Browsing by Subject "välmående"
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(2021)Previous studies have shown that school fatigue and school related burnout has increased among upper secondary school students, furthermore psychological wellbeing in general has decreased among youths. Top level athletes who seek to combine studies with sports are also at a high risk of burning out in school or in sport. Earlier studies have shown that interventions based on positive psychology can support both studies and sports and thus help prevent burnout. The purpose of this study is to explore how top-level athletes in Finnish upper secondary school experience that an intervention course based on positive psychology can support them in their sport, studies and well-being in general. The research material was composed of seven (7) semi-structured interviews with top-level athletes currently studying at a general upper secondary school in Finland. All participants had completed the course “Studera starkt” during the schoolyear 2020-2021. The interviews were conducted during the spring of 2021 by videocall and analyzed using qualitative content analysis. All participants expressed that the course had supported them in their athletic career in some way. All participants except one also experienced that the course had helped them with their schoolwork. On top of this all participants expressed that the course had improved their well-being in general. The conclusion was that the course “Studera starkt” effectively supported top-level athletes who also studied at a general upper secondary school with their athletic career, schoolwork and well-being.
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(2020)At the time of conducting this study, the Finnish upper secondary schools were facing a major change in the school system. Universities were changing their admission system, and a reform in upper secondary education resulted in a new curriculum for the school year 2021, five years after the current curriculum was put into use in 2016. Guidance counseling has gained a more prominent role in the curriculum and individual counseling and development has become increasingly emphasized. The proportion of upper secondary school teachers who often experience stress has risen from 14% to 17% between 2017 and 2019, and previous research indicates that guidance counselors are at risk of burnout. Stressors have been discovered to be lack of timely resources, lack of role clarity and a large workload. The purpose of this study is to investigate the Finnish guidance counselors’ well-being at work, and how they experience their workload. This is explored on the basis of the variables job satisfaction, satisfaction regarding job duties, social support, time resources, access to further training, experienced challenge and experienced stress. The data was collected with an electronic questionnaire sent out to the guidance counselors in Swedish speaking upper secondary schools in Finland, a total of N = 42. The questionnaire was answered by a total of N = 22, all of which were analyzed in the study. The program IBM SPSS 25 was used in the processing and analysis of the data. All group comparisons are performed with nonparametric tests: Mann-Whitney U-test, Kruskal-Wallis test by ranks and Spearman’s rank correlation coefficient. The results showed that the guidance counsellors generally experienced a high level of job satisfaction. Symptoms of stress or perceived burnout had a negative correlation with several factors: job satisfaction, perceived social support, timely resources at hand, and a higher experience of stress and challenge. Work experience was also significant for job satisfaction. Despite this, the guidance counselors with experiences of stress or burnout reported a high job satisfaction.
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(2020)A good occupational health is what every human wish for. Because people spend a lot of their time at the workplace the concept occupational health is an important factor to consider as a leader. Also due to a raise in the retairement age and changes in worklife, occupational health has become a current and known topic at workplaces. Occupational health refers to wellbeing at work and that an employee should experience physical, psychological and social wellbeing at the workplace. In this study the teachers occupational health is in focus. This study aims to find out wether a headmaster conducting a healthpromoting leadership would be of advantage for the teachers, when it comes to experiencing a good occupational health. It also aims to find out if teachers have any certain expectations regarding healthpromoting leadership and what thoughts they have conserning the topic occupational health and their own experienced occupational health. Background and contextual research consist of theory and previous studies on leadership, leadership in schools, healthpromoting leadership, educational leadership and occupational health. The thesis is a qualitative research project with a phenomenograpic perspectiv. The data was collected in fall 2019 and the sample consisted of eight teachers from swedishspeaking schools in the south of Finland. The data was collected through semistructured interviews and was later on analysed with help of inductive content analysis. The result refers to that most of the teachers have sometime during their career experienced a minor setback concerning their occupational health and consider therefore a healthpromoting leadershipstyle to be desireble. The teachers expectations are many and individual. Their expectations refer to being present, structured and flexible, and communicativ as a headmaster. Characteristics of the headmaster that the teachers refer to as being important for their occupational health are trust, honesty and personality. Other important leadership qualities for a headmaster to have is to give support and structure, and to be good at allocating resources and time. The research result can hopefully contribute to a better occupational health for the teachers true healthpromoting leadership. In addition, the result can give an indication, not only to the headmasters, but also to municipalities and state institutions, concerning what has to be accomplished and altered within education for the teachers to achieve a good and sustainable occupational health.
