Masters of Commerce / The practice of career guidance in the Palestinian community inside Israel is a relatively recent phenomenon which became prominent after the emergence of approximately 30 career guidance centres across the country. The development of career guidance in a context that is characterised by continuous social underdevelopment, injustice and discrimination raises many questions around the effectiveness of career guidance and its role in fighting unemployment as well as the extent to which career guidance services can deliver results on the ground – within the Palestinian community. In the twenty-first century, we need to consider the changing social structures and contexts in which career guidance is practiced (Arthur, Collins, McMahon & Marshall, 2009). Such challenging environment interferes with the practice and its deliverables making it more difficult for Palestinian practitioners. Hence, in the light of such challenges, there exists a great need to determine the effectiveness of the services by focusing on a number of areas such as; the types of career guidance interventions used; the kind of challenges Palestinian practitioners are faced with; the theoretical framework for career guidance; the future needs and skills of career guidance practitioners. To achieve these objectives, the study interviewed a sample consisting of (N=8) Palestinian career guidance practitioners, who were drawn using convenience and snowballing sampling, using a qualitative approach; semistructured interviews. The results showed that Palestinian career guidance practitioners understood the role and function of career guidance and used a wide range of useful interventions that correspond to those in international literature. However, they were critical of Holland-based assessment that was used considering it to be incompatible with the Arab community. Participants further reported that they were faced with a spectrum of challenges that are multi-faceted in nature and felt that the key to having effective career guidance with concrete outcomes, is by dealing with it on a policy level.

The goal of this study was to investigate the career counselling needs at a school in a deprived community. High School learners form part of the future workforce that will influence this country's economy. Therefore it is necessary to focus on the development of a workforce that has the basic skills. Career counselling is therefore seen as the field of education by means of which these skills need to be addressed, but to present successful career counselling, the needs of the learners and teachers have to be taken into consideration. The staff and pupils of a Secondary School from a deprived community in Potchefstroom were used for the purposes of this study. The group consisted of 15 participants in total, of which 10 were pupils (6 girls and 4 boys) in grades 10 to 12, and 5 teachers (4 ladies and 1 gentleman). In order to determine the participants' experiences with regard to Career Counselling, qualitative research methodology was used by means of phenomenological principles in interviews. A specific effort was made to give an account of the extent and nature of this need, as well as to determine what the pupils' needs for Career Counselling are and what the limitations are for the teacher regarding career counselling. The results showed that pupils see career counselling as important and that they have a need for this field of education, that the current career education sessions at school do not fulfil their needs for career guidance, that learners indicate that they have specific needs regarding career guidance, that their peers show indifference towards receiving career guidance and also that their career choices are influenced by their home backgrounds. Furthermore the results showed that the teachers acknowledge the importance of career counselling at schools, the need for better career guidance, that certain factors exist that influence career guidance in a negative way and also that they have specific needs regarding career guidance. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

The goal of this study was to investigate the career counselling needs at a school in a deprived community. High School learners form part of the future workforce that will influence this country's economy. Therefore it is necessary to focus on the development of a workforce that has the basic skills. Career counselling is therefore seen as the field of education by means of which these skills need to be addressed, but to present successful career counselling, the needs of the learners and teachers have to be taken into consideration. The staff and pupils of a Secondary School from a deprived community in Potchefstroom were used for the purposes of this study. The group consisted of 15 participants in total, of which 10 were pupils (6 girls and 4 boys) in grades 10 to 12, and 5 teachers (4 ladies and 1 gentleman). In order to determine the participants' experiences with regard to Career Counselling, qualitative research methodology was used by means of phenomenological principles in interviews. A specific effort was made to give an account of the extent and nature of this need, as well as to determine what the pupils' needs for Career Counselling are and what the limitations are for the teacher regarding career counselling. The results showed that pupils see career counselling as important and that they have a need for this field of education, that the current career education sessions at school do not fulfil their needs for career guidance, that learners indicate that they have specific needs regarding career guidance, that their peers show indifference towards receiving career guidance and also that their career choices are influenced by their home backgrounds. Furthermore the results showed that the teachers acknowledge the importance of career counselling at schools, the need for better career guidance, that certain factors exist that influence career guidance in a negative way and also that they have specific needs regarding career guidance. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

