Browsing by Subject "puuttuminen"
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(2020)The aim of this study was to find out teachers’ and guardians’ perceptions of cyberbullying intervention strategies and the school’s responsibility. Besides the intent was to examine their views about the intervention programs gathered by the Ministry of Education and Culture. Previous research has shown that school officials intervene more easily in physical bullying as they do not notice the cyberbullying incidents and more guidance and intervention programs are needed. The purpose of this study was to provide information to school officials and guardians about the operative factors linked to cyberbullying interventions, to point out the intervention procedures and programs that are regarded as being practical and to determine the responsibility of school based on the views of teachers and guardians. Four guardians and three teachers participated in the study. The data was collected in two focus group discussions, one with teachers and the other one with guardians. The material was analyzed by using qualitative content analysis. The analysis was partly led by the theoretical framework and partly the themes that came up in the discussions. The results showed that teachers applied the same methods than in traditional bullying such as discussions, agreements and positive pedagogy while emphasizing also the responsibility of the guardians. However, the guardians felt that the pre-adolescents had not received enough guidance and support from the school and they were reluctant to report cyberbullying. According to the focus groups the responsibility of school to intervene in the cyberbullying occurred at school depends on the school policies, legislation, multi-professional collaboration, anonymity and the case in question. When it happens outside the school the responsibility is easier to specify – teachers are not obligated to intervene excluding the incidents that are linked to school or appear also in there. As to the intervention programs the guardians considered the peer mediation program VERSO to be the most functional while the teachers found it to be more suitable for small disputes. The teachers liked the KiVa program the most based on their good experiences and they especially high-lighted a case-by-case approach. Likewise the guardians gave good feedback on the KiVa program.
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(2022)Objectives. The aim of the study was to describe, analyze and interpret how cyberbullying manifests itself in the daily lives of teachers and how it is responded to. The concept of everyday life and responding to cyberbullying both include the prevention, absence, detection, detection of cyberbullying and teachers' own starting points for solving cyberbullying situations. In addition, the aim was to broaden teachers' current perception of cyberbullying as part of the school curriculum, so that more support can be provided if needed. Methods. Five formally qualified primary school teachers were interviewed for the study, all of whom had to have experience in resolving cyberbullying. The material was obtained through a semi-structured interview, which allowed for sensitive treatment of the topic. The analysis of the data was performed by the phenomenographic research method. Results and Conclusions. Research showed that cyberbullying is a relatively foreign phenomenon to teachers, although it can be seen from time to time. However, each of the teachers was aware of what the concept meant. According to the teachers, schools have not received training in the absence and resolution of cyberbullying. Therefore, action is based on how traditional bullying is handled. Cyberbullying was perceived as invisible, which made it more challenging to spot. However, during the lessons, the aim is to address all unauthorized use of ICT equipment, so cyberbullying should not take place actively during the lessons. Efforts have been made to discuss cyberbullying and the themes around it to a lesson extent to avoid possible cyberbullying situations. According to the teachers, it would be important to involve parents in discussions about cyberbullying. Like students, parents should be educated about cyberbullying and its dangers so that they can also detect and address it. Parents were seen as playing a key role in detecting and intervening online bullying. Furthermore, the parents were held as responsible for teaching how to behave online.
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(2024)The purpose of this study was to find out the experiences of teachers working in elementary schools, what kinds of different forms of bullying can be observed in elementary schools, how bullying can be prevented with different action models, and what different methods are used to deal with bullying in elementary schools. The choice of the topic was influenced by personal experience with school bullying and the fact that school bullying is covered very little in classroom teacher studies. I wanted to deepen my knowledge about the phenomenon of school bullying and that's why I ended up doing this master's thesis on this topic. In addition, this topic is unfortunately current in the school world. The topic is discussed in several studies, which support the importance and topicality of the topic. School bullying has been studied a lot, but as the world changes, the forms of bullying are constantly changing and taking on new manifestations. My research is a qualitative research in which five teachers working in primary schools partic-ipated. As a data collection method, I used a semi-structured interview in my research. The interviews were conducted remotely in March 2024 and were recorded. As the analysis method for this study, I chose theory-driven content analysis, in connection with which I used thematization as an aid. I classified my material into ten different themes, which I use in the research as the upper category. The upper categories of my material are school bullying, indirect bullying, direct bullying, team building, multiprofessional cooperation, sensitive teacher, safe learning environment, early intervention, appropriate response and resources. My data revealed that elementary school teachers have observed different forms of direct and indirect bullying at school, as well as bullying that takes place on the Internet. In connection with the prevention of bullying, the teachers brought grouping as the most important means of prevention in school bullying. As the most important actions in dealing with bullying, the teachers highlighted intervening in the situation at an early stage and listening to the students. These results described above are confirmed by earlier studies that deal with bullying. A surprising research result was, that the teachers mentioned in the context of multiprofessional cooperation that the cooperation between home and school, in the prevention of bullying, is very little or does not exist at all. This research result contradicts previous studies on school bullying, which emphasize the importance of cooperation between home and school in the prevention of bullying.
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(2019)For many teachers, classroom management is one of the biggest challenges at school. The importance of classroom management in learning is considered essential, so it is important for the teacher to plan their teaching to support it. The purpose of this Master's thesis was to find out how classroom teachers can work to prevent and deal with discipline problems. The goal of this thesis was to increase my own professional skills and understanding of the subject, because it is so important in everyday school life. The approach of this research was a qualitative case study. The participants were four classroom teachers working in a primary school. I used both semi-structured theme interviewing and observing as data collection methods. I observed the lessons of each teacher for one school day. During the same day, I also interviewed the teacher I observed. I recorded the interviews so I could transcribe the material for analysis. In the analysis of the material, I used a theory-based content analysis. The classroom teachers prevented discipline problems using a variety of methods, which were divided into five different categories: structure, anticipation, quality of teaching, positive atmosphere, and safe authority. Teachers consider the prevention of discipline problems extremely valuable. When dealing with discipline problems, teachers' ways of working were divided into four different categories: non-verbal means, verbal means, sanctions and support from the work community. Teachers prefer using non-verbal means, but they also use verbal means and various sanctions when necessary. In addition, support from the work community seems to be relevant. The results of this thesis give teachers ideas and theoretical knowledge about preventing and dealing with discipline problems at school.
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