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This study aim was examine students social tension. Tension is normal and common emotion so I decided to clarify that when university students experiences social tension. Also this study aim was examine that how students survives situtations where they feels anxiety and social tension. Reseaches has said that for someone’s social tension improves their perform. In the other hand for someones it is harmful and it is reason that some students does not graduate in time. This study execution was literary survey. In this study has seven sources which includes one doctoral thesis, three master’s thesis and three research article. Data has collected by using Google scholar, Helka and speech communication yearbook Prologi. The results says that student’s feels social tension in many situations. In general every single interaction situation can be reason where student feels social tension. Typical situations where student’s feels social tension were performance situations. Also situations where invidual is under the evaluation were reason that students feels social tension. Typical coping mechanisms how students survives situations where they feels themself tensioned were getting ready for situations, discussion with others peoples and breathing practises before the situation.

The aim of this study was to examine what kind of harmful perceptions young people have on sexual consent. The other aim was to find recent scientific research on how sexual consent could best be discussed in school-based sex education and why. Sexual consent is an integral part of healthy and enjoyable sexual encounters which the lack thereof is a violation of one’s self-determination and physical integrity. Previous studies have shown that the legal and binary notions of sexual consent are unsuccessful in describing any and all experiences of unwanted and non-consensual sexual encounters. Subtle and deeply ingrained social norms affect how we behave in sexually charged situations. This study was conducted as a descriptive literature review. The data consisted of ten peer-reviewed articles that discuss sexual consent, school-based learning and young people. The studies were published in 2020 and 2021 and they took place in the United Kingdom, the United States, Canada, Sweden, Denmark and New Zealand. According to this study young people have a varying understanding of sexual consent. Where some young people indicated a nuanced and multifaceted understanding of sexual consent, others expressed problematic and even dangerous views regarding the topic. Heteronormative gender roles were heavily related to young people’s notions of sexual consent. Men were seen as active and having initiative whereas women were seen as the passive party. However, the responsibility to set boundaries and express refusal was almost entirely on women. Insufficient understanding of sexual consent, gender roles and relying on body language to assume sexual consent may lead to situations where young people unintentionally wind up having unwanted sex. By discussing sexual consent in school-based education it is possible to influence young people’s understanding of sexual consent, to contest social norms related to sexual consent and to prevent such sexual violence that is caused by the lack of understanding of the phenomenon. Addressing sexual consent in education should focus on identifying one’s personal boundaries, communicating consent and non-consent, fostering deep understanding of sexual consent and pursuing enjoyable sexual experiences. Advisable methods in this study were inclusive exercises where young people could share their thoughts and in return learn information directly related to their personal experiences.

Tutkielmassa analysoidaan kolmea kuvakirjaa selvittäen miten kuolema niissä ja niiden kautta selittyy lapselle biologisessa viitekehyksessä kehityspsykologisiin reunaehtoihin nojaten. Tarkoituksena oli selvittää, miten lapsen kyky ymmärtää kuolemaa biologisena ilmiönä representoituu teoksissa ja toi-saalta miten teokset tukevat varhaiskasvatusikäisten lasten kuolemakäsityksen kehittymistä. Aineisto koostui alkuperäiskieleltään suomalaisista 2000-luvulla julkaistuista kuolemaa käsittelevistä kuvakirjoista, joiden lähtökohta teeman käsittelylle on kuoleman ilmiön tarkastelu eläin- tai mielikuvi-tusmaailmaan etäännytettynä. Aineiston ulkopuolelle rajautuivat teokset, jotka kohdentuvat ilmeisellä tavalla tarkastelemaan tutkittavaa teemaa erityisesti lapsen surukokemuksen kautta. Suru on keski-össä aiemmassa kuolemaa käsitelevien kuvakirjojen tutkimuksessa. Teoreettinen viitekehys rakentui laajasti tunnustettuihin kehityspsykologisiin käsityksiin lapsen ajatte-lun kehityksen vaiheista kuoleman ymmärtämisessä sekä tietoon kuoleman käsittelyn tavoista lasten kanssa. Tutkimus on laadullinen tutkimus ja se toteutui teoriaohjaavana sisällönanalyysinä, jossa tar-kasteltiin kuvakirjaa multimodaalisena teoksena myös lähilukua metodisesti hyödyntäen. Teoreettisen viitekehyksen mukaisten kehityspsykologisten määrittelyjen ja aineiston pohjalta analyysiin muodostui teemat, jotka kytkeytyivät kuoleman universaalisuuteen, kuoleman jälkeiseen, kuoleman pysyvyy-teen, ruumiin toimimattomuuteen ja kausaalisuuteen. Tulokset osoittivat, että teokset representoivat lapsen kykyä ymmärtää kuolemaa kehityspsykolo-gisiareunaehtoja mukaillen. Teokset kuvaavat toisaalta luonnontieteellisten tosiasioiden äärellä lap-sen tapaa kokea ja prosessoida kuoleman käsitettä, ja samanaikaisesti jättävät erityisesti rikkaan kuvituksen kautta tilaa lapsen omalle ajattelulle ja tulkinnalle. Tuloksissa korostui teoksille tyypillisenä tapana selittää kuolemaa biologisena ilmiönä erityisesti kuoleman universaaliuden kautta, usein luon-non kiertokulkuun viittaavien kuvausten kautta. Siten teokset voivat tukea erityisesti tämän osa-alueen kehittymistä varhaiskasvatusikäisten lasten kuolemakäsityksen muotoutumisessa. Tutkielmani tulokset vahvistavat käsitystä siitä, että suomenkielinen nykykirjallisuus pitää sisällään monivivahtei-sia kuvakirjoja, joiden kautta elämää, kuolemaa ja olemassaoloa koskevia teemoja kuvataan rohke-asti ja lapsen näkökulmasta lapsen rikasta mielenmaisemaa sekä mielikuvitusta kunnioittaen.

