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dc.contributor.authorParhiala, Pauliina
dc.date.accessioned2020-01-03T12:10:59Z
dc.date.available2020-01-03T12:10:59Z
dc.date.issued2020
dc.identifier.isbn978-951-39-8028-3
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67088
dc.description.abstractThe present research examines student well-being, its link to learning difficulties, and the application of a brief depression treatment at school in Finland. Changes in psychosocial functioning at ages 4, 6, and 9 (social skills, inattention, and externalizing and internalizing problems) were compared between 200 children either with and without dyslexia through the transition into school. The next step was to examine student well-being (N = 1,629) at the end of their basic education using a person-centered approach: profiles of various school motivation and emotional well-being variables and their links to basic academic skills (reading and math) were studied. A further aim was to determine the effectiveness, acceptability and feasibility of early depression treatment at school as part of an intervention study. Interpersonal counseling (IPC) was compared with brief psychosocial support (BPS) in student welfare services, including six weekly sessions and two follow-up meetings. Students from junior high school who were seeking help for depressive symptoms (mild to moderate depression) were included in the study (n = 55). The effectiveness of the two treatments was compared, and adolescents’ and counselors’ satisfaction with the treatment was assessed. Study I indicated that, before school entry, children with dyslexia were already rated as having poorer social skills and more inattentiveness than typical readers. Gender-specific interactions with dyslexia emerged as well. In Study II, five distinct profile groups emerged; three had a flat profile in motivation and well-being but at different high, average or low levels, and two groups had mixed profiles. A comparison with basic academic skills illustrated that low school motivation was linked to poor basic academic skills, whereas the link with emotional well-being was more indirect. Brief treatments at school indicated that both IPC and BPS were effective in reducing depressive symptoms, improving overall functioning and well-being. Adolescents and counselors in both groups were satisfied with the treatments. Thus, the transition into school, on its own, does not seem to increase problems in psychosocial functioning. However, during adolescence the associations between well-being and learning vary. Brief, structured treatments, such as IPC and BPS, are beneficial in treating depression and are feasible in school settings.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherJyväskylän yliopisto
dc.relation.ispartofseriesJYU dissertations
dc.relation.haspart<b>Artikkeli I:</b> Parhiala, P., Torppa, M., Eklund, K., Aro, T., Poikkeus, A.-M., Heikkilä, R., & Ahonen, T. (2015). Psychosocial Functioning of Children with and without Dyslexia: A Follow-up Study from Ages Four to Nine. <i>Dyslexia, 21 (3), 197-211.</i> DOI: <a href="https://doi.org/10.1002/dys.1486"target="_blank"> 10.1002/dys.1486</a>
dc.relation.haspart<b>Artikkeli II:</b> Parhiala, P., Torppa, M., Vasalampi, K., Eklund, K., Poikkeus, A.-M., & Aro, T. (2018). Profiles of school motivation and emotional well-being among adolescents : Associations with math and reading performance. <i>Learning and Individual Differences, 61, 196-204.</i> DOI: <a href="https://doi.org/10.1016/j.lindif.2017.12.003"target="_blank"> 10.1016/j.lindif.2017.12.003</a> JYX: <a href="https://jyx.jyu.fi/handle/123456789/57547"target="_blank"> jyx.jyu.fi/handle/123456789/57547</a>
dc.relation.haspart<b>Artikkeli III:</b> Parhiala, P., Ranta, K., Gergov, V., Law, R., La Greca, A-M., Kontunen, J., Torppa, M., & Marttunen, M. (2020). Interpersonal counseling in the treatment of adolescent depression. A randomized controlled effectiveness and feasibility study in school health and welfare services. <i>School Mental Health 12, 265–283.</i> DOI: <a href="https://doi.org/10.1007/s12310-019-09346-w"target="_blank"> 10.1007/s12310-019-09346-w</a>. JYX: <a href="https://jyx.jyu.fi/handle/123456789/66112"target="_blank"> jyx.jyu.fi/handle/123456789/66112</a>.
dc.rightsIn Copyright
dc.subjectmielenterveys
dc.subjectmielenterveyshäiriöt
dc.subjectlapset (ikäryhmät)
dc.subjectnuoret
dc.subjectkoululaiset
dc.subjectoppilaat
dc.subjectopiskelijat
dc.subjectpsykososiaalinen tuki
dc.subjectoppilashuolto
dc.subjectopiskelijahuolto
dc.subjectmasennus
dc.subjectoppimisvaikeudet
dc.subjecthenkinen hyvinvointi
dc.subjectsosiaaliset taidot
dc.subjectkouluterveydenhuolto
dc.subjectneuvonta
dc.subjectvarhainen puuttuminen
dc.subjectinterpersoonallinen psykoterapia
dc.subjectinterventiotutkimus
dc.subjectpitkittäistutkimus
dc.subjectseurantatutkimus
dc.subjectdysleksia
dc.subjectlukihäiriöt
dc.subjecthyvinvointi
dc.subjectstudent well-being
dc.subjectbasic academic skills
dc.subjectlearning difficulties
dc.subjectbrief treatment
dc.subjectdepression
dc.subjectlonginal study
dc.subjectperson-oriented approach
dc.subjectintervention study
dc.subjectstudent welfare
dc.titleThe role of learning difficulties and brief treatment for student well-being
dc.typeDiss.
dc.identifier.urnURN:ISBN:978-951-39-8028-3
dc.relation.issn2489-9003
dc.rights.copyright© The Author & University of Jyväskylä
dc.rights.accesslevelopenAccess
dc.type.publicationdoctoralThesis
dc.subject.ysowell-beingen
dc.subject.ysosocial skillsen
dc.subject.ysolearning difficultiesen
dc.subject.ysolongitudinal researchen
dc.subject.ysointervention studyen
dc.subject.ysodepression (mental disorders)en
dc.subject.ysostudent welfareen
dc.subject.ysoopiskelijahuoltofi
dc.subject.ysomasennusfi
dc.subject.ysooppimisvaikeudetfi
dc.subject.ysointerventiotutkimusfi
dc.subject.ysohyvinvointifi
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.date.digitised


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