Browsing by Subject "yhteisöllinen oppilashuolto"

The new Student and Pupil Welfare Act entered into force on 1 August 2014 bringing about reforms to school pupil welfare and its organization. The Pupil and Student Welfare Act aims among other things to clarify and equalize pupil and student welfare. The purpose is to change the focus also towards a communal and preventive pupil welfare. The effects of this law begin to be gradually transferred also to the schools and the new practices for pupil welfare work will be shaped. The purpose of this study was to examine the operation culture and cooperation of the communal pupil welfare. The significance of multidisciplinary cooperation is also strongly emphasized in the implementation of pupil welfare. In this study I indeed examine the operation culture of communal pupil welfare and the multidisciplinary cooperation which is related to it. This study was carried out as a qualitative document analysis. The material of this study consisted of nine statutory pupil welfare plans from primary schools of Espoo. These pupil welfare plans were selected through delimitation criteria. The material of the study was analyzed with the methods of content analysis and the analysis was continued with quantification. The analysis included school-specific texts of these pupil welfare plans which were connected to communal pupil welfare at schools. From school-specific texts I examined factors which were related to the operation culture of the communal pupil welfare and multidisciplinary cooperation as a part of a communal pupil welfare. Based on the results of this study, factors related to the operation culture of communal pupil welfare and the practices of the multidisciplinary cooperation in communal pupil welfare were found out. The multidisciplinary pupil welfare group is a relevant factor from the point of view of communal pupil welfare. The pupil welfare plan is the tool of communal pupil welfare of the school in informing and planning of pupil welfare work. According to the results of this study, the operation culture of communal pupil welfare included strongly supporting and promoting pupils’ involvement, well-being and communality. The cooperation also proved to be significant part of the operation culture of communal pupil welfare. Results showed that there was cooperation between many different operators. Cooperation with guardians appeared as an important factor. The results thus showed that the operation culture of communal pupil welfare appears as a broad entity which includes several different factors. Understanding the overall culture of communal pupil welfare is important and helps to develop it.