Browsing by Subject "ohjaus"
Now showing items 21-31 of 31
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(2017)Study shows that educational transitions can be challenging for immigrant-origin youths`. They are for example in a higher risk to end up without upper secondary education when compared to their native counterparts in Finland. Overall the transitions of immigrant-origin youth have been seen more complex than native youth. Guidance is viewed to have an important part for the transitions from educational level to another. The aim of this study was to examine what kind of a role “LUVA-education” plays for immigrant-origin youth in their transition to upper secondary education and how counseling can support that transition. The goal was to study the questions presented before from LUVA-educations counselors’ point of view. The theoretical frame consist of the concepts of transition and counseling. The data of the thesis consist of three semi-structured interviews. Two of the interviews were executed as individual-interviews and one as a pair-interview. The interviews were analyzed using phenomenography. The aim was to bring out the interviewees` different perceptions of the subject in hand. The importance of LUVA-education for the transition to upper secondary education was seen in two ways: firstly LUVA was viewed as “a pit stop” for student to review whether to proceed in high school or in vocational studies and secondly it was seen as a place where students can develop their skills. The interviewees saw that the most effective guidance aspects were improving the students’ skills and knowledge, certain counselling procedures and co-operation with the students` families. Students` unrealistic dreams for their future education were seen as a challenge in study guidance.The interviewees wished more re-sources for guidance and co-operation with schools other experts, such as school curator, nurses and special education teachers. The study revealed that LUVA-education has its place in immigrant-youth transitions to secondary education. In the future it would be important to study the perceptions of students in LUVA-education.
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(2016)Graduation from university takes usually longer than the target time. This study focuses on exploring procrastinating university students. Strategic delayers and unnecessarily delaying students were excluded from the study. The aim of this study is to find out what kind of goal orientations procrastinators have and what kind of counselling would enhance study progress. Research questions were: 1) What kind of goal orientations procrastinators have? 2) What kind of needs of counselling procrastinators have? 3) Is there a connection between goal orientations and the need for counselling? Goal orientations were constructed on the basis of the students' goals, motivation and self-regulation skills. The data consist of transcribed interviews of eight students from Faculty of Arts. Students were identified as procrastinators in a previous study. The method of analysis was an abductive content analysis. Based on the data, categories that described most clearly students' goal orientations and needs of counselling were constructed. Connection between goal orientations and needs for counselling were explored by cross-tabulating goal orientations and needs for counselling which were found out of the data. As a result four goal orientation groups were formed: intrinsically motivated goal-oriented, intrinsically motivated without a goal, externally motivated goal-oriented, externally motivating without a goal. Students without a goal did not have a clear aim for the studies or for the future. Goal-oriented students knew what kind of degree they wanted and how to make use of it in the future. Intrinsically motivated students liked to study in itself and they were truly interested in learning new knowledge and developing their expertise. Externally motivated students were interested in the university degree and its value in the working life. The level of self-regulation skills were low in all groups except for the intrinsically motivated goal-oriented students. The needs for counselling formed three main groups: the lack of information, support for study skills and individual counselling. The lack of information included problems with course-registration, lack of study guide and general information after first autumn semester. Students needed support for writing scientific essays and for learning methods. Individual counselling was needed for making study plans. There was not a clear connection between goal orientations and needs of counselling. The needs for counselling were distributed unevenly. Most of the students experienced lack of information. The need for individual counselling was emphasized by students without a goal, which is explained with uncertain plans for studies and for the future. So, the need of counselling seems to be very individual and there is no connection to goal orientations. As a conclusion the course for personal study plan should be individualized so that the study plans would be checked together with supervisor. Learning methods and academic writing skills should be taught during the first study period. Individual counselling should be available throughout the studies, also after the first semester. Guidance services at the University of Helsinki should be clarified and a basic student counsellor office should be created.
