Browsing by Subject "http://www.yso.fi/onto/yso/p10164"
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(2015)Objectives. The purpose of this study was to examine what and in which ways the former victims of bullying write in their blogs about bullying and about bullying in respect of change. The aim was to focus on what issues the former victims of bullying bring forward, how they interpret and explain their experiences and how they have coped with bullying. By studying the experiences of the victims of bullying, it is possible to obtain new information on bullying and on how to help the victims of bullying. Methods. The material of this study consisted of four blogs written by victims of school bullying. In their blogs they wrote stories of their experiences of being bullied. I studied the stories from a narrative perspective. The study was based on the idea that with narratives or stories people make their lives and experiences comprehensible and give them meaning. Results and conclusions. The victims of bullying wrote how they had been bullied and reflected on the causes of bullying. They felt that they had not obtained sufficient social support, especially from the teachers and the school staff. According to the stories, bullying had changed their lives mostly for the worse and had had negative consequences for a long time after the bullying had stopped. The bullying experiences were also associated with the experience of a lack of change; bullying had not stopped, no one had intervened and the means to stop bullying had failed. The victims of bullying wrote that they hoped that their situation would change. They hoped that they could let go of the past and recover from the consequences of the bullying. The results of the study were consistent with previous research on school bullying and bullying experiences. On the basis of this study, it is important to note that the attempts to intervene with bullying are often ineffective and they do not completely stop bullying. It is also necessary to ensure that the victims of bullying receive the social support they need both in and outside of the school, as well as during and after the time they have been bullied.
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(2016)This dissertation explores the experience of adults looking for career specific further training and higher education. This is intended to help understand adult education experiences and support successful adult learning. The theoretical framework for the research is founded on the complexity of multifaceted identities that adults will have developed over their lives and their ability to change identities according to situational contexts. The research also uses theories on constructivism in adult learning, the narrative nature of learning and human development, and individuality of human development due to psychosocial developments and career specific experiences. Fundamental research questions built on the view that expressions of individual identity reflect adult development and learning processes. The research uses a narrative approach. The material was collected from semi-structured one-to-one interviews. Participants were selected from adult attendants at a privately run entrepreneurship course in the autumn of 2013 (N=28). The accounts and personal stories recounted during the interview process have been analysed using narrative methods. Studying the interpretation of identity allows the research to highlight participants' career and life-experiences and to contextualise them within individuals' age and skill sets. The analysis highlights a connection between continuities in individual successes and high quality of learning. The discussion also addresses how self-evaluation of experiences, such as failure, or personal views of social nonconformity can be linked to more general learning experiences among adults or even to issues faced with adult learners' identity development. The individual interpretations of success and learning covered by this research emphasize the fundamental question of how adult learners can be supported during significant and unique life cycle changes that are concurrent with lifelong learning. These findings have further implication on understanding how individuals as learners and e-learners might develop positive self-images and view themselves as active agents in any learning environment.
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