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[{"key": "dc.contributor.advisor", "value": "Laukkanen, Arto", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Ojanen, Elise", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Vainikka, Heidi", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2022-03-25T10:21:44Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2022-03-25T10:21:44Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2022", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/80372", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Suomalaisnuorten hyvinvointi on heikentynyt viime vuosina (THL 2021b). Lis\u00e4ksi kev\u00e4\u00e4ll\u00e4 2020 alkanut koronaviruspandemia on aiheuttanut edelleen huolta nuorten hyvinvoinnista ja jaksamisesta (Wennberg ym. 2020; Kauppinen ym. 2021). T\u00e4ss\u00e4 tutkimuksessa tarkasteltiin Hyvinvointia lukioon -kehitt\u00e4mishankkeen toteuttamista kolmessa eri lukiossa. Tarkoituksena oli selvitt\u00e4\u00e4 hyvinvointitutoreiden eli Hyvinvointitutor-koulutuksen saaneiden lukiolaisten ja lukioiden vastuuopettajien kokemuksia ja ajatuksia hyvinvointitutortoiminnasta ja toiminnan onnistumisista sek\u00e4 esteist\u00e4 lukuvuonna 2020\u20132021. Lis\u00e4ksi kysyttiin tutkittavien ajatukset tutortoiminnan jatkumisesta tulevaisuudessa. Hyvinvointia lukioon -kehitt\u00e4mishanke toimii vuosina 2019\u20132021, ja hankkeen tavoitteena on edist\u00e4\u00e4 opiskelijoiden taitoja huolehtia omasta jaksamisestaan muun muassa riitt\u00e4v\u00e4n unen, liikunnan ja mielen hyvinvoinnin avulla.\nTutkimusaineisto ker\u00e4ttiin puolistrukturoidulla haastattelulla kev\u00e4\u00e4ll\u00e4 2021. Haastatteluihin osallistui seitsem\u00e4n tutoria ja kolme vastuuopettajaa. Tutorhaastattelut toteutettiin kolmena ryhm\u00e4haastatteluna, sill\u00e4 tutorit olivat toteuttaneet toimintaa oppilaitoksissa ryhm\u00e4n\u00e4, jolloin he jakoivat samoja ajatuksia toiminnan toteutuksesta. Vastuuopettajat haastateltiin yksil\u00f6haastatteluin. Aineiston analyysi toteutettiin aineistol\u00e4ht\u00f6isell\u00e4 sis\u00e4ll\u00f6nanalyysill\u00e4, ja yhten\u00e4 luokittelun apuv\u00e4lineen\u00e4 hy\u00f6dynnettiin SWOT-analyysia kuvaamaan hyvinvointitutortoiminnan vahvuuksia, heikkouksia, mahdollisuuksia ja uhkia.\nTuloksissa ilmeni, ett\u00e4 hyvinvointitutorit olivat suunnitelleet tai toteuttaneet jokaisessa lukiossa hyvinvointia tukevia toimenpiteit\u00e4, kuten rentoutushetki\u00e4 ja yhteis\u00f6llisi\u00e4 tapahtumia. Kuitenkin koronaviruspandemia aiheutti sen, ett\u00e4 vain osa toimenpiteist\u00e4 oli otettu k\u00e4ytt\u00f6\u00f6n. Toimenpiteiden keskeisi\u00e4 tavoitteita olivat esimerkiksi unen ja levon merkityksen tiedostaminen sek\u00e4 yhteis\u00f6llisyyden lis\u00e4\u00e4minen. Hyvinvointitutortoiminnan vahvuuksiksi nousi esille vuoropuhelun lis\u00e4\u00e4minen henkil\u00f6kunnan kesken ja opiskelijoiden sek\u00e4 opettajien v\u00e4lill\u00e4. Tutortoiminnan heikkoutena haastateltavat kokivat t\u00e4m\u00e4nhetkisen toiminnan rajallisuuden, kuten v\u00e4h\u00e4isen n\u00e4kyvyyden, ajan puutteen sek\u00e4 henkil\u00f6kunnan vaihtuvuuden. Hyvinvointitutortoiminnan mahdollisuutena n\u00e4htiin konkreettiset toimenpiteet, kuten tapahtumien j\u00e4rjest\u00e4minen sek\u00e4 hyvinvointiin liittyv\u00e4t neuvot ja apuv\u00e4lineet. Lis\u00e4ksi yhteis\u00f6llisyyden lis\u00e4\u00e4minen korostuivat haastatteluissa toiminnan mahdollisuutena. Lopuksi haastateltavat kokivat uhkatekij\u00f6iksi resurssien puutteen ja erityisesti ajank\u00e4yt\u00f6n. Jotta hyvinvoinnin edist\u00e4minen vertaistoiminnan avulla olisi jatkossakin mahdollista, vaatii se henkil\u00f6kunnalta parempaa sitoutuneisuutta sek\u00e4 resursointia. Tutkimus antoi kuitenkin viitteit\u00e4 siit\u00e4, ett\u00e4 hyvinvointitutortoiminnalla voidaan edist\u00e4\u00e4 lukiolaisten hyvinvointia ja oppilaitoksen hyv\u00e4\u00e4 ilmapiiri\u00e4.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Wellbeing of Finnish adolescents has deteriorated (THL 2021b), and the coronavirus pandemic has even continued to cause concerns of young people's wellbeing (Wennberg et al. 2020; Kauppinen et al. 2021). This study examined the implementation of the Wellbeing tutor -pilot project in three different upper secondary schools in Finland. The aim was to study the experiences and thoughts of wellbeing tutors and their teachers, and gain knowledge about the strengths and weaknesses of the tutoring. In addition, we were interested in the ideas of the participants, how they see the wellbeing tutoring would continue in the future. The Wellbeing tutor -pilot project in upper secondary schools will operate between 2019-2021, and the aim of the project is to promote students' coping skills to take care of their own adequate sleep, physical activity and mental wellbeing.\nThe research data was collected with a semi-structured interview in spring 2021. Seven tutors and three teachers took part in the interviews. Tutor interviews were conducted as three group interviews and teachers were interviewed individually. The analysis of the data was carried out using data-based content analysis. SWOT-analysis was used as one of the tools for classification to describe the strengths, weaknesses, opportunities, and threats of the project.\nThe results showed that in every school tutors have planned or implemented some actions for wellbeing. However, the coronavirus pandemic caused some of the actions to still be in progress and some could not be taken in action. The actions highlighted the importance of sleep and rest and the need to increase community. In the interviews the wellbeing tutors mentioned that the dialogues between students and teachers have increased and the events that have been taken in action have been popular. As a weakness, the interviewees experienced the low visibility of the project, lack of time and staff turnover. The future of the project was examined through opportunities and threats. Concrete actions, such as events and advices about wellbeing were seen as opportunities in the future. In addition, the increase of dialogue and community were highlighted as an opportunity. The lack of resources and time were seen as a weakness. However, the study suggested that wellbeing tutoring has positive impact on atmosphere and wellbeing in upper secondary schools.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2022-03-25T10:21:44Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2022-03-25T10:21:44Z (GMT). No. of bitstreams: 0\n Previous issue date: 2022", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "69", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "hyvinvointitutorit", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Hyvinvointia lukioon : hyvinvointitutoreiden ja vastuuopettajien kokemuksia Hyvinvointia lukioon -kehitt\u00e4mishankkeesta", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-202203252058", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Liikuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Liikunta- ja terveystieteet", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Liikuntapedagogiikka", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Physical Education Teacher Education", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": "", "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "502", "language": "", "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "hyvinvointi", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "opiskelijat", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "lukio", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}]
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