In this study the author will search on how, co-operation between teachers and Guidance counse-lors in school works. The study was too looking for if Guidance counselors experiencing if they can feel cooperation in school, when they work by themselves in their profession, and if the Guidance counselors feel a part of the whole school.Total interviewed four Guidance counselors in elementary school, in a medium sized town somewhere in Sweden. The author have used qualitative methods for allow Guidance counselors to answer free and not influence from other parametric.The result demonstrates that all Guidance counselors believe that it is important to have coopera-tion with teachers in schools. Most of the Guidance counselors believe that neither the directors nor teachers really know what skills Guidance counselors possess. The respondents describe that they often turns to teachers who believe that Guidance is an important part of the school's work for students..

The purpose of this study was to examine Guidance activities in an employment office and to explain the significance these activities have for the job seekers' way towards an occupation. The method used was literature studies and qualitative interviews with respondents in three categories: a manager, two workingmediators and three job seekers, all at the same employment service office. The results that emerged was that there are different kinds of Guidance in the employment service, both in the narrow sense and broad sense. The different categories of respondents describe and define the Guidance activities in different ways and have different descriptions of how these activities can help job seekers into employment. The conclusions drawn where that the manager sees everything on the employment service as Guidance, workingmediators differ in their roles as advisers and counselors.

This study aims to describe how active Guidance counselors can look at the Guidance of unaccompanied refugee children by using their experience. The study will focus on advice and the study is based on a qualitative approach in which interviews were conducted with seven Guidance counselors. The result shows that there are major differences in how the interviewee?s approach Guidance of newly arrived unaccompanied refugee children. There are differences both in terms of the experience of advising newly arrived unaccompanied refugees and in how their role is designed.Also shown are also some similarities; Guidance and counseling with newly arrived unaccompanied refugee is described as difficult.

The purpose of our research is to study how Guidance counseling initiated by the students themselves differs between girls and boys in high school. We want to study if there are any differences between girls and boys regarding Guidance initiated by the students themselves. We conducted a quantitative survey consisting of a questionnaire survey with 125 respondents. The respondents are second year students at the Science program. The result of the survey shows that there are hardly any differences between girls and boys regarding Guidance initiated by the students themselves.

The purpose of this study was to investigate the effect of educational and vocational Guidance, refer-only high school students tend to stay on their first selected program or to change the program. The theories used in the study deals with young people's choices and choosing education and vocational and life role as a student. The method was quantitative, descriptive survey. High school students in grades three, from two high schools, were asked to answer a questionnaire about perceived educational and vocational Guidance. Convenience sample consisted of 162 respondents (N = 162), 86 women and 76 men.

In the thesis the author attempts to focus on what value Career theories (such as turning points, planned happenstance, SCCT and PEC) may have for Guidance counselors, and their clients. The author describes a number of theories, then put them to use on a number of interviews where clients describe their present career situation to Guidance counselor students. The author reaches the conclusion that career theories have an important value for Guidance counselors and their clients; Career theories play an important role in helping to understand the client´s behavior and history of choices. Career theories can also be used by the Guidance counselor to help the client in future choices..

The main purpose with this study was to investigate how study- and careers counselors active in primary school, secondary upper high as well as colleges describe regarding satisfaction of assignments and suggestions on their development. The study also included in what extent pure Guidance tasks cover these assignments as well as what criteria affects these.Six study and careers counselors were interviewed during this study, all active in the three separate educational programs. Their responses regarding what tasks are included in their assignments as well as experiences are in line with previous research. The conclusion drawn from this study shows deviational results in-between the three educational programs, this regarding Guidance tasks in their assignments. The conclusion strongly pinpoints that criteria as ?time? and ?need of Guidance? affect to what extent Guidance tasks fills these study and career counselors assignments..

This is a study of foster homes. The focus is at the methods, used at foster homes evaluations and at Guidance/support the foster homes are offered.En questionnaire is made in Skåne, on this theme.Except that, it contains a fairly lot of useful information for families who are interested in becoming foster home.The questionnaire is made among public and private participants who evaluates new foster homes and places children (under 18 years) in Skåne.Because of the low answer frequency, we can?t generalize the result of the questionnaire. But the result we have obtained indicates that Kälvestens evaluation method is used frequently.In the subject of support/Guidance we can?t see any specific methods used.

