Browsing by Subject "häiriö"
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(2015)Objectives. This thesis analyzed disturbances and expansive learning possibilities in benefits officers' learning groups. Pension company Sely organized the project concerning learning groups and the objective of this training program was to develop both individual competence and collective activity in the organization. The theoretical framework of this study was based on cultural-historical activity theory. The aim of the thesis was to study the learning groups in order to discover disturbances, and to also examine how benefits officers manage these problems. Another main objective is to also reveal expansive learning possibilities in the benefits officers' activity. Methods. Two learning groups were established in the organization's learning project. The data consisted of videotaped and tape-recorded material gathered from the meetings of the learning groups. In addition, researcher attended to the meetings and observed the course of conversations. 12 benefits officers participated in this study. Disturbance analysis was chosen for research method. Also, expansive learning cycle was applied in order to analyze the expansive possibilities of the reviewed activity. Results and conclusions. Disturbances in the learning groups discussions' were located to reasons stemming from the subject, the data system tools, and network cooperation. Disturbances were mostly ignored or solved by using already existing solutions. However, there were occasions when benefits officers processed disturbances in a way that questioned the present activity. In addition, there were a few observations where participants also modeled new ideas into the activity. These kinds of observations were analyzed more specifically in order to detect the possibilities for expansive learning. According to the results possibilities for expansive development are connected to the expansion of the boundaries of the benefits officers' activity, such as expansion of the occupational responsibilities and professional roles.
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(2023)In my research, I examine special education as a discursive practice in the Foucauldian sense, in which ideas about disturbance are almost exclusively produced as individual characteristics. The discursive perspective also challenges the position of scientific knowledge and concretizes the power and control contained within it. My study is situated in special education context where the education system has assumed a significant role in constructing the normal individual. Therefore, the examination of disturbance is closely related to questions of exceptionalism. In my research, I investigate how disturbance is conceptualized in Helsinki university course materials. Additionally, I reflect on the positioning that materials offer to individuals, mainly in expert positions, who consume them. My data consists of two course books used in special education training, which I approach and deconstruct discursively. In my research, discourses appear as information systems that, instead of merely describing, act as significant building blocks in our thinking and actions. Thus, course materials are kind of a window into the ways in which disturbance and specialness are structured within the education system and more broadly in society. The results of my research show that disturbance is primarily presented as individual deficiencies, which reinforces my preconception that disturbances are personal faults or defect. Consequently, various skills and self-management strategies are offered as solutions to disturbance, which enable one to overcome it. The results also challenged individualistic views. The disorder was presented as a product of Western culture, where certain behavioral patterns are intentionally excluded from appropriate and correct behavior. The course material also placed the adult i.e. the teacher, in a position where they are seen as an actor outside the disorder, who is able to know and report how, when, and why the disorder develops.
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