315 research outputs found
Ammatilliseen kuntoutukseen ohjaaminen Rikosseuraamuslaitoksessa : Seuraamustaan suorittavien ammatilliseen kuntoutukseen ohjaaminen vankiloissa ja yhdyskuntaseuraamustoimistoissa
Ammatilliseen kuntoutukseen ohjausprosessin kehittĂ€minen vankien työllistymisen edistĂ€miseksi -hankkeessa (AKO-hanke), kehitettiin ammatilliseen kuntoutukseen ohjautumisen mallia rikosseuraamuslaitoksessa. Hanke toteutettiin 1.2.2020â30.6.2022. Ohjauksen toimintamalli kehitettiin siten, ettĂ€ sitĂ€ voidaan hyödyntÀÀ sekĂ€ vankiloissa ettĂ€ yhdyskuntaseuraamustoimistoissa. Hanke toteutettiin yhteistyössĂ€ Rikosseuraamuslaitoksen ItĂ€- ja Pohjois-Suomen rikosseuraamusalueen kanssa. Hankkeeseen osallistuivat Sulkavan, Sukevan ja JyvĂ€skylĂ€n (aiemmin Laukaa) vankilat sekĂ€ Mikkelin ja JyvĂ€skylĂ€n yhdyskuntaseuraamustoimistot.
Seuraamustaan suorittavien työllistymisen edistÀminen edesauttaa rikoksettoman elÀmÀntavan omaksumista ja integroi seuraamustaan suorittavia yhteiskuntaan. AKO-hanke kartoitti rikosseuraamuslaitoksen henkilöstön osaamistarpeita ammatillisen kuntoutuksen ohjautumisen nÀkökulmasta ja kehitti rikosseuraamuslaitoksen työntekijöiden osaamista Kelan ammatillisen kuntoutuksen jÀrjestelmÀstÀ ja ohjaamisesta sekÀ työ- ja toimintakyvyn arvioinnista sÀhköisellÀ työalustalla, workshop-työskentelyillÀ ja valmennuksilla. AKO-hanke kehitti ja pilotoi yhteistyössÀ osallistuvien vankiloiden ja yhdyskuntaseuraamustoimistojen kanssa toimintamallin ammatilliseen kuntoutukseen ohjautumisen malliksi. Toteutuneita toimenpiteitÀ arvioitiin.
AKO-hankkeen perusteella ammatilliseen kuntoutukseen ohjautuminen on mahdollista jo seuraamusaikana. Sen edellytyksenÀ on henkilöstön osaaminen ammatillisesta kuntoutuksesta, sujuvat palvelupolut sekÀ riittÀvÀt palvelut (ml. vankiterveydenhuolto). Ammatillisen kuntoutuksen prosessit saattavat keskeytyÀ. SyynÀ tÀhÀn voi olla esimerkiksi seuraamustaan suorittavan motivaation katoaminen, pÀihdeongelman vaikeutuminen tai se, ettei rangaistusajan jÀlkeiset palvelut vastaa palvelutarpeeseen. Asunnottomuus ja siitÀ johtuva elÀmÀntilanteen epÀvakaus hankaloittaa merkittÀvÀsti ammatillisen kuntoutuksen prosessia. Etenkin nuorten ammatillinen kuntoutus, esimerkiksi NUOTTI-valmennus, osoittautui hyvÀksi mahdollisuudeksi seuraamustaan suorittavalle.nonPeerReviewedVertaisarvioimato
Leisure time physical activity in a 22-year follow-up among Finnish adults
BACKGROUND: The aim of this study was to explore long-term predictors of leisure time physical activity in the general population. METHODS: This study comprised 718 men and women who participated in the national Mini-Finland Health Survey from 1978â1980 and were re-examined in 2001. Participants were aged 30â80 at baseline. Measurements included interviews, health examinations, and self-administered questionnaires, with information on socioeconomic position, occupational and leisure time physical activity, physical fitness, body mass index, smoking, alcohol consumption, and physical functional capacity. Analyses included persons who were working and had no limitations in functional capacity at baseline. RESULTS: The strongest predictor of being physically active at the follow-up was participation in physical activity at baseline, with an OR 13.82 (95%CI 5.50-34.70) for 3 or more types of regular activity, OR 2.33 (95%CI 1.22-4.47) for 1â2 types of regular activity, and OR 3.26 (95%CI 2.07-5.15) for irregular activity, as compared to no activity. Other determinants for being physically active were moving upwards in occupational status, a high level of baseline occupational physical activity and remaining healthy weight during the follow-up. CONCLUSIONS: To prevent physical inactivity among older adults, it is important to promote physical activity already in young adulthood and in middle age and to emphasize the importance of participating in many types of physical activity
Infant Motor Development Predicts Sports Participation at Age 14 Years: Northern Finland Birth Cohort of 1966
