Browsing by Subject "sensitivity"
Now showing items 1-9 of 9
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(2016)The task of this thesis was to find out, how child-parent attachment bond could be strengthen in The Incredible Years -parent education program. The Incredible Years is American program, which decreases children conduct disorders. Previous studies have given evidence of the program’s large effectiveness. There is still only few researches on The Incredible Years in Finland. From the point of view of attachment theory there is only very little research. Previous attachment researches have proven attachment bond’s remarkable effect to children development. Attachment theory is this thesis’ theoretical framework. This research is qualitative and empiric. The research material of this thesis is literary: The Incredible Years-guidebook to parents, 320pp. The guidebook was analyzed by theory-based content analysis. Attachment theory and sensitivity construct constituted the theoretical framework. Results of the analysis were compatible with attachment theory’s sensitivity construct. There were discovered four main results. The Incredible Years-guidebook’s instructions to strengthen the attachment bond to parents were: sensitize to your children signals and needs, be moderate and fast with your reactions to children signals, be children-centered and pay attention to your children needs and be consistent in your parenting.
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(2016)Aim: People with speaking disabilities have equal rights to functional interaction and communication as people without disabilities. These rights actualize only through the actions and skills of more able communicators. Guiding staff and family members is an important part of every speech and language pathologist's (SLP) job, especially if the client has severe learning disability. However, many SLPs experience guiding difficult and the results of staff communication training have been unsatisfactory. There are different models that can be used to help the process of indirect speech and language therapy. One of them is called Intensive interaction (II). Its role in enhancing interaction skills of more able communicators has only been studied a little. The purpose of this study is to find out if II is a meaningful approach to carry out indirect speech and language therapy. The aim was to find out if and how the interaction skills of a staff member change during an II process. The aim was also to figure out how she saw the significance of II. Methods: This research data were collected in the Communication and Technology Centre Tikoteekki of the Finnish Association on Intellectual and Developmental Disabilities. The data were collected during an II process that took place in 2014 and 2015 in a residential unit for people with learning disabilities. This study had two participants, one of whom was a resident with multiple learning and speaking disabilities, and the other one a staff member. The video material was composed of 14 interaction videos between the resident and the staff member, and one video of guidance discussion between the staff member and the mentoring SLP in the end of the process. The data were analysed according to the themes arising from the data, by mostly qualitative means. The changes in interaction skills were described with different tables and transcriptions. The guidance discussion was transcribed and analysed according to inductive analysis. Results and conclusions: The interaction style of the staff member became more sensitive and present. That change manifested through improvements in four elements of interaction: distance from the interaction partner, touching, quality and quantity of vocalization and tasklessness of interaction. The staff member saw II as a meaningful approach, especially for herself as an employee, but also for her interaction partner with multiple disabilities and more generally. These results suggest that II is a meaningful and effective means of mentoring significant others to become more sensitive, skillful and able interaction partners for persons with severe speaking disabilities. Additionally this study gives premises for further research on II and indirect speech and language therapy. In light of this research II is also important on societal level.
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(2016)Aim: People with speaking disabilities have equal rights to functional interaction and communication as people without disabilities. These rights actualize only through the actions and skills of more able communicators. Guiding staff and family members is an important part of every speech and language pathologist’s (SLP) job, especially if the client has severe learning disability. However, many SLPs experience guiding difficult and the results of staff communication training have been unsatisfactory. There are different models that can be used to help the process of indirect speech and language therapy. One of them is called Intensive interaction (II). Its role in enhancing interaction skills of more able communicators has only been studied a little. The purpose of this study is to find out if II is a meaningful approach to carry out indirect speech and language therapy. The aim was to find out if and how the interaction skills of a staff member change during an II process. The aim was also to figure out how she saw the significance of II. Methods: This research data were collected in the Communication and Technology Centre Tikoteekki of the Finnish Association on Intellectual and Developmental Disabilities. The data were collected during an II process that took place in 2014 and 2015 in a residential unit for people with learning disabilities. This study had two participants, one of whom was a resident with multiple learning and speaking disabilities, and the other one a staff member. The video material was composed of 14 interaction videos between the resident and the staff member, and one video of guidance discussion between the staff member and the mentoring SLP in the end of the process. The data were analysed according to the themes arising from the data, by mostly qualitative means. The changes in interaction skills were described with different tables and transcriptions. The guidance discussion was transcribed and analysed according to inductive analysis. Results and conclusion: The interaction style of the staff member became more sensitive and present. That change manifested through improvements in four elements of interaction: distance from the interaction partner, touching, quality and quantity of vocalization and tasklessness of interaction. The staff member saw II as a meaningful approach, especially for herself as an employee, but also for her interaction partner with multiple disabilities and more generally. These results suggest that II is a meaningful and effective means of mentoring significant others to become more sensitive, skillful and able interaction partners for persons with severe speaking disabilities. Additionally this study gives premises for further research on II and indirect speech and language therapy. In light of this research II is also important on societal level.