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(2016)Graduation from university takes usually longer than the target time. This study focuses on exploring procrastinating university students. Strategic delayers and unnecessarily delaying students were excluded from the study. The aim of this study is to find out what kind of goal orientations procrastinators have and what kind of counselling would enhance study progress. Research questions were: 1) What kind of goal orientations procrastinators have? 2) What kind of needs of counselling procrastinators have? 3) Is there a connection between goal orientations and the need for counselling? Goal orientations were constructed on the basis of the students’ goals, motivation and self-regulation skills. The data consist of transcribed interviews of eight students from Faculty of Arts. Students were identified as procrastinators in a previous study. The method of analysis was an abductive content analysis. Based on the data, categories that described most clearly students’ goal orientations and needs of counselling were constructed. Connection between goal orientations and needs for counselling were explored by cross-tabulating goal orientations and needs for counselling which were found out of the data. As a result four goal orientation groups were formed: intrinsically motivated goal-oriented, intrinsically motivated without a goal, externally motivated goal-oriented, externally motivating without a goal. Students without a goal did not have a clear aim for the studies or for the future. Goal-oriented students knew what kind of degree they wanted and how to make use of it in the future. Intrinsically motivated students liked to study in itself and they were truly interested in learning new knowledge and developing their expertise. Externally motivated students were interested in the university degree and its value in the working life. The level of self-regulation skills were low in all groups except for the intrinsically motivated goal-oriented students. The needs for counselling formed three main groups: the lack of information, support for study skills and individual counselling. The lack of information included problems with course-registration, lack of study guide and general information after first autumn semester. Students needed support for writing scientific essays and for learning methods. Individual counselling was needed for making study plans. There was not a clear connection between goal orientations and needs of counselling. The needs for counselling were distributed unevenly. Most of the students experienced lack of information. The need for individual counselling was emphasized by students without a goal, which is explained with uncertain plans for studies and for the future. So, the need of counselling seems to be very individual and there is no connection to goal orientations. As a conclusion the course for personal study plan should be individualized so that the study plans would be checked together with supervisor. Learning methods and academic writing skills should be taught during the first study period. Individual counselling should be available throughout the studies, also after the first semester. Guidance services at the University of Helsinki should be clarified and a basic student counsellor office should be created.
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(2020)Aims and objectives. The field of speech and language therapy nowadays emphasizes the participation of client’s environments, such as the family. The importance of close environments is highlighted by e.g. the ecological systems theory, the ICF classification and the concept of zone of proximal development. To learn to communicate using a communication aid, a child needs modeling from a more competent interaction partner. Parents are usually essential interaction partners for their children, yet they need guidance and support to be able to model the use of the communication aid for their child. Previous research on parents’ experiences of guidance and support received for aided communication has been scarce. However, it has been noticed that inadequate support for parents can lead to abandonment of the communication aid. The objective of this study was to explore parents’ experiences of guidance and support on using their child’s communication aid. In addition, parents’ experiences of the challenges in the communication aid service delivery were studied, as well as experiences of their own role in the process. The study also examined parents’ views on how the support and guidance practices could be developed. Methods. The data of this study were gathered through semi-structured interviews. From seven different families, nine parents of children who were using a communication aid with an extensive vocabulary participated in the interviews. Data were analyzed using data driven content analysis. Results and conclusions. The results of this study indicated that parents receive guidance and support on using their child’s communication aid from several actors. The guidance and support were mainly considered insufficient in quantity but their content was mostly perceived adequate. Parents had positive experiences of e.g. guidance and support received from their child’s speech therapist, communication instruction, peer support, and technical support provided by the manufacturers and importers of communication aids. One of the main challenges parents had experienced in the process was that the communication aid was not always actively used in the daycare or school settings. Most of the parents had had an active, self-imposed role in the service delivery process, for example in finding services and information. Parents would develop the services provided to families e.g. by offering more guidance and support at the beginning of the process, by training professionals more comprehensively on augmentative and alternative communication, and by informing families more effectively of the services and support that are available. Based on the results of this study, the guidance and support on using a communication aid do not seem to be completely equally available for families, and parent’s own activeness appears to affect the access to services. Practices on providing guidance and support, informing parents of services and training professionals on aided communication may need to be improved and clarified. Parents’ experiences of the guidance and support vary individually, but the results of this study can help professionals develop their practices to support families.
