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Keskustelu oppilaan tuen järjestämisen mahdollisuuksista ja ehdoista. Subjektitieteellinen näkökulma yksilökohtaisen opiskeluhuollon toteutumisesta
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The Let’s Talk about Children intervention is a tool for parents and professionals to work together to promote children’s positive development, resilience, and psychosocial well-being in social and healthcare services, at school, and in day care. The aim of this study was to evaluate the fidelity, parents’ experiences, and perceived benefits of using the Let’s Talk about Children intervention in a school context. Participants (N = 65 first-grader parents) completed an online questionnaire after the intervention. The results show that the intervention was delivered as designed and conducted with high fidelity. Parents’ experiences of the Let’s Talk about Children discussions were positive, parents felt that the atmosphere was good during the discussion, and the participants reported benefits from the intervention.
Clinical trial registration:ClinicalTrials.gov, identifier NCT05038280.
Background
The psychosocial wellbeing of children and adolescents is an ongoing global concern. Despite positive outcomes of child- and family-focused programs, the fragmentation of services presents challenges. To enhance harmonization and diminish fragmentation of service policies, we implement a preventive collaborative service model for children and families. The rationale for our study is based on analyses of national and local data before implementing the service model in the pilot area.
Methods
The need for a preventive service model for children and families was demonstrated using national and local data sources. First, a national school health survey was utilized to screen adolescents' perceptions of their depressive symptoms and support. Second, time trends in child and adolescent psychiatric and child protection service use were investigated. For these aims, epidemiological data of the study area (city of Oulu) were compared with data from the whole country (Finland). Third, local usage data of the preventive stand-alone Let's Talk About Children (LT) intervention before the service model implementation were evaluated. After these analyses, Let's Talk About Children Service Model (LT-SM) implementation in the pilot area is described in detail.
Results
The background data showed that 17% of the adolescents in the study area had reported depressive symptoms, and almost half of them had not received professional help. Child and adolescent psychiatric outpatient visits had increased during the last decade, but the number of visits remains lower in the study area compared with the country as a whole. The number of adolescent psychiatric inpatient days had increased contrary to a decreasing national trend. The number of urgent child welfare placements was also higher compared with the whole country. The local LT intervention data revealed very low utilization rates. These results indicated a necessity to enhance preventive and collaborative support for children and their families. This article describes the implementation of the LT-SM.
Discussion
We demonstrated excessive use of curative services in social and health care and insufficient usage of the stand-alone preventive intervention. The LT-SM is now piloted in one regional service area of the city of Oulu. Its effectiveness will be evaluated when enough data have been accumulated for statistical analyses.
In this article, we discuss the situated ethics of researching the everyday lives of children and families. Research conducted in close collaboration with research participants in everyday contexts presents the researcher with multiple ethical dilemmas involving doubts, uncertainties, and often also discomfort, conflicting emotions, and contradictory possibilities for action. However, the literature on ethics often focuses primarily on standardized procedures, such as for obtaining informed consent, preventing harm, and ensuring anonymity. Although such procedures provide an important foundation for reflections on ethics, they only address some of the ethical concerns in research. Furthermore, they often fall short in terms of guiding the researcher to make decisions when encountering ethical challenges in concrete situations at various stages of the research process: from entering to leaving research sites. We suggest formulating specific ethical commitments that are grounded in a given research project’s methodological approach and concrete conditions. Furthermore, we analyze the interconnections between ethical commitments, theoretical stances, and research ambitions, and how these interconnections may guide reflection and decisions on how to handle ethical dilemmas throughout the research process. We draw on examples from our research on the everyday lives of children and parents, using social practice theory and collaborative research as jumping-off points.
Based on a collection of chapters of leading scholars in the field, the purpose of this book is to intervene in current debates on the scientific foundation of psychological theory, methodology and research practice, and to offer an in-depth, situated and contextual understanding of psychological generalization. This book aims to contribute to a theoretical and methodological vocabulary which includes the subjective dimension of human life in psychological inquiry, and roots processes of generalization in persons’ common, social, cultural and material practices of everyday living.
The volume is directed to students, professors, and researchers in psychology as well as to scholars in other branches of the humanities and social science where psychology and especially subjectivity, everyday practice and the development of psychological knowledge is an issue. The volume will be of particular interest to scholars in the field of cultural psychology, critical psychology, psychology of everyday life as well as psychological methodology and qualitative studies of everyday life including the various critical undergraduate, graduate, master, and PhD programs. The book will also be of special interest for scholars working in social psychology, history of psychology, general psychology, theoretical psychology, environmental psychology and political psychology.