The purpose of this study was to find out how the use of Augmentative and Alternative Communication, or AAC, affected daily situations in a Finnish kindergarten. The topic of my research is timely, since a major group of all children in kindergartens round Helsinki metropolitan area do not speak Finnish as their first language. Even though children with different native languages might benefit significantly of the use of AAC, there is a lot for all children to gain. Using AAC in kindergarten is helpful not only in bringing equality among children, but for instance in situations of transition and emotional intelligence. My bachelor’s thesis is a qualitative research with a phenomenological basis. I gathered my data using an internet enquiry. The link to the enquiry was sent to the kindergarten personnel (26) but only nine people answered. I analysed the data by analysis of content. The results were close to what I had expected. All of the participants felt the use of AAC had positively affected themselves and the children. I found five main groups in which I categorized the answers.

Objectives. According to previous research people construct life stories to achieve an identity. We tell stories about ourselves and our personal experiences to each other, and those stories become part of me. The perception of one´s life story and past evolves when one grows older. Identity achievement refers to a sense of who one is as a person, continuity and sameness and direction in one´s life. We can observe identity development in life choices. Individuals also come to terms with their culture and vice versa through life narrative. The research guestions were: how did different art education books that relate to youth arts projects deal with identity and how did they aim to support identity development through artistic expression. My goal is to construct an overall picture of this theme in the shape of a literature review because I am convinced that it is possible to support identity formation and the well-being of a pupil through art in ways that are worth acknowledging and beneficial to a class teacher. Methods. This thesis is a systematic and discretionary review. I selected suitable youth arts projects and literature related to them that were published during last ten years. The book material was analysed by content analysis. I also considered how the results of the content analysis could be applied pedagogically. Results and conclusions. The books that were selected to this literature review emphasized different parts of identity. They aimed to support identity development through arts education and artistic expression, group meetings and through exploring life stories and considering the factors that relate to cultural identity. The objective of the education was e.g. to increase cultural knowledge. The processing of emotions related to gender and sexual identity supported identity formation in those areas. According to the results it was possible to strengthen identity through life stories, shared cultural experiences, cultural heritage and recognition. In youth it is important that one is recognized as a unique individual. Recognition, feedback, improving self-esteem, sharing experiences and telling one´s life story have a significant influence on identity formation. Autobiographical and artistic expression help to clarify who one is, where one is going and where does one belong.