Motor proficiency is positively associated with physical activity levels. The aim of this study is to investigate associations between the timing of infant motor development and subsequent sports participation during adolescence.Prospective observational study. The study population consisted of 9,009 individuals from the Northern Finland Birth Cohort 1966. Motor development was assessed by parental report at age 1 year, using age at walking with support and age at standing unaided. At follow up aged 14 years, data were collected on the school grade awarded for physical education (PE). Self report was used to collect information on the frequency of sports participation and number of different sports reported.Earlier infant motor development was associated with improved school PE grade, for age at walking supported (p<0.001) and standing unaided (p = <0.001). Earlier infant motor development, in terms of age at walking supported, was positively associated with the number of different sports reported (p = 0.003) and with a greater frequency of sports participation (p = 0.043). These associations were independent of gestational age and birth weight, as well as father's social class and body mass index at age 14 years.Earlier infant motor development may predict higher levels of physical activity as indicated by higher school PE grade, participation in a greater number of different types of sports and increased frequency of sports participation. Identification of young children with slower motor development may allow early targeted interventions to improve motor skills and thereby increase physical activity in later life
Prenatal determinants of physical activity and cardiorespiratory fitness in adolescence - Northern Finland Birth Cohort 1986 study
Background: Lower levels of physical activity and cardiorespiratory fitness are key risk factors of chronic adult diseases. Physical activity and cardiorespiratory fitness are predicted by birth weight, but the underlying parental and pregnancy-related factors remain largely unknown. We examined how prenatal determinants are associated with physical activity and cardiorespiratory fitness in adolescence. Methods: Of the 16-year-old members of the population-based Northern Finland Birth Cohort 1986 (NFBC 1986), 6682 singletons with no major physical disability reported their amount of physical activity outside school hours, and 4706 completed a submaximal cycle ergometer test assessing cardiorespiratory fitness. Physical activity was expressed as metabolic equivalent hours per week (METh/week) and cardiorespiratory fitness as peak oxygen uptake (ml center dot kg(-1)center dot min(-1)). Prenatal determinants included birth weight, length of gestation, mother's and father's body mass index (BMI), maternal gestational diabetes mellitus (GDM), and maternal hypertension and smoking during pregnancy. Data were analyzed by multiple linear regression. Results: A higher birth weight and longer length of gestation predicted lower levels of physical activity and cardiorespiratory fitness at 16 years, although the association between length of gestation and physical activity was inverse U-shaped. Mother's or father's overweight or obesity before pregnancy were associated with lower levels of their offspring's physical activity and fitness in adolescence. Adjusting for maternal pregnancy disorders and the adolescent's own BMI attenuated the associations with the mother's but not the father's overweight/obesity. Furthermore, maternal GDM predicted lower cardiorespiratory fitness. Conclusions: A high birth weight and parental overweight/obesity are associated with lower levels of both physical activity and cardiorespiratory fitness in adolescence, while maternal GDM and longer length of gestation are associated with lower cardiorespiratory fitness. Both long and short lengths of gestation predict low physical activity.Peer reviewe
Using physical education to promote out-of school physical activity in lower secondary school students â a randomized controlled trial protocol
