Vuosi koulua, vuosi iloa: PERMA-teoriaan pohjautuvat luokkakäytänteet kouluilon edistäjinä

Lasten ja nuorten vahvuuksien tunnistaminen

Vahvuuksien ja motivaation tukeminen edistämässä koulupolulle kiinnittymistä

This research explores career development in the construction industry. By showcasing the career narratives of managers of construction sites (N=21), the research unfolds which elements are significant in influencing career development and aims to increase the possibilities for construction workers to flourish in their careers and help make such careers more attractive. The career narratives were analyzed in two phases. First, the analysis of narratives showed that except for the various career experiences, the proximity of construction sites in the interviewees’ managerial career goals differentiated the narratives. Second, as a result of narrative analysis, three construction managerial career paths were identified: I) devotion to construction site management, II) interest in versatile construction projects, and III) passion for leadership. Career development could be viewed from the perspective of various capitals which emerge in the narratives. The interviewees brought up societal and economic changes that challenged or boosted their careers or even caused them to change direction. Career goals might not have been achieved as such if they were not enabled by external factors, such as organizational, economic, societal, or location-related issues or favorable coincidences. The participants found favorable options and solutions for career development by drawing on their social and psychological resources. Social capital supported career choice and career development, whereas psychological capital appeared as, for example, optimism, perseverance, and an ability to follow one’s calling.

/pdf/career-development-to-construction-site-managerial-positions-1ubwpu2r.pdf

Career development to construction site managerial positions in the construction field

AIM
This research aimed to explore the link of strength use with job burnout and investigate the role of psychological capital in the strength use-job burnout relationship among Chinese workers at the Centers for Disease Control and Prevention.


DESIGN
A descriptive, cross-sectional design.


METHOD
This study was conducted from September to October 2020. A total of 351 employees working at Centers for Disease Control and Prevention from five cities in China completed a series of valid and reliable instruments, namely, Strengths Use Questionnaire, Positive Psychological Capital Questionnaire and Job Burnout Questionnaire. The PROCESS macro was used to test our hypotheses.


RESULTS
We found that people with higher strength use had lower job burnout compared with those with lower levels of strength use. Furthermore, resilience and hope acted as mediators of the relationship between strength use and job burnout. Moreover, resilience and hope played equally important roles in the strength use-job burnout relationship.


CONCLUSION
Resilience and hope mediate the association of strength use with job burnout in workers of Chinese Centers for Disease Control and Prevention.


IMPACT
Health authorities can alleviate employees' job burnout by encouraging strength use and building their psychological capital, especially resilience and hope.

Strength use and workers' job burnout in the Centers for Disease Control and Prevention: The mediating role of psychological capital.

The purpose of this research was to implement the strength-based student guidance among ninth graders by using a Power Zone tool and to analyse what kind of impact the guidance had in students. The...

https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1943469

Changes in Finnish ninth graders’ positive psychological capital (PsyCap) in a strength-based student guidance intervention

This article reports findings from a study among 9th-graders who participated in a strengths-based intervention in two West-Finnish comprehensive schools. The intervention pursued to develop the students’ psychological capital (PsyCap), awareness of their strengths, and experiences of student guidance. The following research question was set for this study: How do students perceive the change in themselves during a strengths-based intervention? This research used the phenomenographic approach. The students were chosen from the original group of students participating in the intervention so that those who showed highest increase in PowerZone during the initial and end measures of the intervention were invited to interviews. Altogether six girls and four boys were interviewed personally. The results showed how strengths boosted students’ optimism evincing changes in perceptions of one’s own strengths; changes in attitudes toward schoolwork; and changes in attitudes toward the future. This research contributed to the discussion a very important viewpoint, namely that of the young people themselves. Their experiences should be at the core and considered carefully when developing new methods and tools for student guidance and counseling.

https://hipatiapress.com/hpjournals/index.php/ijep/article/download/10467/3978

Marjo Katajisto

Papers

Changes in Finnish ninth graders’ positive psychological capital (PsyCap) in a strength-based student guidance intervention

“The Best Thing Was to Realize that I Am Not a Nobody. I Am Meaningful.” Students’ Perceptions of a Strengths-Based Approach to Guidance