Tutkimuksen kysymyksenasettelu on syntynyt lasten itseilmaisun ja vuorovaikutustaitojen tärkeydestä esi- ja alkuopetusikäisten lasten kasvun ja kehityksen kannalta. Lasten itseilmaisu ja vuorovaikutus ovat nostettu esille niin esiopetuksen opetussuunnitelman perusteissa (2014) ja perusopetuksen opetussuunnitelman perusteissa (2014), jotka ovat lasten oppimista, kasvua ja kehitystä sekä pedagogista toimintaa ohjaavia asiakirjoja. Tässä tutkielmassa pyrin tarkastelemaan keinoja, joilla voidaan tukea lapsen kuvallista itseilmaisua ja edistää lapsen vuorovaikutusta kuvataidetuokioissa. Aiemmat tutkimukset puhuvat itseilmaisun tärkeydestä lapsen minuuden muotoutumisessa ja vuorovaikutustaidoilla lapsi kykenee ilmaisemaan itseään sekä olemaan sosiaalisessa vaikutuksessa toisten kanssa sekä kommunikoimaan ympäristön kanssa. Tutkimuksen aihe on mielestäni tärkeä tulevan opettajan ammatin kannalta. Tässä kirjallisuuskatsauksessa tarkasteltiin tietokirjallisuuden lisäksi opinnäytetöitä, tieteellisiä artikkeleita ja tutkielmia, jotka liittyivät esi- ja alkuopetusikäisten lasten kuvataidetuokioihin ja jotka sivusivat lapsen itseilmaisua sekä vuorovaikutusta. Tutkimuksen aineisto oli rajattu koskemaan esi- ja alkuopetusikäisiä lapsia. Tarkastelin tutkimustuloksia varhaiskasvatuksen opettajan ja luokanopettajan näkökulmista. Kirjallisuuskatsauksen muodoksi valikoitui narratiivinen kirjallisuuskatsaus. Kirjallisuuskatsauksessa selvisi, että lasten kuvallista itseilmaisua voidaan tukea antamalla lapselle monipuoliset työskentelyvälineet sekä tarpeeksi aikaa ilmaisemaan itseään kuvallisin keinoin. Keskustelu opettajan ja lasten välillä tuki lasten kuvallisen itseilmaisun kehitystä, jolloin lapsi oppi uusia kuvallisen ilmaisun keinoja. Lapsen vuorovaikutusta kyettiin tukemaan opetusmenetelmän avulla, jossa tutkittiin taideteoksia yhdessä vertaisten kanssa. Lapsi pääsi vuorovaikutuksessa kertomaan omista ideoistaan ja ajatuksistaan sekä rakentamaan uutta tietämystä vertaisten kanssa. Erilaiset kuvataideprojektit sekä kuvataiteen työskentelytavat nähtiin tukevan lasten välistä vuorovaikutusta, jossa lasten välinen ohjaus mahdollistui.

Pictures are used quite commonly in early education to support interaction and learning. However, my personal experiences about using pictures have been very variable. Moreover, there is just a little scientific knowledge about the subject. The aim of this research was to find out how pictures are used in part of a learning environment, a structured daily routine and an individual executive functions in integrated groups. Additionally, special needs kindergarten teachers’ interpretations of using pictures, the importance of using pictures in their work, and possibilities and challenges that they might see about the subject, were charted. The integrated groups were selected to my research because it is likely that pictures are used in groups that have children who have special needs. This research was qualitative. The research frame was a descriptive case study, and the data were gathered in three integrated groups that were located in the same area in Espoo. The methods that were chosen to gather the data were interviewing the special needs kindergarten teachers and observing the groups. In the data analysis, I used content analysis, where the data of the transcribed interviews and observation forms were divided and sorted by themes. Uppermost in the research results came up variety, quality and richness in using pictures in integrated groups and special needs kindergarten teachers’ positive attitude towards using pictures. Additionally, there also came up some challenges that had been experienced. It was interesting to see how consistent the teachers’ answers were. It came up that the same subjects were repeated in the issues concerning pictures. Naturally, there came up also some divergent opinions. Pictures were a big part of the learning environments, daily routines and executive functions in every group. Pictures were seen to benefit everyone, not just children who have special needs. The challenges in the future concern using pictures in part of daily routine in every kindergarten group, and supporting children’s social skills using pictures, especially when a child has problems in communication.

Tiivistelmä - Referat - Abstract The focus of the study is to examine how immigrants and marginalization is represented in the Finnish newspaper Helsingin Sanomat. As my material I used writings concerning marginalization of immigrants that were published in Helsingin Sanomat during 2013-2016. The frame analysis was used as an analytical framework. My examination was based on the social constructionism assumption that language constructs social reality. It was based on the assumption that media does not only reflect, but also actively participates in its significations. Three dominant frames were found in the data – threat, control and change. The marginalization of immigrants was seen as problematic as expected in all of the three frames, but different ways to manage, to control, to express and to talk about the phenomenon rose from the frames. In the frame of threat, the marginalization of immigrants was seen as a major security threat to us and the writings were keen to create threats of terrorism, radicalization and gang formation. In the frame of control, the management of problems and the fear that the problems would grow too big for us finns, became essential. In the frame of change, the structural change of our society, and the “new era” of Finland, were acknowledged. In addition to the frames, I paid my attention to the questions of media and its power in my study. Several studies have pointed out, that the frameworks of the media have seen to influence the common opinion of the citizens. Thus media does not only reflect objectively our social reality, but also actively produces it by exracting some concerns and emphasizing others. Media has a great responsibility, and our responsibility is to pay more attention to it in the future.

