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Browsing by Author "Gustafsson, Jasmine"

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  • Oppimisympäristönä potentiaalinen tila : fiktiossa toimiminen draamaoppitunneilla 
    Gustafsson, Jasmine (2017)
    Objectives. Based on the theory behind drama education, the learning potential of drama resides in working in fictional environments. The natural tendency of children to play and imagine is at the center of drama education, so the defining of play and fiction in relation to working in fictional environments were crucial. The aim of the study is to develop and test the Fictional Work Meter, which can be used to examine the different aspects of working in fiction on drama lessons; fictitious realities and fictional roles, planning fiction, ways of creating fictional environments, the clarity between fiction and reality, and the pupils' commitment to working in fiction. The study also examines the level of fictional work on eight 1-3 grade drama lessons using the Fictional Work Meter. Methods. This study is a qualitative case study using the numerical analysis of the Fictional Work Meter that is based on the Classroom Assessment Scoring System (CLASS) classroom observation tool. The eight filmed drama lessons used in the research were analyzed both verbally and in numerical values in the different categories of fictional work. The reliability of the research results was enhanced by making the analysis in co-operation with another analysist. Results and conclusions. The Fictional Work Meter developed for this study was well suited for analyzing the various aspects of working in fiction on drama lessons in the research material. All the analyzed drama lessons contained either moderate (4-5) or high (6-7) levels of working in fiction. Based on the high values, it could be assumed that teachers specialized in drama teaching were able to use fictional work on their drama lessons. The positive attitude and high intensity of the students towards working in fictitious reality supported the assumption. A result of this study was also the creation of a design template to raise the level of working in fiction on drama lessons.
  • Prediktion av psykiska besvär med socialt stöd och känsla av ensamhet bland urbana och rurala finlandssvenska ungdomar 
    Gustafsson, Jasmine (2020)
    Mental health problems are increasing, and adolescents are particularly sensitive to the development of psychological complaints. The aim of this thesis was to find out if the experience of psychological complaints among Finnish-Swedish adolescents can be explained by their experience of family support, peer support, classmate support and loneliness. It was also examined whether associations between social support and psychological complaints can be explained by loneliness. In addition, it was investigated if there are differences in experiences of psychological complaints, social support and loneliness between Finnish-Swedish youth living in the city and in the countryside. A sample of 599 Finnish-Swedish youth from grades 5, 7 and 9 completed the Health Survey of School-aged Children (HBSC) in 2018. As statistical analysis methods of this thesis, Spearman's rank correlation analysis, multiple linear regression analysis, mediation analysis, independent t-test and chi2 test were used. The results showed that family support and classmate support significantly and negatively predicted psychological complaints, that is, lower levels of family and classmate support was associated with higher levels of psychological complaints. Loneliness predicted psychological complaints significantly and positively, which means that higher levels of loneliness was associated with higher levels of psychological complaints. Peer support was not directly related to psychological complaints. Girls experienced psychological complaints to a significantly greater extent than boys according to several analyzes, and one of the analyzes also indicated that pupils in grade 9 experienced significantly higher levels of nervousness than pupils in grade 5. Among pupils in grades 7 and 9, those who lived in rural areas experienced more irritability or bad mood than those living in urban areas. Perceived socioeconomic status predicted psychological complaints significantly and negatively among pupils in grades 7 and 9. According to the results, the relationship between social support from family, peers and classmates, and psychological complaints could partly be explained by loneliness. There were no significant differences between Finnish-Swedish youth living in cities and those living in rural areas in terms of psychological complaints, social support or loneliness when pupils from all three grades were included in the analyzes. This thesis contributes to new knowledge about the well-being of Finnish-Swedish youth and could encourage development of health-promoting activities. Longitudinal research is needed in order to gain a deeper understanding of whether lower levels of social support and experiences of loneliness may be risk factors for the development of mental health problems.

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