The purpose of this master’s thesis is to find out which factors do classroom teachers, who have graduated from the University of Helsinki, perceive as significant factors causing work stress. In addition, it is investigated which background variables (e.g., factors related to teacher, teaching and work environment) are related to work stress. The aim is also to find out which methods class teachers have to support their coping at work. This thesis was carried out as a mixed methods research. The quantitative data was obtained through a questionnaire, which was responded by 59 class teachers who have graduated from the University of Helsinki. The data was statistically analysed using IBM SPSS. The analytical methods used were factor analysis, correlation analysis, t-tests and cross-tabulation. The quantitative results guided the development of the frame for the interview, and based on them, 4 respondents were selected for interview. The qualitative data was obtained through thematic interviews. The data was analysed by means of content analysis. The most significant factors causing work stress in a class teacher’s work are students interfering with classroom interaction, supporting special education students, responsibility for student learning, heavy workload, externally determined factors related to the development of teaching as well as some factors related to the work environment and general nature of the work. Low satisfaction with teacher training, low support from teacher colleagues, working in Greater Helsinki and teaching planning as an ability gained from studies are background variables which are related class teachers’ work stress. Problem-focused coping methods used by class teachers were managing working time, taking one’s own coping into account in planning teaching, precise practices and building good relationships with guardians and filtering media. Emotion-focused coping methods used by class teachers were leisure and healthy lifestyles, strengthening the working atmosphere, occupational well-being factors, distancing oneself and regulating emotions. In addition to this, coping methods focused on both problem and emotion, were the support of colleagues, the support of school administration, foremanship and self-awareness.

This study examined whether chronic illness associates with depression and psychosocial resources, including coping styles, locus of control and social support, among young adults. Additionally, the role of psychosocial resources in the association of chronic illness and depression was explored. The cross-sectional data used in this study were drawn from the latest follow-up phase of a Finnish cohort study. At the time of this follow-up in 1999 subjects were aged 32 years. For the analyses two groups were constructed: (1) a chronic illness group (n=257) consisting of participants reporting at least one chronic somatic illness (e.g. diabetes, asthma, migraine) and (2) a healthy control group (n=664) consisting of participants without any long-term somatic illness. Depressive symptoms were measured using a Finnish modification of the short 13-item Beck Depression Inventory. The checklist of coping dispositions were factor-analysed and the four factors were interpreted as: 1) cognitive-focused coping, and 2) emotion-focused coping, 3) seeking social support, and 4) active problem-solving. Measures of social support covered social integration (married/cohabiting, the size of social networks) and perceived social support (availability of and satisfaction with support). The results showed that the chronically ill males were more depressed than healthy males. They also used more emotion-focused coping, had more external locus of control and were less often married or cohabiting than healthy males. The association between chronic illness and depression among males attenuated when the effects of emotion-focused coping disposition and locus of control were taken into account, indicating a possible mediational role of these resources. Among females no differences were found in depression or psychosocial resources between the chronically ill and healthy controls. Only a few buffering effects of psychosocial resources emerged: an active problem-solving coping disposition among the chronically ill males and perceived social support among the chronically ill females seemed to act as buffers against depression. The results indicated a significant gender disparity in the association between chronic illness and depression among young adults: males, but not females, report more symptoms of depression when affected by chronic illness. Psychosocial resources may play an important role in explaining the chronic illness - depression association, and especially in understanding any gender differentials in this relationship. With regard to prevention, chronically ill young adult males should be recognized as a risk group for depression that would probably benefit from guidance in learning more active coping skills and maintaining a sense of personal control in facing chronic physical illness.

In Helsinki Medical school, half of the students experience lot of stress during their studies. Earlier inter-national research shows that university students wellbeing can be improved with practicing mindfulness skills, but in Finland there are fewer studies in this topic. Research on mindfulness trainings effects on different study programs, age-groups and genders are also missing. The aim of this study was to find out, if practicing mindfulness is linked to better wellbeing in university students in Helsinki Medical school. Other aim was to find out and there some effect concerning study program, gender, age, the amount of mindfulness training or earlier mindfulness background. The study was randomized controlled trial research with intervention- (N=52) and control group (N=35). Intervention group practiced mindfulness skills on different methods and control group had sup-port as usual from the university. The measures were gathered with online questionnaire in the in the baseline and at the end of the study (5-8weeks). T-test was used to analyze changes between baseline and finish measurements. Repeated ANOVA was used to measure intervention effect. The overall wellbeing in the intervention group did not change during the intervention. Whereas in control groups wellbeing decreased statistically significantly in almost every variable. It is possible, that mindfulness training helps to prevent increase of stress levels. There was seen decrease in subjective wellbeing in both groups, but in the intervention group the decrease was significantly less (p= 0.03, η2 =.053). The intervention effect size (η2) was small. In intervention group there was a significant differ-ence between medical and dentistry students and psychology and logopedics student’s subjective wellbe-ing (p=0.037, η2=.084). There was a moderate intervention effect (η2). Medical and dentistry students experienced more effect from the intervention. Due to small amount of the study subjects, results are di-rectional. The results support the earlier findings where mindfulness has effect on wellbeing. Methods based on mindfulness training should be studied more to find out cost effective and preventive ways to support medical student’s wellbeing. More research is also needed to find out the best methods for different genders, age groups and students from different study programs.