Browsing by Subject "http://www.yso.fi/onto/yso/p10591"

The aim of this study was to describe difficulties in kids self-regulation and define multiple things that cause it in day care interaction situations. The research questions are 1. How difficulties in self-regulation appear in interaction, 2. What are the causes that effect to self-regulation, and 3. What pedagogical methods are applied concerning self-regulation in day care groups in this research. Stress is closely related with self-regulation. When faced with a stimulus, people become alerted. That elevates stress level and calls for self regulation. Self-regulation is considered as dependent on circumstances and interaction. Difficulties in self-regulation often coexist with difficulties in peer relations. People have inborn abilities to regulate emotions and behavior, but self-regulation skills are also learned in interaction with others. Human is considered to be pro-social by birth, and to be favoring helping others. Interventions concerning self-regulation has been developed, to enhance pedagogical sensitivity among day care teachers. Pedagogical sensitivity reduces stress and helps children to self-regulate. Two day care groups from Helsinki participated in this research. Research groups had children with special needs integrated. The data was collected by videotaping and observing the interaction in normal daily activities in spring 2015, two days in a row. Interesting clips were chosen from the videotapes to be shown to day care teachers together with the interviews. In interviews, the teachers commented about the situations from the videoclips and answered open questions about self-regulation. Observations from the videotapes and transcribed interviews were analyzed according to methods of qualitative content analysis. According to research findings, difficulties in self-regulation appear in interaction with unique ways. Children seem to have their own individual ways to react in face of a stress and in need of self-regulation. Difficulties in self-regulation appeared in behavior merely described with three concepts: ”fight, flee or freeze”. Difficulties were either active and extraverted, or passive and introverted. The causes that effect self-regulation in this research were distinctive and dependent on the situation. Children had very different abilities to face day care interaction situations. Self-regulation was effected with multiple, also random causes, and because of that self-regulation cannot be seen linear from its causes and effects. Causes were classified as 1. abilities to regulate, 2. causes that strain and challenging interaction situations. These three causes can be found in all research situations that had self-regulation difficulties. Adult support, well-planned, structured day care environment and customs, that have been formed together, were the main causes that supported self-regulation in this research. In research day care groups self-regulation difficulties were prevented in many ways. Teachers had good knowledge and know-how about self-regulation. To support development of self-regulation in wider perspective knowledge should be increased. Children should have opportunities to train their self-regulation skills in their natural interaction situations, for example, with adult supported play, and interventions that enhance emotion-regulation and interaction skills.

This study focused on internal coaching, which has been one of the fastest growing forms of coaching, especially in large organisations. An internal coach is a person who coaches other members of their organisation alongside their everyday job. In the field of workplace coaching research, there are relatively few studies highlighting internal coaches' own experiences of coaching. Thus, the aim of this study was to examine how internal coaches have experienced their role as a coach, their perceptions on what has supported and challenged their coaching and the type of coaching competencies they felt were needed to deliver coaching successfully. The study adopted a case study approach. The target organisation was Laurea University of Applied Sciences, where internal coaches acted as developers of staff leadership and interaction competencies. For the purpose of the study, seven internal coaches at Laurea University of Applied Sciences were interviewed. The interview material was analysed by means of qualitative content analysis, using a theory driven approach. The study identified four different ways in which internal coaches described the experience of being a coach. Being a coach meant having the opportunity to be involved in the development of one's own organisation and work community. In addition, coaching supported coaches own professional and self-development. Above all, the position between the coach and the coachee was seen as equal in the coaching. Coaching was also seen to enhance networking within one's own organisation. Coaches identified the support of other coaches and the organisation, resources and materials, and the motivation of participants as elements that have supported or challenged the delivery of coaching. The coaches described various competencies, which they felt were needed for the successful delivery of coaching. The findings of this study contribute to the understanding of how organisations can use internal coaching as a tool for the development and learning of their personnel, especially highlighting the coaches’ point of view. The organisations that are considering the use of internal coaches as a tool for personnel development may benefit from this study.