Browsing by Subject "luonteenvahvuudet"

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  • Malinen, Jenni (Helsingin yliopisto, 2018)
    Objectives. The first objective of this study was to find out how the fifth and sixth graders, who participated in an intervention of positive pedagogy with an emphasis on character strengths, describe themselves being at their very best. The second objective of the study was to discover the potential changes in their understanding on the matter, during the intervention. Methods. The intervention took place in spring 2015 with 93 students involved. The empirical material of this study consists of the before- and after-essays on the matter of "Me at my very best" of 54 students among the original participants. The material has been analyzed in the spirit of the grounded theory -method, where applicable and with the help of the computer program ATLAS.ti. Results and conclusions. The students found a gratifying amount of reasons in their selves and their lives to be happy or proud about. The bulk of the student's descriptions of being at their very best involved a sense of achievement in hobbies or schoolwork, especially in competitive sports. Also, helping others and bringing joy to them was regarded very rewarding. In the essays that were written after the intervention, character strengths and other immaterial experiences were more appreciated than material things. The strongest changes occurred among the students, whose self-image or status in their family/schoolclass, according their essays, used to be somewhat weak or unstable. The students, who already before the intervention had a strong, positive self-image and/or did competitive sports, expressed little change in their essays or none at all.
  • Mäkinen, Leena (Helsingin yliopisto, 2018)
    The purpose of this study is to test the strengths of the task cards developed by my study partner and me to clarify whether through systematic task reviewing has an impact on the behavior of children who needs enhanced support. The task cards includes animal photo cards, where we go different strengths through stories and jingles/tales. We prepared the tasks cards together, she drew and I wrote the stories. Tales and strength tasks we brainstormed together. Cards are based on the Discover/Notice good! material and positive pedagogy. My material is published in the Discover/Notice good! Watching of Vahvuusvaris guide. I focus on supporting the two character strengths (self-regulation and fairness) for kindergarten-aged kids. The key questions in this thesis are: 1) How the material we developed is suitable for supporting self-regulation and fairness for kids in kindergarten? 2) How do the children themselves experience our material. 3) Does the usage of the strength cards affect the child’s self-control? The study was carried out as a qualitative action study. Research material was collected during three intervention weeks by observing four four-to-five-year-old children and by interviewing four teachers. Interviews were done twice: just before the start of intervention and straight after the intervention. The interview material was analyzed through qualitative content analysis. The notes from the observations were used to enrich the material. Two of the children in the target group are in need of enhanced support. The kindergarten teacher of the group filled out a questionnaire, called pikkuKesky, for 5-6 years old kids, which measures child’s self-regulation skills. The same questionnaire was also filled out before and after the strength intervention According to research results, children's’ self-regulation skills were developed slightly during the intervention period. Children liked the task cards and going through the strengths, but to make the results more convincing, the intervention should take longer. The group’s teacher and other grown-ups in the kindergarten also expressed the wish for a continuation of the strength-based intervention. Our work cards would be well suited to be used by special teachers. The kindergarten group had several children with foreign background whose finnish language was still very primitive. Our stories and tales were rich in vocabulary, but for S2 lessons they should be modified for much more plain language and more concrete.
