Publications

Research articles and theses on the Student Compass 

Peer-reviewed research articles

Title
 Abstract

Rä­sä­nen, P.,  Muot­ka, J, Lap­pa­lai­nen, R. (2023).

Exa­mi­ning coac­hes' asynchro­nous writ­ten feed­back in two blen­ded ACT-ba­sed in­ter­ven­tions for en­hancing uni­ver­si­ty stu­dents' well­being and re­ducing psyc­ho­lo­gical di­stress: A ran­do­mized stu­dy. Jour­nal of Con­tex­tual Be­ha­vio­ral Science, ISSN 2212-1447.

 Int­ro­duc­tion. In­ter­net-de­li­ve­red cog­ni­ti­ve and be­ha­vio­ral in­ter­ven­tions have been shown to be ef­fec­ti­ve in en­hancing uni­ver­si­ty stu­dents' well-being and re­ducing symp­toms of stress and depres­sion. Howe­ver, few stu­dies have exa­mi­ned the ac­ti­ve com­po­nents that may cont­ri­bu­te to their ef­fec­ti­ve­ness. The pre­sent stu­dy ai­med to explo­re what kind of on­li­ne writ­ten coach feed­back would be use­ful on par­tici­pants’ outco­mes and sa­tis­fac­tion in two Accep­tance and Com­mit­ment The­ra­py (ACT) blen­ded in­ter­ven­tions.
Met­hods. ACT-trai­ned mas­ter's le­vel psyc­ho­lo­gy stu­dents of­fe­red coach sup­port (n = 50; 88% fe­ma­le, Mage = 26 years) to uni­ver­si­ty stu­dents, who were ran­dom­ly as­sig­ned to two pa­ral­lel groups, each of­fe­red th­ree face-to-face ses­sions and an on­li­ne five-mo­du­le ACT-ba­sed pro­gram. One group (iAC­Ta, n = 61) recei­ved free-form per­so­na­lized, in­di­vi­dual­ly tai­lo­red writ­ten feed­back, and the ot­her (iACTb, n = 62) recei­ved semi-struc­tu­red writ­ten feed­back with mi­ni­mal per­so­na­liza­tion op­tions.
Re­sults. Both groups had gains from par­tici­pa­ting in the in­ter­ven­tions ac­ross all mea­su­res, inclu­ding well-being, psyc­ho­lo­gical flexi­bi­li­ty, mind­ful­ness skills, and re­duc­tion of stress and depres­sion symp­toms. Howe­ver, the­re were no sig­ni­ficant dif­fe­rences between the two groups except for well-being, which fa­vo­red the iACTb. The iAC­Ta group saw most­ly small to lar­ge ef­fect sizes (d = .44–0.80) whi­le me­dium to lar­ge ef­fect sizes were ob­ser­ved for the iACTb group (d = .69–0.83). The re­ten­tion rate was good (iAC­Ta: n = 51, 83.6%, iACTb: n = 54, 87.1%). Semi-struc­tu­red fea­tu­res al­most hal­ved the coac­hes’ writ­ten res­pon­se time for each par­tici­pant (31 min in iAC­Ta vs. 18 min in iACTb).
Conclusions. The re­sults shed light in the very li­mi­ted re­search avai­lable and sug­gest that ACT-ba­sed, blen­ded in­ter­net in­ter­ven­tions with semi-struc­tu­red coach feed­back and mi­ni­mal­ly tai­lo­red fea­tu­res can be as ef­fec­ti­ve as in­ter­ven­tions with ful­ly per­so­na­lized feed­back in treat­ment outco­mes and par­tici­pants’ sa­tis­fac­tion.

Bran­do­lin, F., Lap­pa­lai­nen, P., Si­mo­ne Go­ri­nel­li, S., Muot­ka, J., Rä­sä­nen, P. & Lap­pa­lai­nen, P. (2023).

The ef­fec­ti­ve­ness of a five-ses­sion works­hop on the di­stress of in­ter­na­tio­nal stu­dents in Fin­land – a pi­lot stu­dy. Bri­tish Jour­nal of Gui­dance & Coun­sel­ling, 51(6), 865-882. 

