in order to meet the diverse needs of education. Today culture in the classroom (including language, social background, family values, education, gender, among more) has a relevant impact on the methods that we choose. Ultimately, creative environments in which learners feel encouraged to take risks and embrace challenges facilitate learning. The teacher has an instrumental role in this context, but not in the form of making unilateral decisions or sticking to all original plans. A current topic of high priority is what teachers and students can do together to facilitate learning in an environment of diversity.

Selected publications in occupational science

Bratun, U., & Asaba, E. (2008). From individual to communal experiences of occupation: Drawing upon Qi Gong practices. Journal of Occupational 91̽��. 15(2), 80-86.

Asaba, E. (2008). Hashi-ire: Where occupation, chopsticks, and mental health intersect. Journal of Occupational 91̽��. 15(2), 74-79.

Asaba, E. & Wicks, A. (2010). Occupational Potential. Journal of Occupational 91̽��. 17(2), 120-124.

Sakiyama, M. Josephsson, S., & Asaba, E. (2010). What is participation: A story of mental illness, metaphor, and everyday occupation. Journal of Occupational 91̽��, 17(3).

Asaba, E. & Jackson, E. (2011). Social ideologies embedded in everyday life: A narrative analysis about disability, identities, and occupation. Journal of Occupational 91̽��, 18(2), 139-152.

Johansson, K., Rudman, D., Mondaca, M., Park, M., Josephsson, S., Luborsky, M., Asaba, E. (2013). Moving beyond ‘aging in place’ to understand migration and aging: Place making and the centrality of occupation. Journal of Occupational 91̽��. 20(2), 108-119.

Farias, L., & Asaba, E. (2013). “The Family knot”: Negotiating identities and cultural values enacted through everyday occupations of a migrant family in Sweden. Journal of Occupational 91̽��. 20(1), 36-47.

Fischl, C., Asaba, E., & Nilsson, I. (2017). Exploring potential in participation mediated by digital technology among older adults. Journal of Occupational 91̽��. 24(3), 314–326.

Jonsson, H. & Asaba, E. (2017). Aktivitet som begreb i aktivitetsvidenskaben. In Kristensen, H.K., Back Schou, A. & Mærsk (Eds.): Nordisk aktivitetsvidenskab. København: Munksgaard.

Asaba, E., Josephsson, S. & Jonsson, H. (2017). Vedenskabsteoretisk, filosofisk og teoretisk grundlag for aktivitetsvedenskaben. In Kristensen, H.K., Back Schou, A. & Mærsk (Eds.): Nordisk aktivitetsvidenskab. København: Munksgaard.

Asaba, E., Patomella, A-H., Guidetti, S., Kottorp, A., & Tham, K. (2018). Att främja hälsa och förebygga ohälsa genom engagerande aktiviteter: Ett exempel från prevention av stroke. In U. Kroksmark (Ed.): Hälsa och Aktivitet i Vardagen - ur ett arbetsterapeutiskt perspektiv. Sveriges Arbetsterapeuter.

Asaba, E., Aldrich, B., Gabrielsson, H., Ekstam, L., & Farias, L. (2021). Challenging conceptualisations of work: Revisiting contemporary experiences of return to work and unemployment. Journal of Occupational 91̽��. 28(1), 81-94.

Ekstam, L., Pálsdóttir, A. M., & Asaba, E. (2021). Migrants’ experiences of a nature-based vocational rehabilitation programme in relation to place, occupation, health, and everyday life. Journal of Occupational 91̽��. 28:1, 144-158, .

Berger, M., Asaba, E., Fallahpour, M., & Farias, L. (2022). The sociocultural shaping of mothers’ doing, being, becoming and belonging after returning to work. Journal of Occupational 91̽��. 29(1), 7-20.

Bratun, U., Asaba, E., and Zurc, J. (2022). Motives of Retirement-Aged Workers and the Importance of Doing-Being-Becoming-Belonging: A Systematic Review of Qualitative Studies. Journal of Occupational 91̽��. 30(3). 420-437.

Asaba, E., Patomella, A-H., Guidetti, S., Kottorp, A., & Tham, K. (2022). Att främja hälsa och förebygga ohälsa genom engagerande aktiviteter: Ett exempel från prevention av stroke. 2:a upplagan. In P. Wagman (Ed.): Hälsa och Aktivitet i Vardagen - ur ett arbetsterapeutiskt perspektiv. Sveriges Arbetsterapeuter.

Jonsson, H. & Kruse, N., Asaba, E. (2022). Aktivitet som begreb i aktivitetsvidenskaben. In Kristensen, H.K., Back Schou, A. & Mærsk (Eds.): Nordisk aktivitetsvidenskab 2a upplaga. København: Munksgaard.

Asaba, E., Josephsson, S. & Madsen, J., Jonsson, H. (2022). Vedenskabsteoretisk, filosofisk og teoretisk grundlag for aktivitetsvedenskaben. In Kristensen, H.K., Back Schou, A. & Mærsk (Eds.): Nordisk aktivitetsvidenskab 2a upplaga. København: Munksgaard