Background Given the documented decline in levels of physical activity in early adolescence, promoting physical activity in young people is a priority for health promotion. School physical education (PE) is an important existing network in which participation in physical activity beyond school can be promoted to the captive young people. The objective of current article is to present the protocol for a PE teacher-delivered theory-based trial to promote secondary school studentsâ participation in physical activity out-of-school contexts. The intervention will be guided by the trans-contextual model explaining the processes by which PE teachersâ support for autonomous motivation in the classroom promotes studentsâ motivation to engage in out-of-school physical activity. We hypothesize that school students receiving the teacher-delivered intervention to promote autonomous motivation toward physical activity will exhibit greater participation in physical activities outside of school, relative to students receiving a control intervention. Methods The trial will adopt a waitlist-control design with cluster-randomization by school. PE teachers assigned to the intervention condition will receive a two-week, 12-h training program comprising basic information on how to promote out-of-school physical activity and theory-based training on strategies to promote studentsâ autonomous motivation toward physical activity. Teachers assigned to the waitlist control condition will receive an alternative training on how to monitor physical functional capacity in children with special needs. PE teachers (nâ=â29) from eleven schools will apply the intervention program to students (nâ=â502) in PE classes for one month. Physical activity participation, the primary outcome variable, and psychological mediators from the trans-contextual model will be measured at pre-trial, post-trial, and at one-, three- and six-months post-trial. We will also assess teachersâ autonomy-supportive techniques and behaviours by observation. Discussion The study will make a unique contribution to the literature by testing a theory-based intervention delivered by PE teachers to promote school studentsâ participation in out-of-school physical activity. Information will be useful for educators, community stakeholders and policy makers interested in developing programs to promote studentsâ out-of-school physical activity.Peer reviewe
Rapatti - Ratkaisuja pattitilanteisiin : Ohjaajan kirja
Elintapoihin vaikuttaminen on haasteellista etenkin silloin, kun kyseessĂ€ ovat asiakkaat, joilla ei ole vielĂ€ ongelmakĂ€yttĂ€ytymiseen liittyviĂ€ sairauksia ja jotka eivĂ€t vĂ€lttĂ€mĂ€ttĂ€ halua sitoutua pitkĂ€kestoisiin ryhmiin. RaPatti â ratkaisuja pattitilanteisiin -ryhmĂ€ohjausmallista on tĂ€hĂ€n apua. RyhmĂ€ohjausmallia voidaan kĂ€yttÀÀ tietojen anto-, neuvonta- ja ohjaustilanteissa. RyhmĂ€ohjauksessa osallistujat saavat tukea vertaisiltaan, mikĂ€ saattaa olla tĂ€rkeÀÀ kĂ€yttĂ€ytymistottumusten muuttamisen kannalta. RyhmĂ€ohjausmalli haastaa ryhmĂ€lĂ€iset toimimaan itse.
MeidÀn ryhmÀohjausmenetelmÀn laatijoiden yhtenÀ keskeisenÀ ajatuksenamme on ollut, ettÀ työtÀÀn kehittÀmÀllÀ jokainen voi edistÀÀ omaa työkykyÀÀn ja -hyvinvointiaan. Työn tuloksellisuuden lisÀksi työn tekemisen tulee mielestÀmme olla kivaa ja tarjota onnistumisen kokemuksia. Puhtia tulisi olla jÀljellÀ vielÀ työpÀivÀn pÀÀttyessÀkin, jotta ihminen jaksaisi panostaa omiin ihmissuhteisiinsa ja harrastuksiinsa.
RyhmÀohjausmallin lÀhtökohtana ovat olleet erityisesti Pohjois-Suomessa vuonna 1966 syntyneiden seurantatutkimuksen tulokset, joiden mukaan nuorten aikuisten työssÀ jaksamiseen ja työhyvinvointiin liittyvÀt aktiivinen stressinhallinta, optimistinen asenne tulevaisuuteen, tuen saaminen lÀhi-ihmisiltÀ ja terveelliset elintavat sekÀ työn kokeminen merkitykselliseksi. NÀmÀ asiat ovat tÀrkeitÀ hyvinvoinnin kannalta myös silloin, kun elÀmÀssÀ on epÀvarmuutta tai muita suuria haasteita.
