Browsing by Subject "vuorovaikutussuhde"

Objectives. The purpose of the study was to examine which factors affect the formation of the interactive relationship between a special needs assistant and a class teacher and to explore if there is multiprofessional co-operation and professional agency between a special needs assistant and a class teacher. The theoretical background of the study was the concept of professional agency (ammatillinen toimijuus) by Anneli Eteläpelto (2017) which refers to the possibilities of influence of an employee and experientiality of their job. Subject focused sociocultural approach i.e. the idea of selves–that are shaped by experiences and values–is also connected to professional agency. Methods. The material was collected in December 2017 in one of the comprehensive schools in Helsinki metropolitan area. Two pairs consisting of a third-class special needs assistant and class teacher were interviewed. The pairs did not work together or operate within the same cell of classrooms, but the special needs assistants worked as cell centred special needs assistants co-operating with the other class teachers of the same cell of classrooms although mainly they worked with the class teacher participating in the study. These pairs were coded as work pair 1 and work pair 2. The material was collected by pair interviews with the semi-structured theme interview and the material was analysed by using material-oriented content analysis. The material was coded by using the theory by Eteläpelto (2017) and the conclusions drawn on the material were based on the theme categories created with the same theory. In this study the theoretical background was supported by a previous literature review on the same topic. Results and conclusions. There are all dimensions of professional agency between the work pairs, and the subject oriented sociocultural approach is a significant part of the formation of an interactive relationship. In this study, the school building is not an influencing factor in the formation of interactive relationship, but the resources of the working environment advance the interactive relationship e.g. by alert phone system. The interactive relationships are advanced by time spent together, appreciation, the clarity of the work roles and multiprofessional co-operation. The interactive relationships are weakened by space planning, rush, incompatibility of the pairs, turnover of the staff and the unappreciation of the special needs assistant in the working community. The work pairs feel the relationship between them to be important because it has positive effects on the working community and the learning process of the children. The work pairs think that the school environment is not fit for working if one is unwilling to co-operate. The special needs assistants and class teachers feel that their interactive relationship should be improved considering the time resources by adding more time for them to spend together.

Tässä maisterintutkielmassa tarkastellaan lastensuojelun asiakkuudessa olevien lasten vanhempien kuvauksia inhimillisen ammatillisuuden rakentumisesta sosiaalityöntekijän ja asiakkaan välisessä suhteessa. Aihe on tärkeä, sillä vanhempien kokemuksia lastensuojelun asiakkuussuhteista on tutkittu vain vähän. Inhimillisellä ammatillisuudella tarkoitetaan tässä tutkielmassa sellaista sosiaalityön ammatillisuuden ulottuvuutta, joka vahvistaa asiakkaan kuulluksi ja kohdatuksi tulemisen kokemuksia ja siten tukee esimerkiksi vanhemman sitoutumista työskentelyyn. Tutkielman aineisto koostuu kyselyaineistosta, jonka Kasvatus- ja perheneuvonta Kasper ry on kerännyt lastensuojelun asiakkuudessa olevien tai olleiden lasten vanhemmilta. Kyselyn avulla on kerätty vanhempien näkemyksiä Lastensuojelun keskusliiton vuonna 2019 teettämistä lastensuojelun kehittämiskohteista. Kyselyaineisto on analysoitu kvalitatiivisesti teoriaohjaavaa sisällönanalyysia hyödyntäen, ja siihen sisältyy myös kvantitatiivinen osuus. Tutkielman teoreettisena viitekehyksenä toimii Kirsi Juhilan muodostama jäsennys sosiaalityöntekijän ja asiakkaan välisistä vuorovaikutussuhteista. Juhila on jaotellut suhteet neljään eri ulottuvuuteen, ja tässä tutkielmassa aineiston analyysia varten on laadittu analyysirunko Juhilan mallia hyödyntäen. Aineiston avulla päädytään tulokseen, jonka mukaan vanhemmat kuvaavat inhimillisen ammatillisuuden toteutuvan heidän ja sosiaalityöntekijän välisissä suhteissa erityisesti kumppanuussuhteessa ja vuorovaikutuksessa rakentuvassa suhteessa. Vanhemmat toivovat avointa, ennakkoluulotonta kohtaamista ja sosiaalityöntekijän aitoa kiinnostusta sekä halua ymmärtää perheiden yksilöllisiä tilanteita. Vanhemmat toivovat heidän ja sosiaalityöntekijän välille yhteistyösuhdetta ja he kaipaavat vahvaa osallisuutta omaa perhettään koskevassa päätöksenteossa. Liittämis- ja kontrollisuhteelle tyypillinen vertikaalinen asiantuntijuus ja sosiaalityöntekijän käyttämä valta ja kontrolli nähdään epäoikeudenmukaisena, ja nämä herättävät epäluottamusta sekä negatiivisia tunteita. Vanhemmat eivät myöskään toivo huolenpitosuhteen kaltaista auttamissuhdetta, jossa heidän identiteettinsä muodostuu autettavaksi uhriksi.

The work communities in schools have changed and teachers do not need to work by themselves. Communication between the members of a work community is advanced with multiprofessionalism and there is a wide range of professionals from different fields, for example school assistants, in work communities. The most important working partner for a school assistant is the class teacher with whom a school assistant works with daily. The major purpose of this study was to research how literature portrays the interaction between a teacher assistant and a class teacher. The study also aimed to explain why the interaction between a teacher assistant and a class teacher is important and how it can be improved. This study also surveyed factors influencing the interaction and collaboration between teacher assistants and teachers. The form of my study was a literature review and I collected data on Helmet library’s search engine and Finna and Arto databases. I also used Google and Google Scholar where I found dissertations and international and national reports. I also used scientific literature and electronic sources, such as news, the new curriculum and Basic Education Act. The results of the study show that the interaction between a teacher assistant and a class teacher is described as multiprofessional collaboration and shared expertise. Both the teacher assistant and the class teacher are professionals in their own fields, which is why integrating this expertise into the educational process in schools is important. Results suggest that interaction between a teacher assistant and a class teacher improves learning and well-being in the multiprofessional work community which is why this interaction is important. Time spent together was considered the most important element developing the interaction between a teacher assistant and a class teacher because it helps with getting to know one another and coordinating with different personalities. Planning together also improved the interaction and collaboration between a school assistant and a class teacher.