How can theoretical psychology develop concepts for analyzing connections between subjective dilemmas in everyday life and contradictions in historical social practice? We discuss this question by analyzing conflicts related to problems in children’s school lives. One frequent conflict is whether school problems should be explored in relation to individual deficits and deviations, family background, how the school is organized, the societal task of education etc. However, such conflicts often become concealed by psychological concepts, which contributes to individualization, categorization and the displacement of problems. We argue that theoretical development of the concept of conflict may support the widespread endeavors to transcend such reductionism by developing contextual and dialectical understandings of personal dilemmas. Through examples from empirical studies, the article illustrates how political conflicts concerning societal institutions (such as schools) form part of both inter-subjective conflicts about common matters and personal conflicts in the conduct of everyday life.
Dialogisessa prosessikonsultaatiossa asiakas nähdään ongelmiensa ja niihin liittyvien ratkaisujen omistajana. Konsultaatiokeskusteluissa asiakasta tuetaan ottamaan vastuuta tilanteesta ja asettumaan toimijaksi suhteessa sen ratkaisemiseen. Näiden ihanteiden edistämistä konsultaation vuorovaikutuskäytännöissä on kuitenkin tutkittu varsin vähän. Tässä artikkelissa tarkastelemme ohjattavien vastuunottoa ja toimijuuden muodostumista työyhteisön yhteistyön parantamiseksi järjestetyssä konsultaatiotilanteessa. Tutkimuksen aineiston muodostivat yhdestä konsultaatiotapaamisesta tehty äänitallenne ja sen litteraatio. Aineiston analyysissä on hyödynnetty positiointiteorian käsitteitä. Tutkimuksemme havainnollistaa, että positiointiteorian käsitteet tarjoavat mielekkään tavan tarkastella konsultaatiovuorovaikutusta. Näytämme kuinka konsultti esittää ohjattaville vastuuseen ja toimijuuteen haastavia positiokutsuja ja kuinka konsultaatiotilanteessa neuvotellaan kehittämiseen liittyvästä vastuusta ja toimijuudesta. Tässä neuvottelussa vastuun ja toimijuuden ottamista voidaan pyrkiä eri tavoin väistämään. Osoitamme myös kuinka ohjattavien tavat puhua yhteistyön kehittämiseen liittyvästä vastuusta ja toimijuudesta muuttuivat konsultaatiotapaamisessa. Lopuksi pohdimme näiden havaintojen teoreettista ja käytännöllistä merkitystä.
Background: Families with parental mental health issues often have numerous problems needing multilevel measures to address them. The “Let's Talk about Children Service Model (LT-SM)” is a community-based service approach aiming at collectively impacting population needs regarding child protection services. Three municipalities in the Raahe District (RD) of Finland requested implementation of the LT Service Model. This paper describes the model and first results.
Methods: The LT Service Model connects relevant stakeholders with families and their social networks aiming at the shared goal of supporting children's everyday life at home, kindergarten, school, and leisure environments. Parents, teachers, and other caretakers are supported by LT interventions. An infrastructure for collaboration, decision making, monitoring, training, and feedback is established, embracing health, social and educational services, and other stakeholders. Referrals to child protection services were compared with national data before (2009–2013) and after implementation of the LT Service Model (2013–2016). Analyses were conducted using the joinpoint regression method.
Results: There was a significant decrease in the underage population referred to child protection services in RD (AAPC = −6.9; p = 0.013) between 2013 and 2016, in contrast with an increased rate nationwide (AAPC = 1.9; p = 0.020).
Conclusion: In the LT Service Model, prevention starts in children's everyday life as the uniting, common goal for multiple stakeholders and an integrated service structure is developed to support this effort. The first results are promising, showing an appreciable decrease in referrals to child protection services, although further research with longer follow-up and across other municipalities is needed.
