Browsing by Author "Jäkkö, Marjaana"

Objectives. According to previous research, challenges related to behaviour are connected to teachers’ negative emotions and test the limits of their competence. This thesis approaches behavioural themes through special pedagogy and biopsychosocial, holistic thinking, and looks for perspectives to strengthen teachers' skills. The research consists of a methodological evaluation of peer-reviewed research articles and an analysis of the used models in accordance with the biopsychosocial model. The articles were retrieved from the ERIC, SCOPUS and EBSCO databases in September 2022, and the search was carried out without limiting the date of publication. The target population of the analyzed interventions were 11–18-year-old students who had behavioural challenges in everyday school life. Methods. The research was carried out as a systematic literature review. The reports of the interventions screened through the systematic database search were subjected to a methodological evaluation as a preliminary analysis.Evaluation was conducted with to the MMAT (Mixed Methods Appraisal Tool). Most of the analyzed studies (N=15 altogether) were case studies analyzed with quantitative methods, but the data included also two quantitative and two mixed-method studies. The question was what kind of biopsychosocial factors have been tried to be influenced by the behavioural interventions implemented in the school. The answer was sought by analyzing the articles that passed the quality assessment and their connection to biopsychosocial intervention planning was studied. Results and conclusions. According to the results of the analysis, four studies used a comprehensive assessment of the student's situation to support intervention planning. In two studies, evaluation was not used for planning, but it was used in interpreting the results. In other studies, no evaluation was performed. When the evaluation is not done as part of the intervention planning, the goal of the intervention is to influence the behaviour. When planning uses a biopsychosocial perspective, the goal is to influence the factors that lead to challenges related to behaviour in the student's school life and thereby ease the behaviour related challenges.