 The mental health of international students has become a concern, as they face high levels of psychological distress. We designed a five-week acceptance and commitment therapy (ACT) workshop with two additional individual assessment meetings. The intervention aimed at helping international students attending a Finnish university to reduce their symptoms of stress, depression, and anxiety, and enhance skills of psychological flexibility. The post-assessment was conducted seven weeks after the pre-measurement. Using data from 53 participants, an evaluation indicated that statistically and clinically significant reductions in symptoms were observed, and the workshop was well received. Regression analyses revealed that changes in psychological inflexibility, mindfulness, and value-based living acted as predictors of change in symptoms. Furthermore, changes in these psychological skills predicted changes in different kinds of distress. This study suggests that a brief group intervention might be a feasible alternative for enhancing the psychological well-being of international students.

Repo, S., Elo­vai­nio, M., Pyö­rä­lä, E., Iriar­te-Lûtt­jo­hann, M., Tuo­mi­nen, T. A., Här­kö­nen, T. K., Glusch­koff, K., & Pau­nio, T. (2022). 

Com­pa­ri­son of two dif­fe­rent mind­ful­ness in­ter­ven­tions among health care stu­dents in Fin­land: a ran­do­mi­sed cont­rol­led trial. Ad­vances in Health Sciences Educa­tion, 27(3), 709-734.

 We in­ves­ti­ga­ted the short- and long-term ef­fects of two dif­fe­rent evi­dence-ba­sed mind­ful­ness trai­ning on stu­dents’ stress and well-being. A ran­do­mi­sed cont­rol­led trial with th­ree mea­su­re­ment points (ba­se­li­ne, post-in­ter­ven­tion, and 4 months post-in­ter­ven­tion) was con­duc­ted among un­der­gra­dua­te stu­dents of me­dici­ne, den­ti­stry, psyc­ho­lo­gy, and lo­go­pae­dics at the Uni­ver­si­ty of Hel­sin­ki. The par­tici­pants were ran­dom­ly as­sig­ned into th­ree groups: (1) face-to-face mind­ful­ness trai­ning ba­sed on the Mind­ful­ness Skills for Stu­dents cour­se (n = 40), (2) a web-ba­sed Stu­dent Com­pass pro­gram using Mind­ful­ness and Accep­tance and Com­mit­ment the­ra­py (n = 22), and (3) a cont­rol group that recei­ved men­tal health sup­port as usual (n = 40). The pri­ma­ry outco­me was psyc­ho­lo­gical di­stress mea­su­red using the Cli­nical Outco­mes in Rou­ti­ne Eva­lua­tion Outco­me Mea­su­re (CORE-OM). Secon­da­ry outco­mes inclu­ded hair cor­ti­sol concent­ra­tions and a wide ran­ge of well-being in­dica­tors. Psyc­ho­lo­gical di­stress inc­rea­sed in all the groups from ba­se­li­ne to post-in­ter­ven­tion, but sig­ni­ficant­ly less so in the in­ter­ven­tion groups than in the cont­rol group. At 4-month fol­low-up, were found no dif­fe­rences between the pri­ma­ry outco­mes of the cont­rol and in­ter­ven­tion groups, but the par­tici­pants who con­ti­nued prac­ti­sing mind­ful­ness at least twice a week were less stres­sed than the ot­hers. Our re­sults sug­gest that par­tici­pa­ting in a mind­ful­ness cour­se may mi­ti­ga­te health care stu­dents’ psyc­ho­lo­gical di­stress du­ring the aca­de­mic year, but only if the par­tici­pants con­ti­nue prac­ti­sing mind­ful­ness at least twice a week.

Rä­sä­nen, P., Muot­ka, J., and Lap­pa­lai­nen, R. (2020).

Exa­mi­ning me­dia­tors of chan­ge in well­being, stress, and depres­sion in a blen­ded, In­ter­net-ba­sed, ACT in­ter­ven­tion for uni­ver­si­ty stu­dents. In­ter­net In­ter­ven­tions, 22, 100343.