  • Kärkäs, Suvi (Helsingin yliopisto, 2020)
    Tiivistelmä - Referat - Abstract This study describes the perceptions of primary school teachers who participated in the strength training of the #newschool project about the development of students' self-regulatory skills and supporting development. In addition, the study examines how teachers define self-regulation skills. Self-regulation has been theoretically examined from several different starting points, which partially explains the broad definition of self-regulation and the challenges of defining the concept (Aro, 2011a, 10). The character strength classification made in the studies of positive psychology offers a new perspective on terminology in which self-regulation is seen as a strength. Strength education, which embodies positive psychology in school, in turn provides new tools to support students’ self-regulatory skills. (Peterson & Seligman, 2004, 30; Uusitalo-Malmivaara & Vuorinen, 2016, 69.) This study was conducted as a qualitative study. The material was obtained by interviewing seven teachers who actively participated in the strength training of the #newschool project. The interviews were conducted as individual interviews during March 2020. Theoretical content analysis was used as the method of data analysis. The main results of the study revealed that teachers did not have an unambiguous definition for self-regulation, rather they described it through various sub-skills and concrete examples. The socioemotional dimension of self-regulation complemented the previous definition of self-regulation by Aro (2011) in this study (Aro, 2011a, 10). In addition, the results showed that teachers' perceptions of the development of students’ self-regulatory skills include growth mindset and mixed mindset, according to Dweck’s (2006) Mindset theory (Dweck, 2006, 6). Some teachers saw self-regulation as an evolving skill, while for some it meant an innate ability, whose development can not be further influenced in school. The results show that strength education has begun to find a place in teaching and students' self-regulatory skills are supported in quite a variety of ways in everyday school life. However, teachers' mindsets still reflect mixed mindset, and more tools are needed to support, for example, educational partnerships. The special value of the research can be seen in the information it provides to trainings on how they should be further developed in the future. On the other hand, the research raises the question of how occasional trainings can have an influence on attitudes and activities. Looking to the future, the role of teacher education in embracing the growth attitude of future teachers can be assessed, and on the other hand, the potential of teacher education to provide students with better skills to support students’ self-regulatory skills can be examined.
  • Sandberg, Erja; Vuorinen, Kaisa (2015)
    Positiivinen pedagogiikka, luonteenvahvuudet, ADHD
  • Myyry, Lotta (Helsingin yliopisto, 2018)
    Objectives. This study began with the assumption that in pedagogical documents the early childhood education staff describes more children's needs of support than their strengths. In particular, when deciding on the resources of special support, attention has been paid to the children's needs of support and the problems of development. An alternative to this problem-centered approach is positive psychology and positive education which both focus on examining strengths and well-being elements. The goal of positive education is to support well-being and learning in the day care and at school. Peterson and Seligman (2004) created the distinction of character strengths as they discovered a lack of a commonly defined vocabulary in positive psychology. This study examines whether there are more descriptions of children's strengths or descriptions of their needs of support. And whether the early childhood education staff describes the children's needs of support more specifically than their strengths. The study examines what character strengths can be found in descriptions. Methods. The data of this qualitative study consists of the pedagogical documents of 13 children and the questionnaires collected from their parents. The children were 3-5 years old. The data was analyzed by using content analysis and discourse analytic methods. Results and Conclusions. Both the parents and the early childhood education staff described the strengths of the children more than their needs of support. Total of 74 per cent of personnel expressions and 76 per cent of parents expressions were about strengths. The strengths of children with special needs were described less than children with no special needs. Out of Seligman and Peterson's 24 character strengths, there were mentioned 16. The most mentioned character strengths were kindness, curiosity and zest. There was found three ways of expressions; short-and-simple, descriptive and guiding way. There was no short and simple expressions in the descriptions of the needs of support, while 22 per cent of the strengths were described short and simple way. Descriptive way was the most common. Only 13 per cent of all expressions are written in guiding way, and it was less common in descriptions of the strengths (3%) than in descriptions of needs of support (45%).