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(2020)Tavoitteet. Puheterapiakuntoutuksessa pidetään nykyään tärkeänä kuntoutujan lähiympäristöjen, kuten perheen, osallistumista kuntoutukseen. Lähiympäristöjen merkitystä korostavat muun muassa ekologisten järjestelmien teoria, kuntoutustyötä ohjaava ICF-luokitus sekä lähikehityksen vyöhykkeen käsite. Kommunikoinnin apuvälinettä käyttävä lapsi tarvitsee mallia taitavammilta vuorovaikutuskumppaneilta oppiakseen itse kommunikoimaan apuvälinettä käyttäen. Vanhemmat ovat yleensä lapselle keskeisiä vuorovaikutuskumppaneita, mutta he tarvitsevat ohjausta ja tukea kyetäkseen itse mallittamaan kommunikoinnin apuvälineen käyttöä lapselleen. Vanhempien kokemuksia kommunikoinnin apuvälineen käyttöön saadusta ohjauksesta ja tuesta on toistaiseksi tutkittu vähän. On kuitenkin havaittu, että mikäli vanhemmat eivät saa apuvälineen käyttöön riittävästi tukea, sen käytöstä saatetaan luopua. Tämän tutkimuksen tarkoituksena oli tarkastella vanhempien kokemuksia lapsensa laajan kommunikoinnin apuvälineen käyttöön saadusta ohjauksesta ja tuesta. Lisäksi kartoitettiin vanhempien kokemuksia apuvälinepalveluprosessissa koetuista haasteista sekä siitä, millaiseksi vanhemmat ovat kokeneet oman roolinsa prosessissa. Tutkimuksessa selvitettiin myös, miten vanhemmat kehittäisivät kommunikoinnin apuvälineen käyttöön tarjottavaa ohjausta ja tukea. Menetelmät. Tutkimuksen aineisto kerättiin puolistrukturoiduilla teemahaastatteluilla. Tutkimuksessa haastateltiin seitsemästä perheestä yhdeksää vanhempaa, joiden lapsilla oli käytössään laaja kommunikoinnin apuväline. Aineisto analysoitiin aineistolähtöisen sisällönanalyysin keinoin. Tulokset ja johtopäätökset. Tutkimuksen tulokset osoittivat, että vanhemmat saavat lapsensa kommunikoinnin apuvälineen käyttöön ohjausta ja tukea useilta toimijoilta. Ohjaus ja tuki koettiin pääsääntöisesti määrältään riittämättömäksi, mutta sisällöltään tarkoituksenmukaiseksi. Positiivisia kokemuksia vanhemmilla oli muun muassa lapsen kuntouttavalta puheterapeutilta saadusta ohjauksesta ja tuesta, kommunikaatio-opetuksesta, vertaistuesta sekä kommunikoinnin apuvälineiden valmistajien ja maahantuojien tarjoamasta teknisestä tuesta. Apuvälinepalveluprosessissa koetuista haasteista esille nousi erityisesti se, että kommunikoinnin apuvälinettä ei aina käytetty aktiivisesti lapsen päiväkodissa tai koulussa. Saadakseen palveluita, löytääkseen tietoa ja mahdollistaakseen apuvälineen käytön lapsen arjen ympäristöissä vanhempien oli tyypillisesti täytynyt ottaa apuvälinepalveluprosessissa aktiivinen, oma-aloitteinen rooli. Vanhemmat kehittäisivät ohjausta ja tukea muun muassa panostamalla vahvemmin prosessin alkuvaiheessa tarjottavaan tukeen, ammattilaisten koulutukseen ja tukimahdollisuuksista tiedottamiseen. Tutkimuksen tulosten perusteella voidaan todeta, että kommunikoinnin apuvälineen käyttöön saatu ohjaus ja tuki eivät näytä jakautuvan täysin tasavertaisesti perheiden kesken, ja vanhemman oma aktiivisuus saattaa vaikuttaa palveluiden saamiseen. Palveluiden saatavuuden ja niistä tiedottamisen käytäntöjä sekä ammattilaisten koulutusta puhetta tukevasta ja korvaavasta kommunikoinnista saattaisi olla tarpeen selkeyttää ja kehittää. Vanhempien kokemukset ohjauksesta, tuesta ja apuvälinepalveluprosessista vaihtelevat yksilöllisesti, mutta tämän tutkimuksen tulokset voivat auttaa ammattilaisia kehittämään työskentelykäytäntöjään.