The study was conducted to develop a process by which teachers and counselors could initiate implement and evaluate career guidance activities in regular junior high school classrooms. The problem. Junior high school teachers in Utah were not participating with counselors in providing career guidance activities for students. Purpose. To conduct a pilot program in career guidance in which teachers and counselors at the junior high school level could create student activities which are applicable in the classroom from a pre-designed career guidance model. Objectives. To develop career guidance behavioral objectives and learning activities applicable to teaching in the classroom at the junior high school level. To evaluate the activities in a pilot project to determine if they reach the criterion set by the behavioral objectives. To publish the developed bheavioral objectives and learning activities as a guide for further program development in junior high schools throughout the State of Utah. To develop a contractual process for the purpose of involving counselors and teachers in career guidance activity development. Sample. The sample involved approximately 800 boys and girls, ages 13-15, at T. H. Bell Junior High School. The staff involved included the principal, one supervisor, two counselors and 16 teachers, five ninth grade, five eighth grade, and six seventh grade teachers as determined by their homeroom assignment. Data. The data gathered were the written and evaluated activities developed by each teacher. Observational design. Contracts were written on each of the 56 pre-developed behavioral objectives. The contract stipulated the behavioral objective, time limitations for completion and the criterion level. The teacher, with the assistance of a supervisor or principal, developed activities which met the established criterion. Upon completion, these materials were compiled by a supervisor and final evaluation for correctness and completeness was determined. Upon completion, the teacher received a pre-arranged financial remuneration. The completed activities were placed in book form to correspond with the behavioral objectives. This placed the teacher developed activities within the total curriculum model at the junior high school level. Summary. Career guidance activities were written, and tested to determine if they reached criterion level specified by behavioral objectives, and these were then used in junior high school classes. The result of the process was to expand the career guidance offering at one junior high school from two counselors interacting with students to a large portion of the faculty interacting with students relative to their future career choices. It appears that the process developed in this study has merit as it pertains to career guidance activities integrated into regular classrooms. The career guidance model with the developed activities were distributed to junior high schools throughout the state for the purpose of serving as an example of expanding career guidance activities into the regular classroom.

The Swedish society is characterized by an increasingly extensive criminality. Research shows that the possibility of earning a living through work is something that reduces the risk of committing criminal acts, but despite this, there are difficulties for ex-criminals regarding the possibility of obtaining a job. The purpose of the study is to increase understanding of the work with ex-criminals' transition from crime to employment and how a career guidance counselor can respond to the target group in a beneficial way. The study aims to answer which factors in ex-criminals' transition from crime to employment may be beneficial for career guidance counselors to know, as well as how career guidance counselors with knowledge of these factors can promote ex-criminals' transition. In order to investigate ex-criminals' transition from crime to employment, we have chosen to use a qualitative method with semi-structured interviews. The selection consists of six professionals who work with ex-criminals in various ways. The results of the study show that ex-criminals' low self-esteem and insecurities regarding managing a job on the regular labor market are central factors in the transition from crime to employment. For career guidance counselors, a significant part of the work with ex-criminals involves increasing their motivation to achieve the goal of a job. It is about building up the individuals' self-esteem and countering their insecurities.