  • Hussinki, Riikka (Helsingin yliopisto, 2018)
    Tiivistelmä - Referat – Abstract My master's thesis is part of This Life of Mine research project, which aims at developing life management tools for young people who are struggling with their life choices and decisions concerning postgraduate studies. The project approaches these issues through positive pedagogy, character strength and inclusive education, which may help young people to develop features that help in decision-making regarding their future education and careers. I participated in the first pilot phase of the project and I used action research approach. The project workshops were built on several positive pedagogical solutions, such as inclusive groups, positive experiences and character strength development. My research focuses on the impact that that these positive educational solutions could have on young peoples’ capability to make decisions regarding their lives and careers. The data for my study was collected during the workshops by means of video recording and interviews. My data-driven analysis are conducted with grounded theory and Atlas.ti program. In this thesis, the features that support young person’s decision-making process consist of personal social development domains, educational achievement and lifelong learning domains, as well as career management domains. I focus predominantly on the personal social development domains. Young people’s understanding of their skills and character strengths developed during the course of the workshops. The development started from individual skill recognition, went through character strength specification and ended up with more profound deliberation of the character strengths. During the final days of the workshops, the participants used character strength vocabulary quite fluently in their career thinking processes. The use of character strength terminology developed as its own path and the development of the character strength terminology gave the participants more diversified perspective of their future career decisions. Therefore, the role of character strength terminology should be considered more strongly, when assessing the features that are needed in young people’s decision-making process. In addition, the importance of peers’ influence as a starting point of individuals’ skill and character strength thinking was noticed during the analysis. Therefore, it might be fruitful to develop understanding of the character strength in a peer group.
  • Erikivi, Anne (Helsingfors universitet, 2017)
    The aim of my research was to find out the experiences of the teachers involved in an intervention carried out in Espoo schools during the years 2015-2016 based on their descriptions. The research is part of the University of Helsinki's project aimed to find out whether the character strength teaching is appropriate for basic education. Character strengths are a current topic, and paying attention to strengths in teaching has already been mentioned in the new curriculum. Research on character strengths is part of the research of positive psychology and pedagogy. The strengths are originally based on ancient sources, among others the are tology of Aristotle. Researchers C. Peterson and M. Seligman have developed their own VIA philosophy, virtue and strength rating. This classification is also underlying in the character strength teaching. The material of my research was transcribed interviews. Seven teachers from three different schools were interviewed. The intervention included about six months' worth of material for teaching character strengths. As a research method I used discourse analysis. Teachers' speech emphasized the desire to know their students better, pausing and listening to a student. Their speech was very student centered. The teachers had adopted the message of positive pedagogy and character strength teaching. I found several discourses that I named as follows: the discourse of praise, the need for additional education, well-being, good interaction, the need to meet, and the discourses of doubt and challenges. According to my research the teachers felt that the intervention was a success and character strengths are an important area of basic education. As a conclusion I can say that teachers have the need for further training in order to have character strengths permanently as a part of their work. They need new ways of operating and thinking in order to survive in their profession.
  • Kääriä, Mira (Helsingfors universitet, 2017)
    Objectives. The objective of this study was to develop a Easy to Read Survey of character strengths to be used with intensive special education students. With this survey and interviews this study examined the beliefs concerning strengths that the intensive special needs youth had. Theoretically this study is based on positive psychology and the VIA-philosophy of character strengths. The research done in the field of character strengths education in the context of intensive special education has been scarce. Assessment tools of character strengths suitable for Finnish intensive special education students have not been available. Character strengths education is one way to approach teaching intensive special education students focusing on their strong areas instead of their weaknesses. With this approach the learning environment of these students can be modified to better notice the student's individual qualities. By doing this, we can take another small step towards an inclusive school and society. Methods. This study utilized a mixed methods approach, and both qualitative and quantitative research methods were used. The first phase of the study included the modification of the survey of character strengths to answer to the needs of intensive special education students. In the second phase of the study the Easy to Read character strengths survey was piloted in an intensive special needs class. Eight youth aged 12-14 years participated in the piloting and interviews. One special needs class teacher and three classroom assistants that worked with the students were also asked to evaluate the character strengths of the eight students. In the qualitative analysis, the interview data was analysed using a narrative approach, and different types of beliefs concerning strengths were sought from the interview narratives. In the quantitative analysis, the data describing the youth's character strengths that was collected from three different sources (the survey, the adults' evaluation and the students' self-evaluation) was compared. Finally, the result of the narrative analysis and the quantitative analysis were combined, when the narrative belief types connection to the coherence of the results of the survey and the conformity of the different evaluations was examined. Results and conclusions. The analysis of the narratives found three types of beliefs concerning strengths. These types differed in how the youth saw the meaning of the character strengths in their lives, and what kind of situations the students thought the strengths were needed in. The quantitative analysis found, that when the beliefs were more personal, the different evaluations of the students' strengths were more consistent. Overall, the result of the study showed, that the Easy to Read survey of character strengths identified some of the signature strengths of the intensive special education youth. However, the modified and shortened survey is not equal to the original VIA-survey in accuracy. Nevertheless, the results of this study show that the Easy to Read survey of character strengths is a useful tool in assessing the character strengths of intensive special education youth.