 A coach-gui­ded Accep­tance and Com­mit­ment The­ra­py (ACT) in­ter­ven­tion that uses a blen­ded ap­proach of two face-to-face and five on­li­ne ses­sions (iACT; N = 33) has been found to be more ef­fec­ti­ve than a wai­ting-list cont­rol con­di­tion (WLC; N = 35) at en­hancing the well­being of uni­ver­si­ty stu­dents whi­le also re­ducing stress and depres­sion. The pre­sent stu­dy explo­red pos­sible me­dia­tors of chan­ge that may account for the outco­mes of the stu­dy. Me­dia­tion ana­ly­ses re­vea­led that chan­ges in the non-reac­ti­vi­ty subsca­le of mind­ful­ness me­dia­ted chan­ges in well­being, depres­sion, and stress in the iACT group. In ad­di­tion, chan­ges in the sen­se of co­he­rence subsca­le of mea­ning­ful­ness me­dia­ted chan­ges in all outco­mes. Psyc­ho­lo­gical flexi­bi­li­ty and cog­ni­ti­ve de­fusion did not me­dia­te chan­ges in outco­mes. The re­sults sug­gest that the use of prac­tices focusing on non-reac­ti­vi­ty, mea­ning the abi­li­ty to al­low thoughts and fee­lings to come and go wit­hout get­ting car­ried away by them, is es­pecial­ly im­por­tant for en­hancing the well­being of uni­ver­si­ty stu­dents. A focus on en­hancing mea­ning­ful­ness also plays a sig­ni­ficant role in re­ducing psyc­ho­lo­gical di­stress. The­se fin­dings pro­vi­de a first step toward un­ders­tan­ding the po­ten­tial mec­ha­nisms of chan­ge ta­king place in brief, In­ter­net-sup­por­ted, blen­ded ACT pro­grams.

Rä­sä­nen, P., Lap­pa­lai­nen, P., Muot­ka, J., Tol­va­nen, A. & Lap­pa­lai­nen, R. (2016).

An on­li­ne gui­ded ACT in­ter­ven­tion for en­hancing the psyc­ho­lo­gical well­being of uni­ver­si­ty stu­dents: A ran­do­mized cont­rol­led cli­nical trial. Be­ha­viour Re­search and The­ra­py, 78, 30–42.

 Stress, anxie­ty, and depres­sion are re­la­ti­ve­ly com­mon problems among uni­ver­si­ty stu­dents. An on­li­ne psyc­ho­lo­gical in­ter­ven­tion ai­med at en­hancing the well­being of uni­ver­si­ty stu­dents could be an ef­fec­ti­ve and prac­tical al­ter­na­ti­ve for mee­ting the needs of a uni­ver­si­ty po­pu­la­tion. Uni­ver­si­ty stu­dents (N = 68; 85% fe­ma­le; 19–32 years old) were ran­dom­ly as­sig­ned to eit­her a gui­ded se­ven-week on­li­ne Accep­tance and Com­mit­ment The­ra­py (iACT) in­ter­ven­tion or a wai­ting list cont­rol con­di­tion (WLC). A between-groups pre-post (iACT vs WLC) de­sign with a 12-month fol­low-up for the iACT par­tici­pants was con­duc­ted. The in­ter­ven­tion par­tici­pants were of­fe­red two face-to-face mee­tings, comple­ted on­li­ne exerci­ses du­ring a five-week pe­riod, and recei­ved per­so­nal weekly writ­ten feed­back via the web­si­te from their ran­dom­ly as­sig­ned, trai­ned stu­dent coac­hes. Wait­list par­tici­pants were of­fe­red the in­ter­ven­tion pro­gram soon af­ter the post mea­su­re­ments. Re­sults in this small ef­ficacy trial showed that the iACT par­tici­pants had sig­ni­ficant­ly hig­her gains in well­being (between-group, d = 0.46), life sa­tis­fac­tion (d = 0.65), and mind­ful­ness skills (d = 0.49). In ad­di­tion, iACT par­tici­pants’ self-re­por­ted stress (d = 0.54) and symp­toms of depres­sion (d = 0.69) were sig­ni­ficant­ly re­duced com­pa­red to the par­tici­pants in the cont­rol group. The­se be­ne­fits were main­tai­ned over a 12-month fol­low-up pe­riod (wit­hin iACT group, d = 0.65-0.69, for pri­ma­ry mea­su­res). The re­sults sug­gest that an on­li­ne-ba­sed, coach-gui­ded ACT pro­gram with blen­ded face-to-face and on­li­ne ses­sions could be an ef­fec­ti­ve and well-accep­ted al­ter­na­ti­ve for en­hancing the well­being of uni­ver­si­ty stu­dents.