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(2017)Objectives. The aim of the research was to expand the awareness of the leadership and quality of small children pedagogy. The research provides information on how the heads form the awareness of small children pedagogy, early childhood researches and development, as well as on how they lead structures and activities of early childhood education. The aim of the research was to stimulate discussion and reflection on the point of view of small children pedagogical leadership. This particular leadership area has received little attention in the society. Methods. The research was conducted using qualitative methods. The target group consisted of 14 heads of day care units at the same administrative region in the City of Helsinki. The heads received an electronic questionnaire in March 2016. They described positive points of view and views with needs to develop what they saw in the small children´s group environment. The heads described views to build awareness and to develop skills and thoughts about needs and ways to develop small children pedagogy. Material derived from the research were analysed using qualitative methods. Results and conclusions. The results of the research reveal how the heads form awareness of the leadership of small children pedagogy, how they sustain their skills and what are their thoughts on developing the small children pedagogy. In conclusion, the research reveals how important the adults are in terms of the sensitivity represent and the sensitivity to observe and modify the emotional, social and physical situations in operation when needed. High quality pedagogy requires functional structures to face in professional co-operating. Kindergarten teachers are in a significant position to develop and sustain pedagogy in operation. The results can be adapted to develop the leadership of early childhood education. National basics of early childhood education plan were adopted in October 2016. The new local early childhood education plans will be introduced the 1st of August 2017. The effects of the change in small children pedagogy were not yet to be estimated as the research was carried out.
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(2018)The study examines sensitivity in the everyday interactive situations with multicultural children under 3 years of age in early childhood educational context. The research problem focuses on figuring out in which ways sensitivity occurs and what are the contextual factors related to sensitive and non-sensitive situations. Sensitivity refers to early childhood educator’s ability to detect and take into account the emotional needs of the child (Laevers according to Kalliala, 2008). The study was conducted in collaboration with the University of Helsinki LASSO project and a kindergarten in Helsinki, where the research material was collected by videorecording three early childhood educators and two children in their everyday life at the kindergarten. The research material was colleted between the late autumn 2014 to early spring 2015. The qualitative data were analysed by utilizing theory-driven approach. The basis of the analysis is in AES (adult engagement scale) and especially the sensitivity part of the scale, as well as EA (emotional availability) scale. LIS-YC scale was also used in observation of children (Kalliala, 2008). The results showed that sensitivity is a small part of everyday interactive situations. Differences in results were seen in the quality of the interaction. The majority of the interaction with the first participant was neutral, and more than half of the interactions were sensitive. In contrast, only half of the other participant’s interaction was neutral, and also half was non-sensitive. The differences were also found in the ways in which the sensitive and non-sensitive situations appeared in the participants' everyday life. For the first participant, the sensitivity was constructive, and adults made huge efforts to interact with the child. The insensitive moments were not numerous, but they could not be classified as accidental. The second one’s sensitive moments were supportive in nature but relatively rare. Insensitive situations were somewhat accidental, and for some reason, educators failed to notice the child’s needs. Based on the results, a study related to sensitivity between educators and children comparing Finnish and multicultural children would be important to conduct.
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(2018)The study examines sensitivity in the everyday interactive situations with multicultural children under 3 years of age in early childhood educational context. The research problem focuses on figuring out in which ways sensitivity occurs and what are the contextual factors related to sensitive and non-sensitive situations. Sensitivity refers to early childhood educator’s ability to detect and take into account the emotional needs of the child (Laevers according to Kalliala, 2008). The study was conducted in collaboration with the University of Helsinki LASSO project and a kindergarten in Helsinki, where the research material was collected by videorecording three early childhood educators and two children in their everyday life at the kindergarten. The research material was colleted between the late autumn 2014 to early spring 2015. The qualitative data were analysed by utilizing theory-driven approach. The basis of the analysis is in AES (adult engagement scale) and especially the sensitivity part of the scale, as well as EA (emotional availability) scale. LIS-YC scale was also used in observation of children (Kalliala, 2008). The results showed that sensitivity is a small part of everyday interactive situations. Differences in results were seen in the quality of the interaction. The majority of the interaction with the first participant was neutral, and more than half of the interactions were sensitive. In contrast, only half of the other participant’s interaction was neutral, and also half was non-sensitive. The differences were also found in the ways in which the sensitive and non-sensitive situations appeared in the participants' everyday life. For the first participant, the sensitivity was constructive, and adults made huge efforts to interact with the child. The insensitive moments were not numerous, but they could not be classified as accidental. The second one’s sensitive moments were supportive in nature but relatively rare. Insensitive situations were somewhat accidental, and for some reason, educators failed to notice the child’s needs. Based on the results, a study related to sensitivity between educators and children comparing Finnish and multicultural children would be important to conduct.