Systemic psychology based on the theory of the organism-environment system starts with the proposition that in any functional sense organism and environment are inseparable and form only one unitary system. The organism cannot exist without the environment and the environment has descriptive properties only if it is connected to the organism. Although for practical purposes we do separate organism and environment, this common-sense starting point leads in psychological theory to problems which cannot be solved. Therefore, separation of organism and environment cannot be the basis of any scientific explanation of human behavior. The theory leads to a reinterpretation of basic problems in many fields of inquiry and makes possible the definition of mental phenomena without their reduction either to neural or biological activity or to separate mental functions. According to the theory, mental activity is activity of the whole organism-environment system, and the traditional psychological concepts describe only different aspects of organisation of this system. Therefore, mental activity cannot be separated from the nervous system, but the nervous system is only one part of the organism¬-environment system
This paper explores cooperation as contradictory and therefore with a constant possibility for conflict. Consequently it is called conflictual cooperation. The notion is presented on the basis of a participatory observation in a control room of a district heating system. In the investigation, cooperation appeared as the continuous reworking of contradictions in the local arrangement of societal conditions. Subjects were distributed and distributed themselves according to social privileges, resources, and dilemmas in cooperation. Here, the subjects’ activities and understandings took form from each other, their dilemmas, and their previous experience. This meant that they had each their perspective on ongoing praxis. Three observations from the collaboration in the control room are presented, one on stabilizing the function of an object, another on standardizing a procedure, and one on regulating who can use what in what way. Contradictions in the observed activity are discussed. It is argued that for the participants the connections of acts appear in such contradictions in cooperation. This conception is discussed in relationship to the notions of practice, as expounded by Bourdieu and MacIntyre and Schatzki. As a contrast a notion of praxis is set up in which actions are reciprocally differentiated under contradictory conditions, and habitualizations, institutionalizations and conflictual cooperation are identified on this basis. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The main purpose of this paper is to present a theory of persons that is rooted in the way persons conduct their everyday lives. The approach and the key concepts in the theory are presented in the second, central part of the paper. This theoretical approach to personhood is unusual. Current research on personality recognizes that personality must be studied in the interplay between person-situation-behavior. In the first part of the paper I present some of the core issues in those studies. The theoretical approach aims at resolving these issues. These issues are one of the two major sources of inspiration for the theoretical approach. The other important source of inspiration are studies of psychological interventions. In the third part of the paper I present a study that illuminates how the theory may provoke and enrich our understanding of interventions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Tutkimuksessa tarkasteltiin kahdessa peruskoulun monialaisessa opiskeluhuoltoryhmässä käytyjä keskusteluja oppilaiden hyvinvoinnin edistämisestä hyödyntäen subjektitieteellisen (Holzkamp 2013) ja systeemisen psykologian (Järvilehto 2009) käsitteistöä ja menetelmällisiä periaatteita. Keskusteluihin osallistui 30 eri ammattiryhmien ja tahojen toimijaa. Analysoimme käytyjä keskusteluja jatkuvan vertailun menetelmällä ja perusteluanalyysilla tunnistaen erilaisia tulkintoja opiskeluhuoltotyön tavoitteista ja peilaten näitä opiskeluhuoltotyölle lainsäädännössä ja opetussuunnitelmassa asetettuihin yleisiin tavoitteisiin. Tunnistimme aineistosta kolmenlaisia olosuhteita, joista ammattilaiset keskustelevat: 1) olosuhteet, joiden muuttaminen on vaikeaa, 2) olosuhteet, joita koetaan voitavan muuttaa oman ammattiryhmän yhteisenä toimintana ja 3) olosuhteet, joiden muuttamiseksi kytkeydytään yhteiseen toimintaan yli ammattirajojen. Tulosten mukaan ammattilaisten puheesta tunnistetut osallisten tavoitteet tai toimintaperusteet eivät juuri muutu keskustelun aikana. Pedagogisten ammattilaisten tulkinnat ja tavoitteet näyttivät määrittelevän keskustelun yhteistä suuntaa. Opiskeluhuollon ammattilaiset ja muut toimijat näyttivät eri tavoin sovittautuvan näihin tulkintoihin. Moniammatillisessa yhteistyössä ei aina pystytä hyödyntämään osallisten asiantuntemusta täysimääräisesti. Oppilashuollon ja ohjauksen tukena olevia moniammatillisen yhteistyön rakenteita on tarkasteltava kriittisesti ja kehitettävä.
Monialaisia ohjauspalveluita perustellaan niiden myönteisillä vaikutuksilla asiakkaisiin, työntekijöihin ja mukana oleviin palveluntuottajiin, mutta monialaista ohjausta koskeva empiirinen ja teoreettinen tutkimusnäyttö on toistaiseksi vähäistä. Tarkastelemme artikkelissamme sitä, miten eri tavoin monialaista ohjausta toteutetaan toiminnan tasolla. Aineiston muodostaa vuosina 2018–2019 kerätty havainnointiaineisto nuorten ohjaus- ja neuvontapalveluja tuottavan Ohjaamon ohjaustilanteista (n = 68). Kysymme, millaisiin erilaisiin tekoihin monialainen ohjaus jäsentyy ohjauksen työmuodon ja ammatillisten toimintatapojen perusteella, joita olivat ohjaajien lukumäärä, ohjauksen tavoite, ohjauksen työmuoto, ohjaustilanteen kesto, ohjauksen aikaperspektiivi ja tieto-, neuvonta- ja ohjaus (TNO)-jakauma. Twostep-klusterianalyysin tuloksena aineistosta tunnistettiin kolme erilaista ohjauksen tekoa, jotka nimettiin 1) pitkäkestoiseksi monialaiseksi ohjaukseksi, 2) jäsentymättömäksi toisen osaamista hyödyntäväksi yksilöohjaukseksi ja 3) lyhytkestoiseksi työllisyysasioinniksi. Havainnointien perusteella 43 prosenttia tutkituista ohjaustilanteista sijoittui ohjauksen tekoon ”lyhytkestoinen työllisyysasiointi”, jossa ei ilmennyt monialaisuutta. Tulokset tuovat uutta empiiristä tietoa ohjauksen työmuotojen ja ammatillisten toimintatapojen hyödyntämisestä monialaisessa ohjauspalvelussa. Lisäksi tulokset nostavat esiin uuden näkökulman: monialaisen ohjauspalvelun ohjaustilanteet eivät useinkaan rakennu monialaisesti.