Lap­pa­lai­nen, R., Kade, K., Nie­mi, A., Rä­sä­nen, P. (2015).

Acceptance and commitment therapy-based online intervention to promote students’ well-being: Effectiveness, reasons to participate and experiences. Käyt­täy­ty­mi­sa­na­lyy­si ja -te­ra­pia, 4, 11–28.

 The aim of this research was to examine the effectiveness of Student Compass -online intervention that is developed to promote students’ well-being. In addition, we were interested in why students wanted to use the program, what they hoped from the intervention and what kind of experiences they had of the program. Students (n=14) used for five weeks acceptance and commitment-based well-being program that consisted of predefined weekly themes. During these five weeks students worked independently online on different exercises as well as met with a coach via the program and three times face to face. The results showed that the intervention increased students’ well-being (MHC-SF, effect size g = 0.68) and life satisfaction (LSQ, g = 0.65) as well as decreased depressive, anxiety, and stress symptoms (DASS, g = 0.55) and self-reported problems (Problem list, g = 0.74). Most common reasons to participate in the online intervention was fatigue, feeling overwhelmed, stress or exhaustion as well as anxiety and problems with mood. Students’ experiences of the program were positive for the most part. The satisfaction with the program was overall high, and students thought that the program matched with their wishes and needs. According to the results even relatively brief supported online intervention can be effective in improving students’ well-being. What was interesting was that the three personal meetings model used in this online intervention didn’t seem to increase the effectiveness of the intervention in comparison to the two personal meetings model. 

Lap­pa­lai­nen, R., Jär­vi­sa­lo, S., Rä­sä­nen, P. & Lap­pa­lai­nen, P. (2012).

The effectiveness of acceptance and commitment therapy-based online intervention in improving university students’ well-being. Käyt­täy­ty­mi­sa­na­lyy­si ja -te­ra­pia, 17(3–4), 20–32.

 Developing effective ways to improve students’ well-being at low cost is part of the future of learning environments. Mood, anxiety, and stress disorders affect as much as a quarter of students in university populations. Because internet is practically available to all university students, their well-being and ability to study could be improved with online-based well-being programs that could promote students' well-being with short waiting times and minimal resources. This research examines how effective an acceptance and commitment therapy-based online intervention is in treating students reported psychological symptoms of stress, anxiety, and depression and in promoting their psychological well-being. According to the results the acceptance and commitment therapy-based well-being program, developed to relieve symptoms of stress, anxiety, and depression within six weeks, had a significant impact on participants' psychological well-being and function.  