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(2018)Nowadays, young people are expected to make educational decisions that affect the rest of their lives. Neoliberal ethos, which emphasizes competitiveness, individualism and effectivity, puts young people in a position that increases their decision-making responsibilities. At the same time, Finnish society tries to prevent the marginalization of young people by guiding them toward education that suits their strengths and resources. The expertise of student advisors is in high demand, while at the same time we talk about the autonomous responsibility of young people to make decisions. Young people are placed in situations where they have authority and are expected to make the “right” decisions. Referring to previous research concerning guidance and neoliberal marketization of education, it is important to consider young people’s viewpoints. The aim of this master’s thesis is to examine what views ninth graders have on educational path guidance offered in comprehensive school and to examine what guidance dialogue occurs in the context of neoliberal educational politics. Eleven students from 9th grade were interviewed in two group discussions. The study advisor was also interviewed. At that comprehensive school, students attend either general classes or specialized classes where students are chosen through suitability tests. Six of the interviewees studied in general classes and five of them studied in specialized classes. The data was analyzed using a discourse analytical approach, and the discourses discovered were then set in a wider perspective. The results showed that the study advisor was seen as an expert who was being relied on. Students spoke of autonomous responsibility and decision making in two different ways. Autonomous responsibility felt oppressive to some, and to others it was seen as a route to actualize one’s dreams. Competitiveness supported by specialized classes and other advantages, such as socio-economic backgrounds, had an effect on how students dealt with study guidance. Students who came from backgrounds that supported their competitiveness felt that guidance was encouraging. On the other hand, students from less supportive backgrounds felt that guidance was oppressive. From the students’ point of view, the individual and the guidance do not always come together. Neoliberal ethos increases inequality in students’ negotiation positions concerning guidance. It is important to modify guidance structures in a way that allows students and guidance to come together.
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(2018)Nowadays, young people are expected to make educational decisions that affect the rest of their lives. Neoliberal ethos, which emphasizes competitiveness, individualism and effectivity, puts young people in a position that increases their decision-making responsibilities. At the same time, Finnish society tries to prevent the marginalization of young people by guiding them toward education that suits their strengths and resources. The expertise of student advisors is in high demand, while at the same time we talk about the autonomous responsibility of young people to make decisions. Young people are placed in situations where they have authority and are expected to make the “right” decisions. Referring to previous research concerning guidance and neoliberal marketization of education, it is important to consider young people’s viewpoints. The aim of this master’s thesis is to examine what views ninth graders have on educational path guidance offered in comprehensive school and to examine what guidance dialogue occurs in the context of neoliberal educational politics. Eleven students from 9th grade were interviewed in two group discussions. The study advisor was also interviewed. At that comprehensive school, students attend either general classes or specialized classes where students are chosen through suitability tests. Six of the interviewees studied in general classes and five of them studied in specialized classes. The data was analyzed using a discourse analytical approach, and the discourses discovered were then set in a wider perspective. The results showed that the study advisor was seen as an expert who was being relied on. Students spoke of autonomous responsibility and decision making in two different ways. Autonomous responsibility felt oppressive to some, and to others it was seen as a route to actualize one’s dreams. Competitiveness supported by specialized classes and other advantages, such as socio-economic backgrounds, had an effect on how students dealt with study guidance. Students who came from backgrounds that supported their competitiveness felt that guidance was encouraging. On the other hand, students from less supportive backgrounds felt that guidance was oppressive. From the students’ point of view, the individual and the guidance do not always come together. Neoliberal ethos increases inequality in students’ negotiation positions concerning guidance. It is important to modify guidance structures in a way that allows students and guidance to come together.