The purpose of the study was to investigate 7-9 years old children’s hobby in a football club in Espoo. In my research I’m studying the players motivation, goals and the amount of practice in football club Leppävaaran Pallo ry. Earlier studies done on the same topic have focused on youth and adult players and therefore I feel that I’m making an important contribution in to this topic by focusing on a different age group. The theoretical framework of the research is based on children’s psychological, physical and motor development and also on motivation and goal orientation theory. The data for this study was collected through semi-structured interviews. I interviewed five girls and four boys in November and in December 2016 in Leppävaara.The interviewees will be 8 years old in 2017. Prior to the actual interviews, I also conducted one experimental interview which enabled me to find out that the method I was about to use was appropriate for this study. I selected content analysis and counting as analytical methods for my study. According to the interviews, one of the most obvious motives for the players to play football is to learn new skills. The players felt that developing as a player and new challenges are important sources for motivation. In the children’s interviews, playing was also regarded as a very important and meaningful activity. Although the games were Important for both boys and girls, winning and success weren’t considered so important. More important than winning and gaining success in the competitions was playing itself and enjoyment from the games.Social relationships were also considered important and they felt the importance of getting new friends and getting to practice with their friends. The goals of the girls were to get in to the Finnish national team, while the boys in turn wanted to be professionals. Both girls and boys had three times a week exercises. All the players also practiced at their own time. There were no distinctions between genders with regards how they practiced at their own time. Based on the findings it can be well stated that playing, learning new skills and a competent coach are important factors that affects children’s motivation.

Tutkielmani tavoitteena on saada tietoa autismikirjoon kuuluvien opiskelijoiden saamasta tu-esta työllistymiseen yliopinto-opintojensa aikana sekä saada ymmärrystä tuen kehittämisestä heidän toiveidensa mukaiseksi. Tutkielmassani käsittelen lyhyesti eri autismikirjon määritel-miä, Aspergerin oireyhtymälle tyypillisiä piirteitä, tutkimuksia autismikirjon työllistymisestä ja lisäksi eri yliopistojen tarjoamia tukimuotoja työllistymiseen Suomessa. Aiemmat tutkimukset ovat osoittaneet, että monet korkeakoulutetutkin autismikirjon ihmiset eivät työllisty valmistu-misen jälkeen esimerkiksi tuen puutteen tai heille vaativien rekrytointimenettelyjen takia. Jos autismikirjon opiskelijat saisivat yliopiston henkilöstöltä oikeanlaista tukea työllistyvyystaito-jen tai työkokemuksen kartuttamiseen, voisi tulevaisuuden työllistyminen olla varmempaa. Toteutin tutkielmani laadullisen aineistolähtöisen sisällönanalyysin keinoin valmiista The IMAGE -projektin tuottamasta haastatteluaineistosta. Projektin päätavoitteena on lisätä päte-vien autismikirjon ihmisten työllistymistä. Haastatteluja on kerätty vuoden 2019 aikana Suo-messa, Iso-Britanniassa, Alankomaissa ja Ranskassa. Tässä tutkielmassa käytän seitsemän suomalaisen opiskelijan aineistoa. Hyödynsin sisällönanalyysissä fenomenologis-hermeneuttista tutkimusotetta. Tutkielmani tuloksia voisi käyttää kehittämään yliopistoissa tarjottavaa tukea työllistymiseen autismikirjon ihmisille. Tutkimukseen osallistuneista autismikirjon opiskelijoista suurin osa ei ole etsinyt itse apua työllistymiseen, vaikka suurin osa onkin kaivannut apua. Osa yliopistoista tarjoaa monipuolista tukea työllistymiseen, mutta sitä tulisi markkinoida näkyvämmin, koska moni ei tiedä näistä tukimahdollisuuksista. Yliopiston henkilöstön tulisi saada lisää tietoutta autismikirjosta, jotta oikeanlaisen tuen tarjoaminen olisi helpompaa. Myös autismikirjon henkilöiden olisi luontevampaa kertoa diagnoosistaan, jos he saisivat siten tarvitsemaansa apua.