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My research is object study on textiles and footwear during times of 1940s depression. The aim of the study was to find out what materials the objects in the collection were made of, what working methods had been used in their manufacture, and what kind of features and solutions were found in the objects typical of the depression time. Finland experienced a depression as a result of the Second World War from 1939 onwards. Foreign trade relations were severed and grain harvests in their own country suffered from drought, so the sale of food and goods began to be rationed. Rationing lasted until 1954, when the last foods were released from rationing. During the depression, clothes were made from all possible materials that could be found in attics and fences. Fabrics that were not usually used to make clothes were now pre-cisely utilized. Substitute materials were also developed to replace fabrics, the most common of which was paper. Among other things, shoe covers, curtains and sheets were made from it. Self-sufficiency increased during depression and rationing, and the cultivation of flax, for exam-ple, became more common. Linen was a common material for textiles during times of shortage. Footwear was made of wood, thick fabrics and reeds. Textiles from depression time have been studied before. Most of the research has been based on interviews or written sources. Anna Vesamäki has done object study on textiles during depression in the elevator market field, and my own research is very similar to Vesamäki's research. Vesamäki studied the clothes handed over to the University Museum by the Kotitalouskeskus. She chose clothes made of adult woven fabric for her material. I used the same collection of as yet unexplored textiles and footwear in my research. In my material there are three breeches and a suit made of woven fabric (includes a jacket and breeches), baby knitted pants, a hand towel, a washing mitt, eight socks made of different materials, two mit-tens, two pairs of stables, three reed shoes and a pan cap. I study objects by applying the model that Vesamäki has used in his own research, following the model developed by Jules Prown (1982). Research is basic research. I will first describe the objects and introduce their materials and methods of manufacture. After that, I examine whether the pre-inducing materi-als, manufacturing methods or other features of the objects are typical of the depression time. The textiles and footwear were made from materials typical of the depression and with typical manufacturing methods. All clothing made of woven fabric contained linen. Several ex-tension pieces were found on the clothes, which indicates that the fabrics have been used very precisely. The socks used a lot of wool and linen, as well as human hair and animal hair. Both clothes and socks are rough, and the fabrics are partially of poor quality and have flaws. Socks and mittens seem high-quality, despite the roughness. The footwear contained materials very typical for the depression. Both stables were made of woolen fabric and the other shoes were made of braided reeds. The pan cap was also made from reeds. However, all the items in my material are neat and carefully prepared.

The objective of the thesis is to find out what kind of factors can be observed in the background of psychological stress of students studying in hospital school and which methods are used to regulate the psychological stress. The mental health challenges of children and youth and mental symptoms have been a social topic for a fairly long time. Effects can be seen both in individual´s free time and in everyday school life. The topic of the thesis is important, because successful schooling makes it possible for the student to learn and grow and provides the good basis for success in the future. The thesis was carried out using qualitative research. The material of the thesis consists of interviews with five teachers which were carried out using a semi-structured thematic interview. The research method is data-driven content analysis. In the hospital school pedagogy, the students' psychological stress showed symptoms both internally and externally. The research results show that teachers identify both internal characteristics and environmental factors behind the students' psychological stress. Among the students' internal characteristics that caused psychological stress, neuropsychiatric challenges, special sensitivity, weak stress and pressure tolerance, challenges in self-regulation and low resilience were identified. Among the environmental factors that caused psychological stress, the demands set by adults, school, modern society, social factors, corona pandemic, home and institutional conditions, and social media were identified. The research results show that the manifestation of psychological stress and the regulation of psychological stress are strongly linked to each other. A certain type of psychological stress symptomatology leads to the use of certain methods of support. One of the main observations of the thesis is that the methods of support can be divided into two types of activities: activities in which the activity and interaction between adults is at the center of the support and activities in which the activity and interaction between the adult and the student is at the center of the support. Regardless of the method of support, the objective is the same in all of them: individually meeting the student, calculating the psychological stress, rehabilitating and, in the context of hospital school pedagogy, returning the children and youth back to the standard basic education.