Background Internationally, the Nordic countries occupy top positions in child well-being. We investigated literature on the overall outcomes of young adults from the most vulnerable backgrounds in the Nordic countries, namely young adults who were placed in statutory out-of-home care (OoHC, i.e. foster care) during childhood in the Nordic countries for the protection of their safety and welfare. Methods We followed PRISMA guidelines and conducted literature searches manually, as well as electronically, via EBSCO's Psychology/Sociology databases and ProQuest's Social and Behavioral Sciences databases in February 2016 for quantitative studies that compared outcomes at age 18 or later between young adults placed in OoHC as children and those never placed in OoHC. Because of the heterogeneity and small number of eligible studies on each outcome, we conducted no meta-analysis but did formulate a narrative synthesis. Results Of 333 studies identified, 20 met the inclusion criteria. All of these studies were cohort studies that employed social and health register data. OoHC placement was studied with nine outcome categories: self-supporting problems, educational challenges, mental health problems, criminality, teenage parenthood, mortality, suicidal behavior, alcohol and drug use, and disability pension. In each of these categories, young adults with a history in OoHC faced higher risks compared with the general population, even after adjusting for various birth parents' socio-economic, demographic, and mental health–related factors. Conclusion Although the Nordic countries are among the world's leading nations in promoting child well-being, the Nordic welfare model has partly failed in preventing the inequality of families with children. As young adults, children placed in OoHC in the Nordic countries face an elevated risk of experiencing adversity.
There has been a lot of talk recently about a “renewal of psychology”, and the various proposals emerging under this rubric appear to have at least one thing in common: they are all dedicated to a scientific reaffirmation of the human subject, which has been largely neglected by traditional nomological psychology. This is not only expressed by the fact that we are now hearing about subject science, subject theory, subject orientation, subject development, and the like in strategically significant contexts. A reaffirmation of the subject is also more or less explicitly embodied in other basic concepts, such as “qualitative” research, “interpretative” paradigms, “hermeneutic” analyses, and “life-world”. Given such a consensus between different alternative psychologies, the question then arises of what this means for the individual approaches, i.e. what theoretical and methodological consequences this consensus entails. Evidently, simply invoking the subject does not necessarily lead to agreement in fundamental scientific thinking and research. Rather, the shared interest in the subject merely provides a basis for debate on the question of what kind of research is needed to develop a psychology appropriate to human subjectivity.
This article outlines the essential characteristics of a psychology from the subject standpoint that starts from the principal unity of self-determination and determining the relations that determine one's own actions. The main research object in subject science understood in this way is the many forms of hindrances and obstacles, both in theory and in practice, that prevent us from realizing this unity. In contrast to standard research, where one attempts to grasp the dependency of the individual agency of others on societal structures and their cultural meanings, psychology from a subject standpoint is about relating to the societability of one's own actions, that is, analysing them to grasp their own real preconditions and implications. Consequently, in such a subject science perspective, the aim is less to gain or disseminate knowledge and more to analyse the many ways in which “critical” knowledge urging change is ignored or modified to make it compatible with one's own actual possibilities to act. As the paper details, such subject science research is not possible from an external standpoint but entails subjecting one's own assumptions and methods to a critical analysis.
In this article I argue for grounding psychological theories of persons in relation to structures of social practice. I introduce crucial features of such a theory of persons which is based on critical psychology and invite contributions to its further development. The theory emphasizes that persons are participants involved in personal trajectories in relation to structural arrangements of social practice. It is intended to lead to a richer and worldlier psychology. It also leads to a different understanding of professional psychological practices and of their users. To illuminate this, I present key insights from a study of clients attending therapy. Client changes do not occur only in therapeutic sessions but also in and across the contexts in which these clients live their lives in structures of social practice. In this respect, though, the structural arrangement of secluded sessions with intimate expert strangers significantly affects the mode of working of therapy in the social practice of its clients.
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