  • Salkola, Hannamari (Helsingin yliopisto, 2020)
    Objectives. My study examines whether boys of primary school age are familiar with their own character strengths, whether they use their own character strengths to support their learning and whether positive pedagogy strengthens the mindset and self-esteem of these boys, as is its goal. Positive pedagogy is currently a very popular pedagogical trend in Finland. It is also well discussed in the Finnish basic education curriculum, which considers it important to take well-being and the strengths of character into account. Teaching and pedagogy are being carried out to teach children, which is why I wanted to study children in my study and to highlight their perspective in relation to a positive pedagogical and whether positive pedagogy works. Methods. This study is a qualitative long-term study and has been conducted as a half-structured theme interview. In the study, I interviewed one-class students from a school in the capital region twice. The first-time boys were in 2nd grade and the second time they were in 4th grade. The first time I interviewed seven (n=7) boys and the second time interviewed all the boys from the class (n=16). As an analysis method, I used themes. The results and conclusions. According to the results of my research, positive pedagogy has taught boys to know their own character strengths and made their self-concepts and self-esteem strong. Boys feel character strengths as individual character strengths, but they do not feel character strengths in a broad sense. These boys think it's important to give positive feedback and they like it at school. Compassion became an important strength of character in boys' answers. Self-concepts and self-esteem are strong for boys, because boys thought of themselves positively, they think they do many things well, and they believe that they have a good future ahead of them.
  • Korppi-Tommola, Sini (Helsingin yliopisto, 2018)
    This master's thesis is a case study during Positive CV intervention in two ninth grades in Southern Finland. The purpose of this study is to find out what kind of thoughts ninth grade students have about positive education, dealing with character strengths, positive CV, and their own strengths. The material of my research was collected in September 2017 at the end of Positive CV intervention with focused interview from selected ninth grade students. I interviewed four ninth grade students from both schools. In total, eight ninth grade students participated in the study. The theoretical framework of the thesis familiarizes the concepts of positive psychology, positive education, character strengths, strengths-based education, and youth. In addition, the theoretical framework examines other earlier results of research and research interventions related to positive education and character strengths. The theoretical framework also introduces the link between strengths-based education and the national curriculum 2014. According to the results of the study, seven of the eight interviewed ninth grade students considered positive education classes positive. Seven of the eight ninth grade students said that dealing with character strengths is important for the future career and the career choice. Each of the interviewed ninth grade students felt happy when making Positive CV. Six of the eight students found that making Positive CV would be useful for other students as well. All the ninth grade students found their own character strengths and expressed their own strengths in a positive way in the interview. The results of this thesis are compatible with the results of earlier positive psychology interventions based on character strengths. That confirms the reliability of the thesis. As a conclusion, the classes of positive education, dealing with character strengths and Positive CV had more positive than negative effects on ninth grade students. It can also be concluded that positive education, dealing with character strengths and Positive CV would help ninth grade students especially with their career and career choices in the future, as well as in building up their own identity and positive self-image.