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(2020)Tiivistelmä - Referat - Abstract Children grow among digital media and its importance needs to be notified also in early education (Chaudron 2015). When young children engage with digital media, adult support and mediation in crucial to adequately balance positive and negative effects of media use (Kardefelt-Winther 2017).The motivation of this study is to research views of parents and early education professionals on children’s digital media use, its mediation and support and co-operation between home and early education environments. The three research questions were: (1) What are the views of parents and early education professionals on (1) children’s digital media use? (2) on mediation and support of children’s digital media use? (3) on collaboration between home and early year education setting? The study was conducted as an online survey in three out of ten early education districts in Helsinki, Finland in November 2019. Quantitative and qualitative data was collected in separate surveys for parents and early education professionals. Surveys were distributed through daycare unit managers to professionals and parents. The research data consists of 189 parents’ and 40 early education professionals’ answers. The quantitative analysis was conducted mainly non-parametric statistical tests. Qualitative analysis proceeded using data-oriented content analysis. The results show parents have diverse views on and attitudes towards children digital media use and that children’s media use is variable. Most children use digital media in moderation, some in considerable amount and a fraction not at all. Early education professionals see digital media use as natural part of children’s world and that parents balance well the media use of their children. Both see potential effects of digital media use on children’s self-regulation and emotional skills. Parent attitude towards digital media use by their children significantly differed by child gender, and parents of the boys had more concerns. Digital media use by adults and concern on adequate personal interaction were discerned from the results. Amount of time used on digital media and transitions from digital media use to other activities were identified as primary causes of conflict at home. Parents would like to receive more information on child-appropriate content, suitable time limits and research-based knowledge on positive and negative effects of digital media use. Early education professionals would need research-based recommendations and information on effects of media use on child development. Furthermore, they wish for clear guidelines and agreed practices for digital media use in daycare and preschool setting, as well as for digital media use -related collaboration with families. Parents had a positive view on collaboration, although experience on it was limited. Early education and preschool professionals, together with parents, would have a unique position to build moderate and many-voiced discourse on children digital media use during early years - a possibility not yet materialized to a full extent.
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(2020)Tiivistelmä - Referat - Abstract Children grow among digital media and its importance needs to be notified also in early education (Chaudron 2015). When young children engage with digital media, adult support and mediation in crucial to adequately balance positive and negative effects of media use (Kardefelt-Winther 2017).The motivation of this study is to research views of parents and early education professionals on children’s digital media use, its mediation and support and co-operation between home and early education environments. The three research questions were: (1) What are the views of parents and early education professionals on (1) children’s digital media use? (2) on mediation and support of children’s digital media use? (3) on collaboration between home and early year education setting? The study was conducted as an online survey in three out of ten early education districts in Helsinki, Finland in November 2019. Quantitative and qualitative data was collected in separate surveys for parents and early education professionals. Surveys were distributed through daycare unit managers to professionals and parents. The research data consists of 189 parents’ and 40 early education professionals’ answers. The quantitative analysis was conducted mainly non-parametric statistical tests. Qualitative analysis proceeded using data-oriented content analysis. The results show parents have diverse views on and attitudes towards children digital media use and that children’s media use is variable. Most children use digital media in moderation, some in considerable amount and a fraction not at all. Early education professionals see digital media use as natural part of children’s world and that parents balance well the media use of their children. Both see potential effects of digital media use on children’s self-regulation and emotional skills. Parent attitude towards digital media use by their children significantly differed by child gender, and parents of the boys had more concerns. Digital media use by adults and concern on adequate personal interaction were discerned from the results. Amount of time used on digital media and transitions from digital media use to other activities were identified as primary causes of conflict at home. Parents would like to receive more information on child-appropriate content, suitable time limits and research-based knowledge on positive and negative effects of digital media use. Early education professionals would need research-based recommendations and information on effects of media use on child development. Furthermore, they wish for clear guidelines and agreed practices for digital media use in daycare and preschool setting, as well as for digital media use -related collaboration with families. Parents had a positive view on collaboration, although experience on it was limited. Early education and preschool professionals, together with parents, would have a unique position to build moderate and many-voiced discourse on children digital media use during early years - a possibility not yet materialized to a full extent.
