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 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..

Abstract: The aim of this study was to examine how the sexuality of young people with intellectual disability (ID) are constructed, based on how school Counselors describe the situatuation of these youths and based on how the Counselors describe their role in giving advice and discussing sex and relationships. The empirical data were collected through semi-structured interviewes with seven scool Counselors and one consultant. The material was analyzed on the basis of theories about sexual script, stigma and social constructivism. The results showed that school Counselors saw the young people with ID as a vulnerable group and as a group worthy of protection. Most of them had a picture of young girls as more vulnerable than young boys.

The purpose of this study is to understand the knowledge of the school counselor and their room for manoeuvre regarding cyberbullying among students. We have used a qualitative method, which consists of eight semi-structured interviews with six middle school student Counselors and two high school student Counselors, in a middle-sized municipality in Sweden. Our study showed that the school Counselors have limited knowledge about cyberbullying due to the fast development of the internet, and limited time in their work. The limited knowledge affects the school counselor?s way of work, and how they use their room for manoeuvre on cyberbullying.

This study is of a qualitative phenomenological approach. Its background lies in recent reports that show the problem of self-harm increasing among adolescents. The intent of the study was to highlight school Counselors? view of self-harm, and their experiences of meeting self-harm through their work. Six school Counselors, all employed in secondary school, have participated in semi-structured interviews.

The aim of this study was to investigate how Counselors who work at youth clinics relate to the question of the integrity of adolescents who are under 18 years old in relation to the parents rights to information. The study was based on semi-structured interviews with eight Counselors from youth clinics in the StockholmCounty. We have analyzed our empirical material by categorizing the statements from the Counselors and by using two different theories. The first one is a consequential ethics theory and the second one is a cognitive theory. These two theories have helped us to understand the thoughts and actions of the Counselors.

Bullying can have serious consequences on everyone involved. Consequently it is important that school Counselors are able to intervene. Thereby they need an unambiguous definition and knowledge about bullying that has been produced from research so they do not make mistakes that could lead to further damaging of the students. Thus the aim of this study was to examine how school Counselors define bullying compared to the views held by scientists and students in secondary school. Through a review of previously done research the definitions of scientists and schoolchildren was summarized.

The purpose of this study is to understand school Counselors knowledge and work with cyber bullying among students. Our study is based on the result from eight qualitative semi-structured interviews. These interviews were conducted with school Counselors working at elementary and high school in the state of Kronoberg, Sweden. Our theoretical base is human services organizations, street level bureaucrats and acting space. Our study shows that school Counselors have adopted cyber bullying in various ways which has an impact on their knowledge and systematical work regarding this question.

Abstract Children with neuropsychiatric disorders often require special arrangements from the society. These measures could target the child itself, its parents, or other parts of the social network surrounding the child. Parents of children with neuropsychiatric disorders are often deeply engaged both in their child and in these measures.Three parents of children with neuropsychiatric disorders, and four Counselors in different habilitation centers, were interviewed. The purpose of this qualitative interview study was to describe the methods with which the Counselors worked to support parents of children with neuropsychiatric disorders, and to understand how the parents experienced this support offered by the Counselors.The qualitative interviews with Counselors and parents followed a thematic interview guide. A structured interview form was used.

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..

Abstract Children with neuropsychiatric disorders often require special arrangements from the society. These measures could target the child itself, its parents, or other parts of the social network surrounding the child. Parents of children with neuropsychiatric disorders are often deeply engaged both in their child and in these measures.Three parents of children with neuropsychiatric disorders, and four Counselors in different habilitation centers, were interviewed. The purpose of this qualitative interview study was to describe the methods with which the Counselors worked to support parents of children with neuropsychiatric disorders, and to understand how the parents experienced this support offered by the Counselors.The qualitative interviews with Counselors and parents followed a thematic interview guide. A structured interview form was used.

Abstract Children with neuropsychiatric disorders often require special arrangements from the society. These measures could target the child itself, its parents, or other parts of the social network surrounding the child. Parents of children with neuropsychiatric disorders are often deeply engaged both in their child and in these measures.Three parents of children with neuropsychiatric disorders, and four Counselors in different habilitation centers, were interviewed. The purpose of this qualitative interview study was to describe the methods with which the Counselors worked to support parents of children with neuropsychiatric disorders, and to understand how the parents experienced this support offered by the Counselors.The qualitative interviews with Counselors and parents followed a thematic interview guide. A structured interview form was used.

Abstract Children with neuropsychiatric disorders often require special arrangements from the society. These measures could target the child itself, its parents, or other parts of the social network surrounding the child. Parents of children with neuropsychiatric disorders are often deeply engaged both in their child and in these measures.Three parents of children with neuropsychiatric disorders, and four Counselors in different habilitation centers, were interviewed. The purpose of this qualitative interview study was to describe the methods with which the Counselors worked to support parents of children with neuropsychiatric disorders, and to understand how the parents experienced this support offered by the Counselors.The qualitative interviews with Counselors and parents followed a thematic interview guide. A structured interview form was used.

The aim of this study was to investigate how school Counselors experienced collaboration with social services and whether they felt they have the ability to improve upon this collaboration. The empirical data consists of qualitative interviews with eight school Counselors from public schools, ages 13 to 15, in eight separate municipalities in the Stockholm area. The main results showed that the school Counselors recognized the positive benefits from collaboration, but that they in practice experienced difficulties turning this into a high-quality collaboration. The school Counselors experienced that due to uncertain expectations in the collaboration it led to unclear distribution of areas of responsibilities. The school Counselors expressed small or no possibilities for them to improve upon collaboration but pointed out that higher commitment and a positive attitude are valuable attributes to improving collaboration.

The aim of this study was to examine mental illness among adolescents in the age group 13- 18 in the municipality of Lund. We studied the topic based on Counselors experiences. There have been several reports in media concerning an increase of mental illness among youth. Therefore we considered this as an interesting issue to examine. This study consists of seven qualitative interviews and one telephone interview with Counselors.