  • Junni, Tiina (Helsingin yliopisto, 2021)
    The purpose of this research was to find out the experiences of pre-school teachers in the use of digital service related to positive pedagogy in pre-school education. The theoretical framework of the study consisted of description of pre-school education and positive pedagogy. In addition, it examined what similarities can be found in the contents of the pre-school education curriculum and positive pedagogy. Character strengths and strength pedagogy, as well as positive feedback, were presented as more specific concepts. The framework was further specified by defining the concepts of well-being, pedagogical documentation, and digital services. The research is a qualitative interview survey based on phenomenological analysis. The interviews were executed as individual interviews remotely using Microsoft Teams. A total of three early childhood education teachers were interviewed. Interviewees participated in the City of Espoo Early Childhood Education and Positive Learning Oy joint development project. Among other things, the project aimed to teach children strengths in character through a digital service, as well as help them identify them. According to the research results, the teachers had mainly positive experiences to Huomaa hyvä! tool in pre-school education. They thought it worked well in supporting children's identification of strengths. Teachers themselves felt that they had learned to identify children's strengths differently than before and understood that something in children's activities that they had previously experienced as negative could be the child's strength in the right situation. In addition, they found that when they set a goal for some strength, it increased significantly in the group. According to the teachers, the tool also worked well as a tool for positive feedback. They felt that the positive feedback encouraged the children to reflect on their own strengths and thus they also learned to recognize them. According to teachers Huomaa hyvä! the tool served well as a tool for pedagogical documentation. They felt it was important to be able to return to the moments of success they experienced later and deal with them together with the children. The tool also supported their work and various pre-teaching processes such as action planning, implementation and evaluation. They felt that the introduction of the digital service affected their way of working as a whole.
  • Kainulainen, Erika (Helsingin yliopisto, 2020)
    Abstract The topic of this study is strength of character education applied to pre-school education. The purpose of this study was to examine, did understanding of the concepts perseverance, self-regulation and compassion increased during strength of character education intervention. Analysis and interpretation sought to clarify, whether these character strength concepts can be used as a tool in preschool everyday life. For example, the abstractness of character strength words, subjects young age and poor Finnish language skills can pose challenges to the use of character strength words. There were several Finnish speakers who spoke a second language and children with special developmental and learning characteristics. Children's age also influences linguistic development, the construction and understanding of concepts. Character strengths are based on positive psychology. Positive pedagogy is the application of positive psychology in practice. The goal is individual and meaningful teaching that supports the holistic development, personality and happiness of the individual. Character strengths are among many other qualities and abilities that have a positive impact on learning. They can be taught and learned just like any other skill. Studies show that positive psychology increases well-being and happiness. Most strength research, such as identifying strengths and influencing strengths on happiness and success, focuses on adults. In the work of fostering learning and well-being in kindergarten and school, the examination of strengths and resources are now limited. There is a clear need for positive education and pedagogy, but the debate about strengths, and especially the conscious and systematic teaching of these concepts, has been little. This study was conducted (executed) as a qualitative action study. The baseline for the three-week intervention was Uusitalo-Malmivaara´s and Vuorinen´s (2016) research and Huomaa hyvä! character strength teaching material, which they have developed for a Finnish school. The strength of character education intervention was used to test the teachability of Huomaa hyvä! character strengths in pre-school education. Efforts were made also to change the culture of the preschool group into a philosophy of positive pedagogy. The data was collected by interviewing six 6-year-old children. The research material collected in the semi-structured interview was analyzed by means of theory-based content analysis. The results showed that the understanding of each subject increased with each of the three concepts during the character education intervention, regardless of language and cultural background or learning challenges. The amount and quality of definitions and examples given by children vary to some extent. In practice, children learn to recognize strengths so well that they can be used as a tool in everyday life in preschool and systematically practiced. They identified strengths more in their everyday lives outside of preschool after the intervention. Thus, they were able to apply the new knowledge they learned in the preschool to different contexts in practice which indicates that understanding learning has happened. The concept of compassion was best adopted by children and self-regulation was the most challenging to adopt. Authentic learning environments and hands-on exercises positively influenced on learning.
