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Building School-Wide Inclusive, Positive and Equitable Learning Environments Through A Systems-Change Approach (SWPBS); ERASMUS+
Goal: The ”Building School-Wide Inclusive, Positive and Equitable Learning Environments Through A Systems-Change Approach” (SWPBS) is an ERASMUS+ Key Action 3 Policy Experimentation program, which aims to establish an inclusive non-discriminatory social culture and necessary socio-emotional and behavioral supports for all children in a school across four EU countries (Cyprus, Finland, Greece, Romania).
The SWPBS is based on Positive Behavior Support (PBS), a scientific approach that provides the organizational framework to school staff to act preventively with the support of external coaches. The SWPBS project aims to promote the problem-solving model, where school administration and staff try to identify their school needs, design and execute an action plan and assess its implementation. The SWPBS problem-solving framework provides teachers with evidence-based instructional practices and classroom management skills to create inclusive, positive classroom environments for all students.
Sointu, Erkko; Savolainen, Hannu; Lappalainen, Kristiina; Kuorelahti, Matti; Hotulainen, Risto; Närhi, Vesa; Lambert, Matthew C; Epstein, Michael H (toim.). 2018. Käyttäytymisen ja tunteiden vahvuuksien arviointiväline. PS-kustannus. 2018
Sointu Erkko T, Savolainen Hannu, Lappalainen Kristiina, Lambert Matthew C. 2016. Longitudinal associations of student-teacher relationships and behavioural and emotional strengths on academic achievement. Educational Psychology 2017; 37 4: 457-467. 2016
Hakkarainen Airi M, Holopainen Leena K, Savolainen Hannu K. 2016. The impact of learning difficulties and socioemotional and behavioural problems on transition to postsecondary education or work life in Finland: A five-year follow-up study. European Journal of Special Needs Education 31 2: 171 - 186. 2016
Lappalainen K, Savolainen H, Sointu ET, Epstein MH. 2014. Cross-informant agreement and stability of the strengths and difficulties questionnaire among Finnish mainstream and special education students.. International Journal of School & Educational Psychology 2: 24-34. 2014
Engelbrecht Petra; Savolainen Hannu; Nel Mirna; Malinen Olli-Pekka. 2013. How cultural histories shape South African and Finnish teachers' attitudes towards inclusive education: a comparative analysis. European Journal of Special Needs Education 28 3: 305-318. 2013
Hakkarainen A, Holopainen L, Savolainen H. 2013. A Five-Year Follow-Up on the Role of Educational Support in Preventing Dropout From Upper Secondary Education in Finland. Journal of Learning Disabilities 2015; 48 4: x-x. 2013
Haverinen, Kaisa; Kiuru, Noona; Leskinen, Esko; Savolainen, Hannu; Holopainen, Leena & Salmela-Aro, Katariina. 2013. Trajectories of depressive symptoms across two educational transitions: Examination of stage-environment fit in two Finnish longitudinal studies, 16th European Conference on Developmental Psychology. Abstract book. 103. 2013
Malinen Olli-Pekka, Savolainen Hannu, Engelbrecht Petra, Xu Jiacheng, Nel Mirna, Nel Norma, Tlale Dan. 2013. Exploring teacher self-efficacy for inclusive practices in three diverse countries. TEACHING AND TEACHER EDUCATION 33 July 2013: 34-44. 2013
Malinen Olli-Pekka, Savolainen Hannu, Xu Jiacheng. 2013. Dimensions of Teacher Self-Efficacy for Inclusive Practices among Mainland Chinese Pre-Service Teachers. Journal of International Special Needs Education 16 2: 82-93. 2013
Oliver Regina M, Cress Cynthia J, Savolainen Hannu, Epstein Michael H. 2013. Strength-based assessment issues, tools, and practices in school-related contexts and schools in the United States and Finland: H. Walker and F. Gresham, Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders - Applications in Schools. 229-242. 2013