Browsing by Subject "category analysis"

In this study multiagency at school has been studied through pupil interviews. The view is on pupils sayings and experiences. Multiprofessionality at schools in Finland is legislated in new curriculum (2014). Collaboration is said to be important for pupils holistic well-being which has been discussed to be at stake. Current situation in Finland has proved to be that while pupils do well at PISA, their socio-emotional well-being is alarming. Phenomenon will and is making schools to invent new ways to support pupils. One way could be multiprofessionalism. This study immerses oneself in pupils experience and view which could be beneficial to improve multiprofessional working at schools. Interviews have been taken place at 2013–2015. All indentificative information has been changed to respect ones privacy and for good ethics. First all material has been read several times and put to two categories: which agents do pupils talk about and how they talk about them. In this section there hasn't been any changes to the text. Next this material which is in categories is examined and analyzed through etnoghraphic category-analyse. From categories researcher has made little briefings which are meant to demonstrate how multiagency is seen at pupil interviews. As result, multiagency at schools and in pupils life showed that pupils didn't see the networking. Material showed that parents were the most important thing for all pupils and acted often as advocates. When parents weren't there, pupils leaned on other close relatives. This makes collaboration between home and school important according to this finding. Teachers and special need assistants were also important for support. Assistants were stated even more important than teachers. Social workers, psychologists and supported hobbies were also mentioned. Material showed that when pupil has been heard and taken with to plan his or her own support the experience of the outcome was positive. Passive role referred to negative outcome. Talk about teachers had a negative touch if pupil felt that he or she hasn't felt to be heard or understood or taken with. Participation linked to positive outcomes within multiagency working with pupils.