Search results for "ongelmakäyttäytyminen"

Adaptation and implementation of the German social-emotional learning programme Papilio in Finland : A pilot study

2019

This study investigated the cross‐national adaptation and implementation of Papilio, a German social–emotional learning programme, in Finnish early childhood education and care (ECEC) centres. Papilio is a developmentally focused, scientifically based intervention programme focused on preventing behavioural problems and fostering social–emotional competence in children aged 3–7. The aim of this study was to investigate and evaluate the cross‐national adaptation and cross‐cultural adaptation and implementation of Papilio in the Finnish ECEC context. Results from qualitative interviews with one Finnish Papilio trainer, 11 early childhood education (ECE) teachers, two ECE special education tea…

Trust in the educational partnership narrated by parents of a child with challenging behaviour

2019

This study examined trust in educational partnership in the context of early childhood education and care (ECEC) in Finland, from the viewpoint of parents of a child with challenging behaviour. Typically, such children have difficulties in regulating their behaviour and emotions. Semi-structured interviews with 23 parents were content-analysed in a narrative framework. The analysis revealed two critical elements of trust in educational partnership: (1) Child well-being in the day care centre, and (2) a supportive parent–educator relationship and collaboration. Critical factors in the first element of trust were educators’ respectful and good-quality relationships with the child and fair and…

Äidin huolet lapsensa koulunkäynnistä : mikä selittää?

2014

Tämä pro gradu –tutkielma pohjautuu Jyväskylän yliopiston ”Oppiminen ja motivaatio” - hankkeen ”Alkuportaat – Lapset, vanhemmat ja opettajat yhteistyössä koulutien alussa” - seurantatutkimukseen. Tutkimuksen aineisto kerättiin vuosina 2011 lasten ollessa neljännellä luokalla. Tutkittavia äitejä oli 125. Tutkimuksessa oltiin kiinnostuneita siitä, millaisia huolenaiheita äideillä oli liittyen lapsen koulunkäyntiin. Huolenaiheita kysyttiin kyselylomakkeella. Lisäksi oltiin kiinnostuneita siitä, selittävätkö äidin sosiaalinen tausta, koulutustaso, vanhemmuuden stressi ja masentuneisuus äitien huolia. Samoin oltiin kiinnostuneita, selittääkö lapsen taitotaso (yksilö– ja ryhmätestit) sekä kaveris…

Vanhemmuustyylien, vanhemmuuden stressin ja lasten ongelmakäyttäytymisen väliset yhteydet

2010

Persistent offenders and adolescence-limited offenders: Differences in life-courses.

2020

Background and Aims As our previous study indicated, almost half of juvenile delinquents continued offending in adulthood, while the rest ceased to do so. We compared these groups with each other and with non‐offenders in the life‐course use of alcohol, identity development and life situation. Methods Based on the Jyväskylä Longitudinal Study of Personality and Social Development, four groups were formed at age 42 for men and women: persistent, adolescence‐limited and adult‐onset offenders and non‐offenders. Longitudinal data (N = 369; 53% males) have been collected at ages 8, 14, 20, 27, 36, 42 and 50. Results Persistent offending, but not adolescence‐limited offending, was associated with…

Friendship Moderates Prospective Associations Between Social Isolation and Adjustment Problems in Young Children

2007

This longitudinal study investigated prospective links between social isolation and adjustment problems among 166 (77 girls, 89 boys) Finnish children ages 7 to 9. Peer nominations for social engagement and self‐reports of internalizing and externalizing problems were collected in the spring of the 1st and 2nd grade. Friendship moderated prospective associations between peer and adjustment variables. Among friended children, there were no prospective associations between social isolation and either internalizing or externalizing problems. Among unfriended children, initial social isolation was positively linked to subsequent increases in internalizing and externalizing problems, and initial…

Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems : Differences Between LD Types, Genders, and Contexts

2021

Our purpose was to study the frequency of behavioral-emotional problems among children identified with a learning disability (LD). The data were obtained for 579 Finnish children (8–15 years) with reading disability (RD-only), math disability (MD-only), or both (RDMD) assessed at a specialized clinic between 1985 and 2017. We analyzed percentages of children with behavioral-emotional symptoms reaching clinical range (i.e., z score ≥1.5 SDs) and the effects of the LD type, gender, and context (home vs. school) on them. Furthermore, we analyzed the effect of the severity of LD and gender on the amount of behavioral-emotional symptoms reported by teachers and parents. Alarmingly high percenta…

Social support as a mediator between problem behaviour and gambling: a cross-sectional study among 14–16-year-old Finnish adolescents

2016

Background: During the adolescent period, risktaking behaviour increases. These behaviours can compromise the successful transition from adolescence to adulthood. The purpose of this study was to examine social support as a mediator of the relation between problem behaviour and gambling frequency among Finnish adolescents. Methods: Data were obtained from the national School Health Promotion Study (SHPS) from the years 2010 and 2011 (N=102 545). Adolescents were classified in the most homogeneous groups based on their problem behaviour via latent class analysis.Results: Path analysis indicated that social support was negatively associated with problem behaviour, and problem behaviour and so…

Teacher-rated aggression and co-occurring behaviors and emotional problems among schoolchildren in four population-based European cohorts

2021

Aggressive behavior in school is an ongoing concern. The current focus is on specific manifestations such as bullying, but the behavior is broad and heterogenous. Children spend a substantial amount of time in school, but their behaviors in the school setting tend to be less well characterized than at home. Because aggression may index multiple behavioral problems, we used three validated instruments to assess means, correlations and gender differences of teacher-rated aggressive behavior with co-occurring externalizing/internalizing problems and social behavior in 39,936 schoolchildren aged 7-14 from 4 population-based cohorts from Finland, the Netherlands, and the UK. Correlations of aggr…

Elementary School Teachers' Experiences of Implementing the Teacher Classroom Management Method - Case Study in Finland

2023

The diversity of pupils and their different difficulties challenge teachers' skills and methods in teaching. Some behavioral challenges require rapid intervention and a multidisciplinary and interdisciplinary approach from the teachers. An internationally recognized tool, TCM (Teacher Classroom Management), aims to support pupils' socio-emotional development, improve teacher-pupil interaction, and strengthen school-home cooperation. This pilot study examines teachers' experiences of TCM in Finnish primary school context. The study is qualitative, and the data (N=16) was collected through focus group interviews. According to the results, the teacher's strengthened group management skills wer…