Studie-och yrkesvägledning är något som enligt skollagen alla elever utom förskolebarnska erbjudas för att kunna göra väl underbyggda framtidsval. Skolans vägledningska även vara frivillig, vilket innebär att det ofta är elevernas eget ansvaratt söka upp vägledaren för att få prata om sina tankar och funderingar.Grundskolan är en plats där eleverna utökar sin kunskap, men även utvecklar sinidentitet samtidigt som de utsätts för stereotyper och könsmässiga fördomar. Dennaundersökning har fokuserat på pojkarna i grundskolan. Fyra kvinnliga och fyramanliga studie- och yrkesvägledare inom grundskolan har intervjuats för attsöka svar på deras upplevelser av vägledning av pojkar inom grundskolan. Resultatetvisar ambivalenta svar då den generella upplevelsen är att pojkar och flickorsjälvmant uppsöker vägledning i samma utstäckning, för att sedan visa attpojkar är överrepresenterade i att inte komma till de bokade samtalen och attflera vägledare känner sig tvingade att hämta in främst pojkar till samtal. Resultatetvisade också att vägledarna generellt har en tydlig bild av hur en pojke ”är”och hur en flicka ”är”, samtidigt som de har en oreflekterad inställning tillhur deras eget kön påverkar vägledningssituationen. Studien tillför enförståelse för studie- och yrkesvägledarnas upplevelser av att vägleda pojkarinom grundskolan samtidigt som den visar på brister i forskningen när detkommer till studie- och yrkesvägledares vägledningssituation med pojkar. / The availability of career guidance counselling to pupils in the Swedish grundskola (mandatory school years covering ages 7-16) is stated in law, with the aim of giving them the tools needed to make well-informed choices regarding their future. Career guidance in schools is also volontary, meaning the responsibility of seeking it out often falls on the pupil. School is a place where pupils expand their knowledge and form their identities, while at the same time being exposed to stereotypical expectations based on gender. This study focuses on boys in the mandatory school years. Four female and four male career guidance counsellors are interviewed in an attempt to describe their experiences of career guidance with boys in school.   The results are ambiguous. On the one hand, the career guidance counsellors experience that boys and girls seek career guidance to the same extent. On the other hand the results indicate that more boys than girls fail to show up to booked appointments and are more often coerced into sitting down to talk with the career guidance counsellor. The results also show that the career guidance counsellors generally have a clear picture of how boys and girls "are", while not reflecting to the same extent on how their own gender affect the counselling. The study improves knowledge on how career guidance counsellors experience counselling with boys in the mandatory school years, while at the same time showing the need for further research.

I läroplanen för grundskola, förskoleklass och fritidshem 2011 står det att skolan ansvarar för att varje elev efter genomgången grundskola kan göra väl underbyggda val av fortsatt utbildning och yrkesinriktning. Forskning inom studie- och yrkesvägledning visar på stora brister hur området integreras i skolan. Syftet med vårt examensarbete är att undersöka lärarnas perspektiv på studie- och yrkesvägledning i årskurs 1–6. För att få svar på våra frågeställningar har vi valt att använda oss av enkäter. Resultatet visar att lärarna saknar tillräckliga kunskaper för att integrera studie- och yrkesvägledning i undervisningen, men de anser att studie- och yrkesvägledning är viktigt. En lärare menar att “Det är ju det hela skolgången syftar till: att förbereda för ett kommande yrkesliv”. / The swedish curriculum for compulsory school, pre-school class and after-school center 2011 states that the school is responsible for each pupil after completing compulsory school can make well-founded choices of further education and vocational orientation. Research in study- and career guidance shows major shortcomings in how the area is integrated into the school. The purpose of our study is to investigate the teachers perspectives on study- and career guidance in grades 1–6. To get answers to our questions, we have chosen to use surveys. The results show that teachers lack sufficient knowledge to integrate study- and career guidance in teaching, but that they believe that study- and career guidance is important. One teacher says that “This is what the whole schooling is about: to prepare for a future professional life".

Denna studie undersöker studie- och yrkesvägledares uppfattningar om tidig vägledning. Kvalitativa semistrukturerade intervjuer med åtta utbildade och verksamma studie- och yrkesvägledare har genomförts. Det insamlade materialet analyseras utifrån Linda S. Gottfredsons (2002) Theory of Circumscription, Compromise, and Self-Creation. Studiens resultat visar att studie- och yrkesvägledare uppfattar att tidig vägledning kan motverka stereotypa föreställningar i arbetslivet, öka individers valkompetens och självkännedom samt göra att individer tar mer välgrundade beslut. Tidig vägledning kan enligt studie- och yrkesvägledare även bidra till stora samhällsekonomiska vinster. Enligt studie- och yrkesvägledare behöver studie- och yrkesvägledning i vid bemärkelse vara hela skolans ansvar och finnas med som en röd tråd genom hela skolgången. Centrala faktorer för att kunna bedriva tidig vägledning är enligt studie- och yrkesvägledare att vägledning behöver bli högre prioriterad och att det krävs en ökad kunskap hos huvudmän, skolledare och andra professioner kring vad studie- och yrkesvägledning innebär och vad den bidra med. / This study examines career guidance counsellors’ perceptions of early career guidance. Supporting this study are semi-structured interviews conducted with eight qualified and active career guidance counsellors. Collected material is analysed utilising Linda S. Gottfredson’s (2002) Theory of Circumscription, Compromise, and Self-Creation. Results of this study show that career guidance counsellors perceive that early career guidance can prevent stereotypical conceptions of work life, help increase an individual's competence and self-awareness as well as help individuals make more informed decisions. According to career guidance counsellors, early career guidance can also contribute to broader socio-economic benefits. This study recognises that career guidance in a broad sense needs to be the responsibility of an entire school and be included as a common thread throughout schooling. To be able to conduct career guidance at an earlier stage, career guidance counsellors claim that career guidance needs to be given higher priority among school leaders and other professions within the school. Consequently, an increased knowledge of the benefits of career guidance is required among these professions.

