Show simple item record

dc.contributor.authorOjala, Terhi
dc.date.accessioned2017-03-06T07:22:52Z
dc.date.available2017-03-06T07:22:52Z
dc.date.issued2017
dc.identifier.isbn978-951-39-6952-3
dc.identifier.otheroai:jykdok.linneanet.fi:1674641
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/53185
dc.description.abstractThe aim of this study was to examine and interpret teachers’ experiences of pupils with emotional and behavioural disordres in comprehensive schools in Finland. The term ‘pupils with emotional and behavioural disorders’ refers here to children who either cannot or do not want to act according to the general expectations in a school climate. Children live in several social settings that affect their development, of which the most important ones are home and the school. It is known that positive teacher-pupil interaction has an advantageous effect on student adaptation, performance and behavior. However, behavior-related problematics affect the forming of interactive relationships. Educational, institutional and medicalisation contexts were chosen as the framework for describing teacher's work when there are pupils with emotional and behavioural disorders. The data consists of questionnaires answered by teachers, as well as the informants’ writings and interviews with them. These data collection methods and inductive content analysis were used to gain a profound understanding of the phenomenon, supported by a hermeneutic phenomenological background philosophy. The teacher experiences indicate that internalized emotional disorders either go unnoticed or are far fewer than externalized emotional and behavioural disorders. The informants find it difficult to intervene in disruptive behaviour and confront the pupils. They do not trust themselves to be knowledgeable enough to handle these cases, and feel that their pupils’ disorders have a negative effect on their ability to cope with their workload. Furthermore, they note that meetings of multiple professionals of different fields do not seem to help solve situations and that it is difficult to find the party responsible for advancing the pupil’s case. The informants reflect on pupils’ capability of attending school. There were surprisingly few mentions of bullying. The teachers mostly receive support from principals and pupils’ guardians, whereas co-operation with colleagues is scarce, even though the informants acknowledge a need for peer support. They mention the need of professional guidance. There is a need for advanced training for teachers, as well as for lessening their perceived workload and increasing pedagogical peer support among teachers. Collaboration between different subdivisions of municipal government needs to be strengthened and questions of responsibility clarified. The issue must also be taken more into account in teacher training.
dc.format.extent1 verkkoaineisto (158 sivua) : kuvitettu
dc.language.isofin
dc.publisherUniversity of Jyväskylä
dc.relation.ispartofseriesJyväskylä studies in education, psychology and social research
dc.relation.isversionofJulkaistu myös painettuna.
dc.subject.otherworkload
dc.subject.otherteacherhood
dc.subject.otherteacher-pupil relationship
dc.subject.otherteacher
dc.subject.otherpupil
dc.subject.otherpeer-support
dc.subject.othermultiple professionals
dc.subject.otherexperience
dc.subject.otheremotional and behavioural disorders
dc.subject.otherdisruptive behavior
dc.subject.othercomprehensive school
dc.subject.othercollaboration
dc.titleKun perusopetuksen oppilaat oireilevat psyykkisesti : opettajien kokemuksia
dc.identifier.urnURN:ISBN:978-951-39-6952-3
dc.type.dcmitypeTexten
dc.type.ontasotVäitöskirjafi
dc.type.ontasotDoctoral dissertationen
dc.contributor.tiedekuntaKasvatustieteiden tiedekuntafi
dc.contributor.tiedekuntaFaculty of Educationen
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiaineErityispedagogiikkafi
dc.subject.methodFenomenologis-hermeneuttinen tutkimus
dc.relation.issn0075-4625
dc.relation.numberinseries575
dc.rights.accesslevelopenAccessfi
dc.subject.ysoperusopetus
dc.subject.ysoopettajat
dc.subject.ysoopettajuus
dc.subject.ysoluokanopettajat
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysooppilaat
dc.subject.ysoongelmalapset
dc.subject.ysoongelmanuoret
dc.subject.ysomielenterveysongelmat
dc.subject.ysomielenterveyshäiriöt
dc.subject.ysokäyttäytymishäiriöt
dc.subject.ysotunne-elämän häiriöt


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record