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(2020)Through the strengthening of the inclusive ideology, Finnish primary school general education classes have an increasing number of students, who have different learning related needs for support. Due to this, the cooperation between general and special education has increased and schools have developed many practices to teach inclusive classes. One of these practices that has been noticed effective is co-teaching, which has not yet been widely adapted in Finland. The basis of this study is, how co-teaching abilities of future teachers can be supported already in the student teachers’ education phase and teaching practice. The study examines general and special education co-teaching executed in teaching practice. The study investigates the experiences of special education, class and subject student teachers regarding co-teaching executed in teaching practice. Additionally, the possible future development points of co-teaching in teaching practice will be examined on the basis of the students’ experiences. The study is a qualitative case study, which material was collected through two methods of data collection: questionnaire forms and interviews. The material was collected from special, class and subject student teachers, who carried out co-teaching lessons in teaching practice at the Viikki Normaalikoulu of the University of Helsinki in November and December of 2018. The questionnaires were answered by fifteen (15) student teachers after which six (6) of these students were interviewed. Both, the responses of the questionnaire and the transcriptions of the interviews, were analyzed with a data directional content analysis approach. The study shows that a part of the students felt co-teaching in the teaching practice gave them good readiness to utilize co-teaching between general and special education after their studies in the working life. However, not all of the students felt that the teaching practice sufficiently supported their readiness for coteaching. The obscurity regarding the role of the special education student teacher in co-teaching lessons and the lack of utilizing the expertise related to special education in planning and execution of the lessons were considered as main challenges. In cases where the students did not plan the co-teaching lesson together, the role of the special education student teacher was to maintain a peaceful environment and to take on different assisting tasks. The study shows that the students had very different impressions on what co-teaching is. The conclusion regarding the development of teaching practice in this study is that the supervision concerning co-teaching should be developed especially in the part of the following fields: increasing knowledge regarding the students’ co-teaching, coaching for co-teaching lessons and the students’ equal possibilities for feedback after a co-teaching lesson. With these means, the fruitful execution of co-teaching could also be supported in the long run in Finnish primary schools.
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(2020)Through the strengthening of the inclusive ideology, Finnish primary school general education classes have an increasing number of students, who have different learning related needs for support. Due to this, the cooperation between general and special education has increased and schools have developed many practices to teach inclusive classes. One of these practices that has been noticed effective is co-teaching, which has not yet been widely adapted in Finland. The basis of this study is, how co-teaching abilities of future teachers can be supported already in the student teachers’ education phase and teaching practice. The study examines general and special education co-teaching executed in teaching practice. The study investigates the experiences of special education, class and subject student teachers regarding co-teaching executed in teaching practice. Additionally, the possible future development points of co-teaching in teaching practice will be examined on the basis of the students’ experiences. The study is a qualitative case study, which material was collected through two methods of data collection: questionnaire forms and interviews. The material was collected from special, class and subject student teachers, who carried out co-teaching lessons in teaching practice at the Viikki Normaalikoulu of the University of Helsinki in November and December of 2018. The questionnaires were answered by fifteen (15) student teachers after which six (6) of these students were interviewed. Both, the responses of the questionnaire and the transcriptions of the interviews, were analyzed with a data directional content analysis approach. The study shows that a part of the students felt co-teaching in the teaching practice gave them good readiness to utilize co-teaching between general and special education after their studies in the working life. However, not all of the students felt that the teaching practice sufficiently supported their readiness for coteaching. The obscurity regarding the role of the special education student teacher in co-teaching lessons and the lack of utilizing the expertise related to special education in planning and execution of the lessons were considered as main challenges. In cases where the students did not plan the co-teaching lesson together, the role of the special education student teacher was to maintain a peaceful environment and to take on different assisting tasks. The study shows that the students had very different impressions on what co-teaching is. The conclusion regarding the development of teaching practice in this study is that the supervision concerning co-teaching should be developed especially in the part of the following fields: increasing knowledge regarding the students’ co-teaching, coaching for co-teaching lessons and the students’ equal possibilities for feedback after a co-teaching lesson. With these means, the fruitful execution of co-teaching could also be supported in the long run in Finnish primary schools.
Now showing items 21-31 of 31