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(2022)The aim of this study was to explore parental perspectives on home-school collaboration when the child often expresses a dislike towards going to school. Further the study will bring forth the parent’s perspective on how they want to support well-being in school and how they would evaluate the forms of support for learning provided by the school. The study was executed by analyzing three of the questions in the questionary made by Förbundet Hem och skola and Suomen Vanhempainliitto. The number of respondents in this study was n=80. The material was limited to respondents who´s children rarely or never want to go to school and further to a Swedish speaking school. The answers regarding parents view on collaboration between home and the school was analyzed quantitatively using descriptive statistics and the following research questions regarding support of wellbeing and the value of support measures were answered by qualitative content analysis. The result regarding the analysis for the collaboration through the view of the parents shows that the parents do not always feel that the collaboration meets their expectations. The school does emphasize the weight of collaboration and encourages parents to be in contact with the school. The parents however do not always feel welcome to visit the school during school hours, and they feel that they are not heard. The parents furthermore wish that the support of the child’s wellbeing also should be done in collaboration with the school and the other parents. Regarding forms of support for learning the majority (77%) of the respondents say their child had not received intensified or added support. The study shows that parents who´s child had been offered support for learning experienced some dissatisfaction in how it was done. The parents feel that the support measures were insufficient and late. The reason for this can be seen in lack of resources. Some parents also expressed dissatisfaction regarding how the school communicated about possible learning support and if measures resulted in progress.
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(2022)Aim. The purpose of this study is to investigate what preparedness secondary schools have to respond to stu-dents with mental illness due to COVID-19. The goal of the empirical study is to find out what kind of prevention strategies schools use when dealing with students with mental illness and what kind of resources they have available in student care, given a large increase in mental illness among students. There is some research on mental illness among students and how it affects students and how it gives rise to challenges. However, there is insufficient knowledge about what the situation after COVID-19 looks like when it comes to students' mental ill-ness and schools' resources to respond to students with mental illness. My research area is limited to second-ary school students in basic education, i.e., students aged 13–15. Methods. The data collection was conducted with semi-structured interviews with a student welfare team, which consisted of five people in a school in the Helsinki Metropolitan Area. The five interviews were conducted using semi-structured interview questions to ensure the purpose of the survey and that the research questions are answered. The interviews were transcribed before the analysis stage. The interviews were analyzed through qualitative content analysis. Results and conclusions. The results show that mental illness among high school students is clear. Secondary school students' mental illness has increased due to COVID-19 and societal restrictions in the form of distance learning. Mental illness in the form of, among other things: anxiety, problematic school absenteeism and social phobias is now relatively common among students in secondary school. The results of this survey show that the school's resources to respond to students with mental illness have not increased after COVID-19. In addition, the school compensates for inadequate care services (child welfare, child psychiatry, social services) outside the school that do not seem to reach students in need of support services. However, according to the results of this survey, schools do not have staff who have knowledge of these services (child welfare, child psychiatry, social services) and need to get students further in order for them to get the right help and for student welfare to have time for other than just emergency falls. The results also show that the care team that participated in the interviews does not continuously use prevention strategies to promote mental health due to lack of resources. Furthermore, the results show that the covid-19 pandemic and the doctors' strike have affected the health-promoting work with students in the academic year 2021-2022. The Covid-19 pandemic has also had a negative impact on student’s well-being elsewhere in the world (Gogoi et.al, 2022, (Shanbehzadeh et.al, 2021).
Now showing items 1-5 of 5