  • Palosaari, Lotta (Helsingin yliopisto, 2019)
    Objectives. The purpose of this study was to look at the character strength vocabulary in three young people’s speech during the workshop period. The study aimed to examine what kind of future planning ideas were given by the young people when they identified their strengths. The basis of the study is the ideology of positive psychology and character strength -based teaching. Previous studies have shown that by recognizing strengths, one can increase self-esteem and positive image of a young person. Especially with students with special needs, it is important to encourage them to look themselves from the point of view of strength rather than focusing on weaknesses. After basic education, a young person in transition period needs information about his or her own strengths in order to make choices about upper secondary school. Methods. This study was a qualitative case study. The cases examined were three young people of high school age. The data was collected by observing and filming the workshops as well as interviewing youngsters in workshops. The data was analysed by thematic analysis and Atlas.ti program. Results and conclusions. The character strength vocabulary increased during the workshop period for all the young. Both peers and adults played an important role in familiarizing the young with the strength language. The instructors verbalized the strengths of the young. Peers pointed out the strengths they noticed. You could identify future planning in the speech of all young. These plans echoed also language of character strengths. The young could identify their strengths and link their strengths to their dream job. Familiarizing young people with the vocabulary of character strengths, can help them to look at themselves from a different perspective during the transition period. In the transition period the young needs support in identifying and verbalizing their own abilities, strengths and interests in order to develop a positive self-perception and high self-esteem.
  • Lammela, Iida-Lotta (Helsingin yliopisto, 2020)
    The purpose of this study was to describe the sixth-grade students' perceptions of strengths. The importance of strengths, as well as more broadly positive pedagogy, has recently been emphasized, and various projects have sought to address the curriculum gap in how the subject is concretely addressed in the classroom. This study is interested in what kinds of aspects the students themselves think are important and want to highlight in the strength debate. The material of this study consisted of video interviews conducted by students and questionnaires completed in preparation for them. The interviews followed the principles of peer interviewing and the students interviewed each other without the presence of a researcher. Questionnaires were completed individually. The material were produced by six sixth grades in the Helsinki metropolitan area. The survey included 85 questionnaires and 38 videos. The material was analyzed using material-based content analysis. The results showed a diverse set of individual perceptions of strengths and strength teaching. Students' perceptions were classified into categories based on their content. The largest category was the hobby and school world as a context for strengths. In the answers of this category, the pupils saw their strengths primarily as a competence in school subjects. Alongside this category, many students also mentioned the strengths learned in the project. The material was invariably very positive about strengths and studying them at school. In conclusion, it is challenging for some students to extend their strength thinking beyond the school world, with strength teaching and such research taking place in such a close school context. As a whole, students were able to reflect on the topic of strength analytically and in depth, and to justify their views and the meanings they gave to strength teaching. The attitudes and diverse perspectives of the students who participated in the study show that it is also fruitful to give voice to the students, the target group for strength projects, and to explore the strength theme in different contexts. It is also important that the societal debate also has a many-sided research-based perspective.
  • Ala-Luopa, Laura (Helsingin yliopisto, 2020)
    The school world has long focused on the problem-based assessment of students. When the focus is on the pupil's deficiencies and areas for improvement, the aspects that should be valued and praised may be left behind. Positive education is a pedagogical application based on positive psychology that focuses on enhancing the well-being and learning of students. The focus is on the student's strengths and successes rather than weaknesses. In recent years, the emphasis on positive education has also increased in Finnish schools. Research has typically focused on measuring the effectiveness of methods and developing well-being measures in the form of intervention or action research. Since teachers' perceptions of positive education have not been studied much, this study aims to chart how positive education has been carried out in the ordinary Finnish classroom environment. The research was carried out by using qualitative research methods. Six classroom teachers that were interested in and using positive education were interviewed about their perceptions and experiences of positive education. The interviews were conducted with a semi-structured theme interview and analyzed by theme analysis. According to the results of this study, teachers perceived positive education as character strengths and their further development, positive perception and positive feedback. Teachers shared their thoughts and experiences of teaching positive education from the point of view of their desires, benefits, hands-on teaching, attitudes, recommendations, distribution and applicability. Based on the positive experiences of teachers, positive education can be taught in school as separate lessons or as embedded into other lessons. The study suggests that positive education could be implemented more widely in schools, as it could be a potential way to increase the well-being of the whole school community.