The point of the study is to investigate educational and vocational counselors' strategies on drop in calls. In order to answer the purpose, the issues concerning the educational and vocational counselors' strategies and Guidance models/methods at drop-in calls investigated.Qualitative interviews were conducted with six educational and vocational counselors'.In the study it appears that the educational and vocational counselors' are unable to have any strategies for drop-in conversation because the applicant will come spontaneously and the educational and vocational counselors' lack information about the individual and its purpose of the interview. Guidance models/methods designed to facilitate for the applicant and give them a sense of understanding about them selves there environment and results in a clarification of the election, not often used during the drop-in calls.These are not often used due to the lack of time because the intention of the call is to provide with information to the applicant in as little time as possible. In an educational and vocational counselors? perspective the Guidance that is offered at drop-in calls defective..

Preschool is a place that is continually undergoing change at a rapid pace and developing the skills of our educators is essential for their ability to keep up with these changes. Guidance conversations can be used as a vital tool for the educators competence development.The purpose of this essay is to investigate how educators, special educators and preschool principals think and reason about the use of Guidance conversations in preschool.A qualitative method has been used in the shape of interviews with educators, special educators and preschool principals working within different districts of a medium sized city in the south of Sweden.These interviews revealed that the use of Guidance conversations is often controlled by specific needs and is used when a problem arises amongst the children. There are many expectations on the special educators role in these conversations, one of which is the role of conversation leader with the purpose of guiding the conversation amongst involved parties and give them the tools they need to resolve problems by themselves instead of delivering packaged solutions..

The study?s purpose is to find out how important cultural competence is for the Guidance of people with multicultural backgrounds. I also want to illustrate that what is seen as normal in one culture may mean something different in another culture. The study will also in some extent explore culture clashes and its problems in the Guidance context. The method used in the study is qualitative and the five respondents were all practicing Muslims.

The purpose of this study was to gain deeper knowledge about the special needs of Guidance significance as an aid to students based on teachers' views and perceptions.Eight teachers from three different municipalities, active in primary school and middle school have been interviewed since all have participated in and have experience with special needs tutoring. Their responses were compiled and answered the three research questions: What experiences have teachers of special education counseling? How do teachers the Guidance they received from a special teacher? What effect has the special educational Guidance given for the inclusive education? The result shows that the special educational tutorial helps teachers gain a deeper understanding of students in need of special support and Guidance to the mission vary in scope and content. The special educational tutorial that is aimed directly at the teachers seem to have a positive effect on inclusion and a critical/dilemma perspective while the consultative Guidance primarily directed towards the adaptation of educational material and allows students to walk out of the classroom to receive special education promotes exclusion and ability grouping and a compensatory perspectives. From a sociocultural perspective pointing results of the study that teachers with special education tutoring experience to students in an inclusive education contribute to each other's learning,creating meaningful for everyone involved..

Voluntary organisations provided the first consumer Guidance in Sweden. The government'sinterest in the question started during the second world war and has ever since increased.Since the 1970's the local authorities, with support from the community, have played animportant roll in consumer policy work. Due to the economic recession of recent years theappropriation to consumer Guidance work has been cut down. The work has been rationalisedand libraries have more frequently been used to spread consumer information.In Stockholm the municipal has been responsible for local consumer information since the1940's. Co-operation with the library of Stockholm has occurred in different forms.

The purpose of this study is that, based on expertise in special education tutoring, examine the degree of supervision demanded by teachers in primary schools. As a result of this study, we can see the views teachers have regarding Guidance within the following issues: the demand for tutoring, the importance of conversation and reflection, and Guidance from the specialist teacher.Since the study deals with phenomena of a qualitative nature, we use semi-structured interviews in the empirical part of trying to understand the informants' way of looking at the phenomenon we are investigating. The study included interviews with six teachers in the elementary school year?s 1-3. The results show that there are more opportunities than obstacles to mentoring.

Syftet med denna uppsats var att undersöka hur kön görs i sex stycken vägledningssamtal på gymnasiet. Med stöd av några utvalda könsteoretikers forskning analyseras samtalen som utförts av tre stycken olika studie- och yrkesvägledare på tre stycken olika gymnasieskolor. Varje studie- och yrkesvägledare samtalade med en tjej och en kille i årskurs tre och deltagarna valde själva ut vilka elever som spelades in på band. Resultatet pekar på att studie- och yrkesvägledarens förhållningssätt delvis skiljer sig åt beroende på elevens kön. Genom att undersöka samtalsinnehållet och jämföra detta med normativa föreställningar om kön så ges olika exempel på hur kön görs i samtalen.