Being kind to yourself

Master's theses on the Student Compass


Master's Theses

Ten Master's theses in Finnish and in English

  1. Kont­ti­nen, O. & Kois­ti­nen, P. (2021). On­nel­li­suut­ta läs­nä­olol­la : tie­toi­suus­tai­to­jen yh­teys koet­tuun on­nel­li­suu­teen Opis­ke­li­jan Kom­pas­si -verk­koin­ter­ven­tios­sa. Pro gra­du -tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to. https://jyx.jyu.fi/hand­le/123456789/78192?show=full
  2. Lant­to, K. (2021). An on­li­ne gui­ded ACT in­ter­ven­tion for stu­dents: What are the stu­dent ex­pe­riences, and do they dif­fer de­pen­ding on anxie­ty le­vel? Mas­ter’s the­sis. Psyc­ho­lo­gy De­part­ment. Uni­ver­si­ty of Jy­väs­ky­lä. https://jyx.jyu.fi/hand­le/123456789/77009?show=full 
  3. Ilk­ka, J.& Leh­to­nen, H. (2021). Opis­ke­li­joi­den ar­vo­työs­ken­te­lyn yh­teys hy­vin­voin­tiin ja psyyk­ki­siin oi­rei­siin hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pi­aan poh­jau­tu­van verk­koin­ter­ven­tion ai­ka­na. Pro gra­du -tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to. https://jyx.jyu.fi/hand­le/123456789/76972?show=full
  4. Mu­ho­nen, M. & Pe­so­nen, K. (2019). Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pia poh­jai­sen ryh­mäin­ter­ven­tion vai­kut­ta­vuus opis­ke­li­joi­den hy­vin­voin­tiin. Pro gra­du -tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to. https://jyx.jyu.fi/hand­le/123456789/65010
  5. Heik­ki­lä, A. & Ollgren, J. (2019). Em­bo­died ACT: Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pi­aan ja ke­hol­li­siin läs­nä­olo­har­joi­tuk­siin pe­rus­tu­va ryh­mäin­ter­ven­tio yli­opis­to-opis­ke­li­joi­den hy­vin­voin­nin tu­ke­mi­ses­sa. Pro gra­du -tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to. https://jyx.jyu.fi/hand­le/123456789/68572
  6. Mäen­pää, M. & Pel­to­la, K. (2018). Psy­ko­lo­gi­sen jous­ta­mat­to­muu­den, tie­toi­suus­tai­to­jen ja teh­ty­jen sa­na­va­lin­to­jen yh­teys opis­ke­li­joi­den ko­ke­maan stres­siin ja sen muu­tok­siin verk­ko­vä­lit­tei­sen hy­vin­voin­tioh­jel­man ai­ka­na.Pro gra­du -tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to. https://jyx.jyu.fi/hand­le/123456789/58600
  7. Her­ra­la, A. & Luo­ma, H. (2017). Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pi­aan poh­jau­tu­va verk­koin­ter­ven­tio opis­ke­li­joil­le: psy­ko­lo­gi­sen jous­ta­vuu­den kas­vun mer­ki­tys ja vai­ku­tuk­set hy­vin­voin­tiin sekä yh­tey­det opit­tui­hin tai­toi­hin ja muu­tos­ko­ke­muk­siin. Pro gra­du -tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to. https://jyx.jyu.fi/hand­le/123456789/54697
  8. Ahl­fors, E. & Sir­kiä, L. (2016). Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pi­aan pe­rus­tu­va tuet­tu verk­koin­ter­ven­tio hy­vin­voin­nin edis­tä­mi­sek­si yli­opis­to-opis­ke­li­joil­la: Oh­jel­maan käy­te­tyn ajan yh­teys hoi­to­tu­lok­seen. Pro gra­du -tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to. https://jyx.jyu.fi/hand­le/123456789/51287
  9. Tuo­vi­nen, E. (2016). Opis­ke­li­jan Kom­pas­si: käy­tet­tä­vyy­den ja käyt­tö­ko­ke­muk­sen pa­ran­ta­mi­nen. Pro gra­du -tut­kiel­ma. Tie­to­jär­jes­tel­mä­tie­de. Jy­väs­ky­län yli­opis­to.
  10. Jär­vi­sa­lo, S. (2015). Ef­fec­ti­ve­ness of in­ter­net-de­li­ve­red the­ra­pist sup­por­ted accep­tance and com­mit­ment the­ra­py in­ter­ven­tion in the treat­ment of depres­sion, anxie­ty and stress on uni­ver­si­ty stu­dents. Mas­ter’s the­sis. Psyc­ho­lo­gy De­part­ment. Uni­ver­si­ty of Jy­väs­ky­lä. https://jyx.jyu.fi/handle/123456789/48852