Objectives: The purpose of this study was to describe the early childhood education and care (ECEC) experiences of children with school attendance problems (SAP), and to identify factors that may lead to SAP. Prior research on SAP has focused largely on individual perspectives, with little consideration given to the combined effect of these factors (Gottfried & Gee, 2017; Lyon & Cotler, 2009). Additionally, previous research has primarily focused on adolescents. This study aims to draw attention to younger children and to the factors that predispose them to SAP. The aim of this study is to pro-vide a comprehensive understanding of the factors and their interrelationships that influence SAP. Methods: A phenomenological approach and narrative research sample were used in this study. Parents of children who had stopped attending school during lower primary school were invited to participate through a research invitation published on Facebook. Data was collected through interviews with two participants and anonymous free-form essays from 16 additional participants. Analysis of the data focused on identifying unifying meanings, meaning structures, and themes in the narratives of the parents. Results and conclusions: The study identified several unifying factors in the preschool and school years of children with SAP. Challenges faced by the children were a clear unifying factor; however, the differentiating factor was how these challenges had affected the child’s ECEC. Based on the parents’ narratives, the ECEC could be divided into four profiles: carefree, survivors, unsatisfied, and passive. The study also found connecting factors in the diagnoses received and the start of school absenteeism. The most significant individual unifying factors were challenges in transitional situations, sensory regulation, separation from parents, and regulation skills. The central unifying themes were overload, withdrawal, and operational control problems. The study concludes that SAP often arises from a combination of risk factors related to the child and unfavorable environmental factors. Additionally, the triggering factor can sometimes play a role in SAP. Play was found to reduce the load experienced by the child and balance the demands placed on child.

Aim. An alarming rate of today’s teachers feel exhausted and burnout. Research points out that this exhaustion might commence already during teacher studies and is then transferred to the profession. According to international reports there is a global trend where newly qualified teachers choose a career change only a few years after their exam, which indicates that the transition from teacher student to qualified teacher is specifically challenging. Concurrently there seems to be a lack of adequate social support for newly qualified teachers. At the time of this study there were, for example, no regulated or unitary induction periods or designated mentors for beginning teachers in Finland. Nonetheless, studies concerning social support in teacher studies and teaching professions have confirmed that support is one of the foremost resources that enhances teacher students’ and teachers’ resilience, acts as a buffer against stress, promotes wellbeing and, therefore, has a protective effect on their health. The aim of this study was to investigate the teacher students’ and newly qualified teachers’ experiences of their social support system in their studies and in the profession. Did they receive support from different sources (Alsubaie et al., 2019; Malecki & Demaray, 2003; Thoits, 1995) and different forms (Cobb, 1976) of support? And does the given social support correspond to the needs of support? (Cutrona, 1990). The study also wanted to find out how inspiring/burdensome teacher students and newly qualified teachers perceived their studies/profession. The study also unravels the teacher students’ and newly qualified teachers’ experiences on social support during the pandemic. Methods. This research was a quantitative pilot study using descriptive methods. A total of 18 teacher students and 6 newly qualified teachers from a university in Finland responded to an electronic enquiry about their experiences on social support. The data was collected based on a social support system enquiry which has been validated in previous research (Cornér, 2020; Pyhältö et al., 2009; 2015; 2018; Väisänen, 2019). In order to measure the teacher students’ and newly qualified teachers’ experiences of wellbeing/burden in their studies/profession the measuring instrument Socio-Contextual Teacher Burnout Inventory (STBI) (Cornér, 2020; Pietarinen et al., 2013; Pyhältö et al. 2015; Väisänen, 2016) was used. As the sample was small (<30), non-parametric methods have been applied. The analysis was carried out by IBM SPSS version 26. The study included one open question (no 23) to identify which forms of support teacher students and newly qualified teachers would perceive as most beneficial to them. Results. The majority of teacher students and newly qualified classroom teachers were satisfied with their studies and their jobs. They received social support from several different support sources in several different forms. Teacher students as well as classroom teachers perceived that informational and emotional support would be most beneficial for them. Teacher students, on one hand, called for more and better constructive feedback (informational support) and more understanding and empathy from educators in their studies. Classroom teachers, on the other hand, asked for practical advice from colleagues. Furthermore, they requested support from a mentor, specifically assigned for a role to incorporate newly qualified teachers in the activities of the school and receive practical information about the profession and the daily tasks. The support fit corresponded well with the needs of newly qualified teachers at the workplace whereas the teacher students were more critical of the support fit in their studies. Already during teacher education, it would, therefore, be critical to communicate the importance of social support and teach student teachers to express their needs for support as well as to give and receive support.

