Browsing by Subject "Toiminnanohjaus"

Tässä tutkimuksessa pyrin selvittämään millaisena maaseutu ja kaupunki fyysisinä kasvuympäristöinä näyttäytyvät lapsen toiminnanohjauksen näkökulmasta. Toiminnanohjauksessa tarkastelen tarkkaavaisuutta, työmuistia ja käyttäytymisen säätelyä. Tarkasteltaessa aiempaa tietoa ja tutkimusta maaseutu näyttäytyi otollisena ympäristönä lapsen toiminnanohjauksen kannalta. Fyysisen kasvuympäristön vaikutusta lapsen toiminnanohjaukselle on tutkittu vähemmän, joka loi oivan väylän tarkastella toiminnanohjausta maaseutu- ja kaupunkiympäristössä. Tutkimuksen avulla pyritään antamaan tietoa, millaisia vaikutuksia fyysisellä kasvuympäristöllä on lapsen toiminnanohjaukselle näillä kolmella osa-alueella. Toteutin tutkimuksen kirjallisuuskatsauksena kooten yhteen aiempia tutkimuksia aiheesta. Aineistoa keräsin maaseutua, kaupunkia, kyläkouluja sekä kaupunkikouluja käsittelevästä kirjallisuudesta, tutkielmista, artikkeleista ja netissä tehdyistä julkaisuista. Aineiston analysoinnissa hyödynsin sisällönanalyysiä, jonka avulla kokosin aineiston olennaisimmat asiat tarkasteltaviksi. Maaseutu kasvuympäristönä näyttäytyi turvallisena, ärsykkeiltään vähäiseltä ja tarjoavan mahdollisuuksia omaan tutkimiseen. Näiden nähtiin olevan olennaisena asemassa tarkasteltaessa toiminnanohjausta. Puolestaan kaupunkiympäristö tarjosi toiminnanohjauksen kannalta erilaisia asioita. Kaupungissa vallitsevan kilpailun ja siellä liikkumisen nähtiin kehittävän toiminnanohjauksen taitoja. Voidaan siis todeta, että kummastakin ympäristöstä löytyi toiminnanohjauksen kannalta oleellisia asioita. Tutkimuksen yleistettävyydessä ja soveltamisessa tulee kuitenkin muistaa, että tutkimuksen aineistossa on tarkasteltu Suomalaisia kyliä ja kaupunkeja.

Objectives. This study explored the development of children's executive function skills in groups with a Pieni Oppiva Mieli Intervention (MindUp ™). The study is part of Helsinki Uni-versity's Pieni Oppiva Mieli project, which implements a program based on mental control and childrens' practice in early childhood education and pre-school education. The key objectives of the study were to improve social skills, improve self-knowledge and self-regulation, improve skills in academic skills and business management, and increase positive and optimistic skills. The study wanted to find out how children's executive function and attentiveness skills devel-oped in groups where the Pieni Oppiva Mieli Intervention was consistently and committedly used. In addition, the study looked at the development of executive functions and attentiveness and the effects of intervention between different sexes. Methods. The material was collected during autumn 2016 and spring 2017, with three day care centers in Espoo and Vantaa. Of these three day care centers, all adults participated in MindUp training and at the same time POM. There were 16 study groups, n = 255 children (2-7 years) and 54 professionals (vo, veo, vlh). In connection with the project, the educational staff as well as the parents of the children in the sample completed the PikkuKESKY concentration survey for children aged 5-6 and Esikoulu- KTA forms, the latter of which describes the child's skills and strengths. In September-October 2016, initial measurements were carried out by education-al staff. After that, the groups accomplished Pieni Oppiva Mieli program, which included a calming moment three times a day. Final measurements were carried out in May-June 2017. In this study, all the sections of the PikkuKESKY questionnaire and the selected sections for the Esikoulu- KTA form were subjected to the Cronbach alfa test. The consistency of the meter proved to be strong for both entities (α> .70), meaning that the meter itself can be considered to be consistent. The T-test of dependent samples (SPSS 24) was used to analyze the data. In addi-tion, when examining gender differences, the material was subjected to one-way ANOVA with repeated measures. Results and conclusions. Earlier studies have found that a program to strengthen children's socio-emotional skills, with elements of sedation and science skills, has supported children's pro-social skills, stress-regulating skills, increased children's learning, and contributed positively to the development of children's executive function skills. During the research, part of the executive function skills -initiative, -design and -implementation and emotional regulation have developed. Motor restlessness has decreased during intervention. In addition, the different dimensions of attentiveness have evolved. When studying the impact of age, it is noticed that the mere development of time does not explain the results of the study, but the intervention can be seen to have contributed positively to the development of child resource planning and awareness skills.

Objectives: Research has shown that cognitive deficits are a significant part of schizophrenia. Patients with schizophrenia show poorer performance in multiple areas of cognition such as memory functions, processing speed and executive functions. This review focuses to examine the range of specific executive function deficits in first-episode schizophrenia and how these deficits change during 1-3 year follow up period. Furthermore, the review focuses on viewing whether executive functioning is related to clinical profile, clinical outcome or functional outcome. Methods: The research was executed as a literature review. Search of literature was focused to executive functioning in adult first-episode schizophrenia. The following keywords were used in google scholar and Helka finna databases: ”first episode schizophrenia”, ”schizophrenia” combined with keywords ”executive functions”, ”cognitive functions” and ”cognitive deficits”. Keyword “outcome” was combined with the previous when searching for outcome articles. Some of the articles used were found from other research articles and they were included in the review if they met the same inclusion criteria. Results and conclusions: First-episode schizophrenics showed broad executive function deficits in multiple specific areas of function. Problems were systematically seen in working memory, cognitive flexibility, fluency, inhibition and planning. In addition, there were conflicting results about attention allocation and initiation. Executive deficits did not seem to change drastically during a 1-3 year follow up period, but cognitive flexibility skills were assessed to improve in multiple studies. Moreover, research shows that negative and disorganization symptoms relate to executive dysfunction. Several studies considering relation between executive function and outcome show that there is a link between executive functioning and functional outcome. Studies considering clinical outcome were conflicted and certain conclusions cannot yet be drawn. However, it seems that planning abilities might be related to clinical outcome but there is a need for further study.