Syftet med studien är att utforska hur implementeringen av studie- och yrkesvägledning i tidigt skede på grundskolor främjar elevers framtida studie och yrkesval. Då studie- och yrkesvägledningen är ett ämne som ofta bortprioriteras på grund av diverse anledningar innebär det att det ofta implementeras i ett sent stadium. Studien bidrar med en förståelse för problemområdet. Undersökningen har genomförts utifrån kvalitativ metod och semistrukturerade intervjuer. Därför har semistrukturerade intervjuer genomförts med sju utbildade studie- och yrkesvägledare som arbetar inom grundskolan.      Studiens frågeställningar är: -Hur arbetar SYV med studie- och yrkesvägledning i yngre årskurser? -Hur involverad är skolans ledning i studie- och yrkesvägledningen? -Vilken betydelse har tidig implementering av studie- och yrkesvägledning på elevers valkompetens? För att besvara dessa frågor utgår studien från informanternas svar. Intervjuerna har analyserats med hjälp av Gottfredsons teori om begräsningar och kompromisser där begreppen självuppfattning, yrkesstereotyper, mentala kartor över yrken, omskrift och kompromiss används. Hodkinson och Sparkes begrepp handlingshorisont varvas med dessa begrepp.      Studiens huvudresultat visar att implementeringen av studie- och yrkesvägledning i tidigt skede bidrar till en säkerhet hos eleverna samtidigt som deras valkompetens ökar. De informanter som integrerar studie- och yrkesvägledningen tidigt belyser resultatet av det och de informanter som inte integrerar det tidigt i dagsläget uttrycker en gemensam önskan kring att få göra det en dag. Tidsbrist och okunskap hos skolans ledning är återkommande faktorer som påverkar den tidiga implementeringen.

The purpose of this study was to investigate guidance counsellors’ conceptions and experiences of information and communication technologies (ICT) in career guidance. The study has also investigated if counsellors, after graduation from the Bachelor of Arts in Study and Career Guidance program, consider themselves equipped to meet a digitized society. Qualitative interviews were made with eight professional guidance counsellors in primary and secondary schools. The collected data has been analyzed inspired by thematic analysis. The results of the study showed that ICT in guidance is perceived as a positive complement with a great potential. Based on our study we can conclude that ICT in guidance is seen as something positive with a great potential. Based on the results of our study, we conclude that the counsellors agree that the study program needs to be changed and expanded to reflect the needs of a changing society. / Syftet med denna studie var att undersöka studie- och yrkesvägledares uppfattningar och erfarenheter av informations- och kommunikationsteknik (IKT) i vägledning samt undersöka om vägledare, efter examen från studie- och yrkesvägledarutbildningen, känner sig rustade att möta ett digitaliserat samhälle. Data samlades in med hjälp av kvalitativa intervjuer som metod. Totalt åtta yrkesverksamma studie- och yrkesvägledare i grund- och gymnasieskola intervjuades. Den insamlade empirin analyserades med inspiration utifrån en tematisk analysmetod. Resultatet av studien visade på att IKT i vägledning uppfattas som ett positivt komplement med en stor potential. Utifrån resultatet av vår studie kan vi konstatera att IKT i vägledning upplevs som något positivt med en stor potential samt att studie- och yrkesvägledarna är eniga om att utbildningen behöver förändras och kompletteras utifrån samhällets förändrade behov.