Elaine Aronin (2014) mukaan erityisherkät ovat erityisen syvästi ja herkästi tuntevia ja kokevia henkilöitä. Käsityön oppiaineen luonne synnyttää usein runsasta ärsykkeiden tulvaa, joka Aronin mukaan voi tuntua erityisherkästä epämukavalta. Toisaalta käsityö on erilainen oppiaine lukuaineisiin verrattuna ja siksi käsityön tunnit voivat olla erityisherkälle myös miellyttävä hetki koulupäivässä. Jotta erityisherkkiä voitaisiin huomioida käsityönopetuksessa paremmin, on tärkeää tutkia kokevatko he koulukäsitöihin liittyvät kokemuksensa yleensä positiivisena vai negatiivisena. Tämän laadullisen tutkimuksen tarkoitus on tuottaa tietoa introverttien erityisherkkien kokemuksista koulukäsitöissä sekä kokeilla empiirisesti Westerbergin (2019) aiempaa kirjallisuuden pohjalta tehtyä jäsennystä introvertin erityisherkän piirteistä. Ensimmäiseksi tutkimuskysymykseksi muodostui ”Millaisia introvertin erityisherkän piirteitä tutkimushenkilöillä ilmenee” ja toiseksi ”Millaiset koulukäsityön erityispiirteet korostuvat introverttien erityisherkkien kokemuksissa positiivisina tai negatiivisina”. Aineisto koostui kahden introvertin erityisherkän kirjoitelmista, jossa he apukysymysten avulla kertoivat koulukäsityökokemuksistaan. Aineistoa kertyi yhteensä noin 6 sivua. Aineiston analyysimenetelmänä käytin sekä deduktiivista sisällönanalyysiä että induktiivista sisällönanalyysiä. Deduktiivista analyysiä käytin introverttien erityisherkkien piirteiden tunnistamiseen ja induktiivista analyysiä introverttien erityisherkkien koulukäsityökokemusten tulkitsemiseen. Liiallisista ärsykkeistä kuormittuminen, voimakas reagointi ympäristön aistiärsykkeisiin, asioiden syvällinen käsitteleminen, ylivirittyneisyys sekä asioiden ja vivahteiden herkkä huomaaminen ilmenivät molemmilla tutkimushenkilöillä ja niistä löytyi myös keskimäärin enemmän mainintoja aineistossa. Koulukäsitöiden itsenäisen ja vapaan tekemisen, mukavan tunnelman ja innostavan tekemisen sekä ongelmanratkaisun piirteet vaikuttivat korostuvan introverttien erityisherkkien koulukäsityökokemuksissa positiivisina. Mitään negatiivisena koettua koulukäsityön piirrettä ei noussut esiin. Tämän tutkimuksen perusteella voidaan siis todeta Westerbergin (2019) aiemman jäsennyksen olevan samansuuntainen introverttien erityisherkkien kokemusten kanssa sekä koulukäsitöiden erityispiirteiden korostuvan introverteilla erityisherkillä pääosin positiivisena.