Bachelor's theses

Twelve Bachelor's theses in Finnish and in English

  1. Hie­ta­la, I. & Mä­tä­sa­ho, A. (2023). Ar­vo­jen mu­kai­sen elä­män yh­teys opis­ke­lu-uu­pu­muk­seen Opis­ke­li­jan Kom­pas­sin verk­ko-oh­jel­mas­sa. Kan­di­daa­tin­tut­kiel­ma. Psy­ko­lo­gian lai­tos. Tam­pe­reen yli­opis­to. 
  2. Kois­ti­nen, J. (2020). Students Compass’s effectiveness to university student’s subjective depression. Social Service. Jamk University of Applied Sciences. https://www.the­seus.fi/hand­le/10024/338261
  3. Ja­la­va, S. (2018). Working in the Student Compass as Welfare Manager Students in social and health care in digital interventions. Degree Programme in Nursing. Jamk University of Applied Sciences. https://www.the­seus.fi/hand­le/10024/158338
  4. Di Bal­do, M. & Kar­ja­lai­nen, L. (2016). Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pia­poh­jai­nen verk­koin­ter­ven­tio opis­ke­li­joi­den hy­vin­voin­nin tu­ke­mi­seen – Koet­tu­jen on­gel­mien yh­teys psy­ko­lo­gi­seen jous­ta­vuu­teen. Kan­di­daa­tin tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to.
  5. Ara­sa­lo, V. & Peu­ra­la, E. (2016). Hy­vin­voin­ti­val­men­ta­jan pa­laut­teen mer­ki­tys HOT-verk­koin­ter­ven­tios­sa: Sa­tun­nais­tet­tu kont­rol­loi­tu tut­ki­mus. Kan­di­daa­tin tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to.
  6. Tar­sia, S. (2016).  Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pia -poh­jai­nen verk­koin­ter­ven­tio opis­ke­li­joi­den hy­vin­voin­nin edis­tä­mi­ses­sä: Pa­laut­teen an­ta­mi­nen ja hy­vin­voin­nin ke­hit­ty­mi­nen. Kan­di­daa­tin tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to.
  7. Ala-Ke­tu­ri, T. (2015). HOT-poh­jai­sen ly­hy­tai­kai­sen verk­ko­hoi­don vai­ku­tus mind­ful­ness-tai­toi­hin sekä tun­ne-elä­mään, so­si­aa­li­seen ja psy­ko­lo­gi­seen hy­vin­voin­tiin suo­ma­lai­sil­la yli­opis­to-opis­ke­li­joil­la: Jat­ku­vuus ja muu­tos in­ter­ven­tion jäl­keen sekä seu­ran­ta­tut­ki­muk­sen ai­ka­na. Kan­di­daa­tin tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to.
  8. Finn­holm, A. (2015). Ly­hyen hy­väk­syn­tä- ja ar­vo­poh­jai­sen tue­tun verk­koin­ter­ven­tion vai­kut­ta­vuus opis­ke­li­joi­den hy­vin­voin­tiin. Kan­di­daa­tin­tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to.
  9. Kade, K. & Nie­mi, A. (2015). Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pia­poh­jai­nen verk­koin­ter­ven­tio opis­ke­li­joi­den hy­vin­voin­nin tu­ke­mi­seen: Opis­ke­li­jan Kom­pas­si –oh­jel­man vai­kut­ta­vuus, syys osal­lis­tua, toi­veet ja ko­ke­muk­set. Kan­di­daa­tin tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to.
  10. Mä­ki­nen, R. & Puus­ti­nen, J. (2014). Opis­ke­li­jan Kom­pas­si Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pi­aan pe­rus­tu­va verk­koin­ter­ven­tio opis­ke­li­joil­le: Ta­paus­tut­ki­mus verk­ko-in­ter­ven­tios­ta eni­ten hyö­ty­neis­tä koe­hen­ki­löis­tä. Kan­di­daa­tin tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to.
  11. Leh­to­nen, R. (2013). Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pi­aan pe­rus­tu­va verk­ko­muo­toi­nen ly­hy­tin­ter­ven­tio opis­ke­li­joi­den hy­vin­voin­nin pa­ran­ta­mi­sek­si. Tu­ki­hen­ki­lön mer­ki­tys verk­koin­ter­ven­tios­sa asiak­kaan nä­kö­kul­mas­ta. Kan­di­daa­tin tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to.
  12. Kip­po­nen, T & Kos­ki­nen, K. (2012). Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pi­aan pe­rus­tu­va verk­ko­muo­toi­nen ly­hy­tin­ter­ven­tio opis­ke­li­joi­den hy­vin­voin­nin pa­ran­ta­mi­sek­si – Hoi­to­vas­tee­seen vai­kut­ta­via te­ki­jöi­tä ta­paus­tut­ki­muk­sen kei­noin. Kan­di­daa­tin tut­kiel­ma. Psy­ko­lo­gian lai­tos. Jy­väs­ky­län yli­opis­to.




Bachelor's theses on the Student's Compass