TÀssÀ ryhmÀn vetÀjÀlle tarkoitetussa opaskirjassa kÀydÀÀn lÀpi RaPatti-ryhmÀn idea taustatietoineen, pohjustetaan kolmen ryhmÀtapaamisen ohjausta sekÀ annetaan vinkkejÀ ja esimerkkejÀ ryhmÀn vetÀmiseksi. Ohjausmateriaaliin kuuluvat ongelmanratkaisukykyÀ kehittÀvÀ RaPatti-peli, jota voit kÀyttÀÀ myös julisteena, ryhmÀlÀisen työkirja tehtÀvineen ja tietoiskuineen sekÀ postikortti
Recess physical activity and school-related social factors in Finnish primary and lower secondary schools : cross-sectional associations
Abstract
Background
Participation in physical activities provides students with opportunities for social interaction and social skills development. The purpose of this study was to investigate the associations of students’ recess physical activity with school-related social factors.
Methods
Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5 (primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire. Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis was used to test sex differences among the associations.
Results
In primary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.17, p = 0.007 and girls: b = 0.21, p <0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24, p <0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006 and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these associations.
Conclusions
Our results suggest that students’ participation in physical activities during school recess is positively associated with students’ school-related social factors. In the future, it would be worthwhile to study how physical activity at recess should be organised in order to support the development of school-related social factors.Background: Participation in physical activities provides students with opportunities for social interaction and social
skills development. The purpose of this study was to investigate the associations of studentsâ recess physical activity
with school-related social factors.
Methods: Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5
(primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire.
Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was
associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for
self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis
was used to test sex differences among the associations.
Results: In primary school, physical activity at recess was positively associated with peer relationships at school (boys:
b = 0.17, p = 0.007 and girls: b = 0.21, p <0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24,
p <0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary
school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006
and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these
associations.
Conclusions: Our results suggest that studentsâ participation in physical activities during school recess is positively
associated with studentsâ school-related social factors. In the future, it would be worthwhile to study how physical
activity at recess should be organised in order to support the development of school-related social factors.peerReviewe
Aikuisten maahanmuuttajien kotoutumiskoulutuksen tulosten ennustaminen lÀhtötason arviointien perusteella
Artikkelissa selvitetÀÀn aikuisten maahanmuuttajien kotoutumiskoulutuksessa saavuttamaa suomen kielen taitoa ja sitÀ, ennustaako koulutuksen alussa tehtÀvÀ lÀhtötason arviointi saavutettua kielitaitoa. Tutkimukseen osallistuneet maahanmuuttajat (N = 286) osallistuivat lÀhtötason arviointiin TestipisteessÀ. Sen jÀlkeen he suorittivat kotoutumiskoulutuksen opinnot peruspolun tai hitaan opintopolun mukaisesti muutamassa pÀÀkaupunkiseudun oppilaitoksessa. Testipisteen mallin mukaisessa lÀhtötason arvioinnissa selvitetÀÀn maahanmuuttajan suomen kielen taitoa ja opiskeluvalmiuksia testeillÀ ja taustatietoja kerÀÀmÀllÀ. Niiden pohjalta maahanmuuttaja ohjataan sopivimmalle opintopolulle ja kielitaitomoduuliin. Havaitsimme, ettÀ vain osa maahanmuuttajista saavuttaa kotoutumiskoulutuksen tavoitteen, B1.1-tason kielitaidon kaikilla osa-alueilla. Puhumisessa 60 prosenttia peruspolun opiskelijoista ja vajaat 20 prosenttia hitaan polun opiskelijoista yltÀÀ tavoitetasolle. Valtaosa saavuttaa A2.2-tason. IkÀ, sukupuoli, matematiikan osaaminen ja kielitaidon osa-alueen mukaan muut opiskeluvalmiuksia mittaavat testit ennustavat koulutuksessa saavutettua kielitaitoa. Tulokset viittaavat vahvasti siihen, ettÀ huomattava osa ei saavuta virallista kielitaitotavoitetta. Tarkempi kuva saavutuseroista ja niiden syistÀ edellyttÀÀ tutkimusta, jossa tieto kurssien sisÀllöistÀ ja työtavoista, opiskelijoiden työelÀmÀharjoittelusta ja vapaa-ajan kielenkÀytöstÀ yhdistyy oppimistulosten analyysiin
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