The purpose of this grounded theory qualitative study was to examine the experiences of college students who defined themselves as high-risk drinkers in order to understand the meaning and purpose that engagement in such a leisure occupation held for them. By examining the world of high-risk drinking, the study also sought to develop an understanding of the impact that high-risk drinking had upon psychosocial development during the college years. Individual open-ended interviews were conducted with four male and four female participants (aged 21 to 27). The data were analyzed by three analysts utilizing constant comparative procedures. The findings revealed an emergent grounded theory indicating high-risk drinking adhere to the serious leisure hobby framework developed by Stebbins (2007). As such, the participants had a long-term time investment with drinking, developed special skills through sustained effort, solidified a unique identity as a hobbyist, found deep meaning and purpose through the hobby, and performed the hobby within a unique and special world in concert with other hobbyists. Their high-risk drinking provided structure and a sense of belongingness within the larger university context. Further, the findings indicate that across time, facilitating factors catalyzed their engagement in the hobby, while the moderating factors became less influential. The participants also believed that their highrisk drinking will easily diminish post-graduation merely by changing their life role and context. iv Envisioning high-risk drinking as a serious leisure hobby, rather than a psychiatric or medical disorder, provides an alternative framework upon which prevention and intervention programming may be focused. Occupational therapist could provide an important health care role on campuses by assisting students to (a) understand the factors underlying the appeal of high-risk drinking, (b) understand the implications that a restricted range of leisure occupations may have upon their health, psychosocial development, and occupational identity, and (c) explore alternative health-producing leisure occupations.

Aktivitetsbalans är viktigt för att individen ska uppnå meningsfullhet och välbefinnande. Förändringar i vardagen kan påverka aktivitetsbalansen på varierande sätt. Syftet med studien var att kartlägga fem utvalda aspekter av aktivitetsbalans hos manliga och kvinnliga gymnasieelever i årskurs tre, som studerar på distans. De utvalda aspekterna var engagemang, variation av aktiviteter, tid, rutiner och roller. Metod: En kvantitativ tvärsnittsstudie genomfördes med hjälp av en egengjord enkät baserad på teorier inom arbetsterapi.  Enkäten skickades ut till 44 elever på 3 olika gymnasieskolor. Resultat: Visar på en måttlig upplevelse av aktivitetsbalans inom alla utvalda aspekter. Svaren varierade genom hela enkäten och ingen statistikskillnad mellan kvinnor och män upptäcktes.  Diskussion: Studien visar att eleverna upplever en neutral upplevelse av de fem aspekterna inom aktivitetsbalans. Eleverna svarade med en stor variation av svarsalternativen, det visar att aktivitetsbalans är subjektiv och att alla upplever den på varierande sätt. Vissa studenter kan behöva mer stöd och resurser från elevhälsan än andra för att upprätthålla god hälsa. Studiegruppen är för liten för att utföra slutsatser av resultaten. Slutsats: Ytterligare forskning om aktivitetsbalans hos studenter som deltar i undervisning på distans behövs för att lärare och arbetsterapeuter kan upptäcka elever som är i behov av hjälp. / Occupational balance is important to achieve well-being. In case of changes in the individual's everyday life, it can affect the occupational balance. The aim of the study was to survey five selected aspects of occupational balance among male and female high school students in year three, who study distance learning. The selected aspects: Engagement, variety of activities, time, routines and roles Method: A quantitative cross-sectional study was conducted using a self-made questionnaire. The survey was sent out to 44 students at 3 different schools. Result: The average score was a moderate level of occupational balance across all selected aspects. In general, responses were distributed evenly over the response alternatives, and no statistical difference were found between women and men. Discussion: Students reported their experience of the different aspect to be average. The student's wide variety of response indicate that occupational balance is subjective, and everyone experiences it in different ways. Some students may need more support and resources from student health than others to maintain good health. The study group is too small to carry out conclusions of the results. Conclusion: Further research about the occupational balance of students participating in distance learning is needed to understand how teachers and therapist may find student in need of help.