Goal. This research considers what measures teachers can utilize to counter conspiracy theories. The study aims to investigate what recommendations six written texts offer teachers when they encounter conspiracy theories in the classroom. How many young people under 18 subscribe to conspiracy theories and how much influence conspiracy theories have on them remains uninvestigated. Research has shown that conspiracy theories threaten society and public health. Research is consistent with the idea that conspiracy theories threaten democracy and people’s health. Methods. This qualitative study employs inductive content analysis. The study includes six written texts from the National Board of Education (Finland), the National Agency for Education (Sweden), the National Union of Teachers, Expo, Grundskoletidningen, and Göteborgs-Posten. The material was analyzed using the qualitative research tool Atlas.ti. Ten minor subject categories under three significant themes arise from the texts. These thematic units are 1) Background factors to conspiracy theories, 2) Conspiracy theories are a threat to society, and 3) Conspiracy theories and school. These thematic units were analyzed using the material from the background theory. Results and conclusions. The results of the study exhibit that conspiracy theories are difficult to counter and that it is almost impossible to change the mind of a conspiracy theorist. Such theories appear from different historical, cultural, and human origins spread through various platforms of communication finding a greater reach into populations. People who felt a loss of control or powerlessness received explanations from conspiracy theories. The study showed that citizenship, education, and securing a job serve as reducing factors to the belief in conspiracy theories.

The aim of this study is to describe, analyze and interpret class teachers’ perceptions of support- ing self-efficacy in music classes from the perspective of assessment. The purpose is to investi- gate how different assessment methods support the building of the student’s self-efficacy, and which evaluation methods are generally used in music lessons. The purpose of this study is also to find out what other influential factors are related to supporting self-efficacy. The phenomenon of this research is how self-efficacy can be supported by evaluating music lessons and other factors. Self-efficacy is a part of Albert Bandura’s (1986) socio-cognitive theory, which describes a person’s own confidence in his own abilities, for example in learning situations. The study has been carried out as a qualitative case study. I interviewed six qualified class teachers who teach or have taught music during their careers. The material has been analyzed with a material-oriented content analysis. I have explored this phenomenon because the topic is important for learning. A student’s school motivation largely depends on how he feels he succeeds in learning. With the evaluation, a teacher can strengthen a student’s self-efficacy beliefs, which increases a student’s experience of success at school. According to the results, supporting self-efficacy from the perspective of assessment is not easy in music lessons. It requires a lot of special attention from teachers. Different assessment methods and the other factors related to supporting self-efficacy affect how evaluation supports self-efficacy. Increasing group sizes, teachers’ own teaching skills and the diversity of students affect also how assessment can be carried out in music lessons in general. The factors that define self- efficacy (strength, power, and levels) also affect how a class teacher can strengthen students’ self-efficacy beliefs with his actions. The research results show why it is important to explore the connection between supporting self-efficacy and evaluation.

The purpose of this study was to find the methods of co-teaching between a craft teacher and a class teacher and the benefits and challenges for joint planning and evaluation. Co-teaching is increasing all the time, and with each use, the school wants the teacher to be ready for co-teaching with another teacher. According to the curriculum (Pops 2014), school operations should be multidisciplinary and, in accordance with the students' interests, teaching should be communal. The co-teaching of a classroom teacher and a craft teacher has not been researched terribly yet, I see that a pilot study like this is important so that the possibility of different kinds of joint work can be seen as part of everyday school life. Previous studies related to co-teaching have shown that co-teaching diversifies planning and eases the teacher's workload in challenging conditions. Studies have also shown that the strengths of both teachers add to the teaching, which would not be there when teaching alone. Teachers can share responsibility for teaching according to their own strengths. Two teachers are participating in my research, one was a craft teacher, and the other was a class teacher, a craft teacher, who work as co-teachers in the elementary school in Uusimaa in the school year 2021-2022. The interview was conducted remotely in early 2022. The interviewees were interviewed together, and they answered together. The small amount of data is justified by the pilot nature of the study. The research showed that co-teaching is perceived as a way of working as a teacher that makes one's own work easier. In particular, the workload related to planning work and evaluation was eased by working together. More insight into issues supported in their tasks both in planning and in evaluating challenging student situations. The cooperation between the classroom teacher and the craft teacher is seen as a fact and as a way of working that eases the teacher's workload. The support of a colleague and solving the issue together increases the teacher's ability to cope and brings the strengths of both teachers to the teaching.