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(2013)The Finnish legislation states that foster parents have an obligation of non-disclosure. This Master's Thesis discusses the conceptions and experiences foster parents have regarding the role of the obligation of non-disclosure in interaction. The study was carried out by the in-depth interviews of six foster parents during the year 2012. Before the interviews foster parents kept a small-scale interaction diary the purpose of which was to prepare foster parents for the forthcoming interviews. Transcribed interview data was analyzed and compressed into one main theme (the interest/need of the child ) and two sub themes (challenges of the obligation of non-disclosure and the means of interaction). The conceptions and experiences foster parents had on the obligation of non disclosure and the ways by which foster parents executed the obligation of non-disclosure or managed private information was presented with Communication Privacy Management Theory. Attachment Theory was also utilized in the interpretation of the conceptions and experiences of the foster parents. In this study executing the obligation of non-disclosure presented itself as an active managing of private information by the foster parents, the purpose of which was to take care of foster child's interests and needs. Foster parents strived for sensitive responsiveness in spite of the obligation of non-disclosure. Disclosure as well as non-disclosure of private information was seen as protecting the child depending on the situation. Foster parents viewed that the obligation of non-disclosure should primarily protect foster children. In the foster parent's point of view too strict interpretation of the obligation of non-disclosure had opposite effects on foster children's well-being. Most of the interviewees disclosed thoughts and feelings on fostering with their close friends or relatives because they felt they received support needed in fostering from these relationships. The interpretations that authorities have on the obligation of non-disclosure and the instructions given to the foster parents should be defined in order to insure foster parent's possibilities for executing sensitive interaction needed in taking care of foster children and their needs. The foster parent's views on the obligation of non-disclosure should be researched further. In order to receive a full picture on the phenomenon the views of the foster children and social services authorities should also be researched.
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(2018)Objectives: Specific language impairment (SLI) is an impairment of oral language, which places demands on parent-child interaction, putting children at-risk for adverse developmental outcomes. Little is known about how different types of language impairment affect parent-child interaction. This study aims to examine how language impairment influences child, parent and dyadic behaviours between dyads with children who have expressive- and receptive-SLI. Methods: The sample included 85 children aged 36-81 months participating in the Helsinki Longitudinal SLI study. The sample consisted of 53 children with expressive-SLI (F80.1), and 32 children with receptive-SLI (F80.2). Parent-child interaction was evaluated using Erickson’s sensitivity scales during drawing, puzzle-making, and free play. Groups were compared using analysis of covariance and Mann-Whitney U tests. Results and conclusions: Children with expressive-SLI were found to be more persistent, enthusiastic, compliant and have a more positive experience of the interaction overall, when compared to children with receptive-SLI. SLI did not have a statistically significant effect on any of the parent and dyadic variables. Group means suggest that some parents may provide less emotional support and instruction to children with receptive-SLI. This could support earlier findings, which suggest that parents of language-impaired children adjust their behaviour to that of their children. Less active participation and poorer experience of the expression of children with receptive-SLI suggests that they need more support facilitate participation.
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(2018)Objectives: Specific language impairment (SLI) is an impairment of oral language, which places demands on parent-child interaction, putting children at-risk for adverse developmental outcomes. Little is known about how different types of language impairment affect parent-child interaction. This study aims to examine how language impairment influences child, parent and dyadic behaviours between dyads with children who have expressive- and receptive-SLI. Methods: The sample included 85 children aged 36-81 months participating in the Helsinki Longitudinal SLI study. The sample consisted of 53 children with expressive-SLI (F80.1), and 32 children with receptive-SLI (F80.2). Parent-child interaction was evaluated using Erickson’s sensitivity scales during drawing, puzzle-making, and free play. Groups were compared using analysis of covariance and Mann-Whitney U tests. Results and conclusions: Children with expressive-SLI were found to be more persistent, enthusiastic, compliant and have a more positive experience of the interaction overall, when compared to children with receptive-SLI. SLI did not have a statistically significant effect on any of the parent and dyadic variables. Group means suggest that some parents may provide less emotional support and instruction to children with receptive-SLI. This could support earlier findings, which suggest that parents of language-impaired children adjust their behaviour to that of their children. Less active participation and poorer experience of the expression of children with receptive-SLI suggests that they need more support facilitate participation.
Now showing items 1-9 of 9