Objectives. The aim of this thesis is to find out which factors cause parental burnout. Furthermore, the aim is to produce information for parents, society, and decision-makers on how to raise a child with respect for childhood, but without them having to give up their own life. The study investigates risk factors that can cause burnout to parents. The research question is which factors affect parental burnout and to be more specific what the risk factors and protective factors of burnout are. In this thesis, a descriptive literature review was made. A lot of previous research has been done on the topic. The resource and burden factors of parenting research project have investigated the exhaustion of parents around the world. There are clear indications that exhaustion will soon be one of the national diseases unless something is done to the matter. The purpose of this thesis is to open the topic from the perspective of risk factors and to understand better the exhaustion of parents and to find out something new on the topic. I connect the subject to Home Economics, because I see that the subject contains content areas that young people could use in their future. Starting their own family and becoming a parent is relevant to most of the young people in Home Economics classes at some point in their lives. Methods. As a research method, I used a descriptive literature review. My research was based on the resource and risk factors of parenting (VoiKu) research project carried out at the University of Jyväskylä. The driving factor for the entire research process of this descriptive literature review is the research questions. The questions that I have prepared are based on a broad topic and theme related to parental burnout. The research material consists of previously published research information relevant to the research topic. The material is compiled from scientific publications that I selected from the International Investigation of Parental Burnout (IIPB) ─ research project. Results and conclusions. According to the results, risk factors for parental burnout were socially prescribed perfectionism, self-oriented perfectionism, child-oriented perfectionism, personality traits, unemployment, depression, anxiety, work flexibility compared to a partner, low support from a partner, lack of cooperation, parenting styles, the role of values, parents' negative views of adolescence, emotion regulation, emotion regulation strategies, positive parenting, and lack of social support. According to the results, these risk factors were related to parental burnout. The results showed that the risk factors of parental burnout are important to consider when a parent experiences burnout. The results also showed that parental burnout is a very multidimensional phenomenon, and each risk factor is unique, and it would be important to identify these risk factors to be able to react to them in time and for the parent/parents to get the support they need in time. Parental exhaustion often affects both parents, which means that it would be important to remember that the different service providers face families as a team and not just as individuals.

According to prior research and public discourse, students of immigrant back-ground and students who receive support for learning are increasingly at a disadvantaged position in every level of education in Finland. The purpose of this study is to view the school transition from elementary school to middle school through the perspective of students of immigrant background who get special educational support. Through analyzing their experiences, the aim is to find out the role of the Finnish learning and school attendance system in a student’s transition to middle school and to examine how educational equity is achieved during this transition. This study is qualitative in nature. The research material has been collected through six semi-structured interviews, which have been analyzed with a narrative method. The results of this study show that the interviewed students, who are of immigrant background and receive special educational support, experience the shifts in their peer groups, teachers, the requirements for Finnish language and the learning and school attendance system as especially significant when transitioning to middle school. According to the students, learning Finnish becomes progressively more difficult in middle school. The interviewees experience that they do not receive enough support in getting sufficient resources to increase their Finnish language competence to the required level. However, they feel that special educational support has a major role in supporting their learning in middle school. Additionally, most of the interviewees explain how they face more prejudice and racism specifically from teachers after transitioning to middle school. Despite facing an increasing amount of prejudice and their studies becoming more challenging, the interviewed students appreciate middle school and find it an essential part of their educational path.