Denna studie syftar till att undersöka hur skolkuratorer upplever socialt utanförskap bland barn i åldrarna 7–12 år. Det empiriska materialet som ligger till grund för studiens resultat och analys är sex halvstrukturerade intervjuer med skolkuratorer. Materialet har sedan analyserats med hjälp av kodning. Det analyserade materialet har sedan analyserats med hjälp av tidigare forskning, begreppen KA-SAM samt risk- och skyddsfaktorer, Goffmans stigmateori och Bowlbys anknytningsteori. Resultatet visar att skolkuratorer aktivt arbetar med att främja socialt arbete genom att nå ut till barn och elever som kan befinna sig i socialt utanförskap i skolan. De flesta skolor som skolkuratorer arbetar på arbetar främst med rastaktiviteter, enskilda samtal och välbefinnande och jämställdhetsundersökningar.Skolkuratorerna försöker också aktivt förhindra att eleverna stigmatiseras i vuxenlivet genom att informera eleverna om vikten av att ha en fullföljd skolgång och sömn och matrutiner. Utöver detta arbetar skolkuratorerna och annan skolpersonal för att förhindra psykisk ohälsa bland eleverna, eftersom det är ett växande problem i Sverige. / This study aims to investigate how school counselors experience social exclusion among children aged 7-12. The empirical material that forms the basis of the study's results and analysis are six semi-structured interviews with school counselors. The material has then been analyzed using coding. The analyzed material has then been analyzed with the help of previous research, the concepts KASAM as well as risk and protection factors, Goffman's stigma theory and Bowlby's connection theory. The result shows that school counselors work actively with promoting social work through outreach of children who can be in social exclusion at school. Most of the schools that the school counselors work on primarily work with school breaks individual conversations and well-being and equal treatment surveys.The school counselors also try to actively prevent the pupils from being stigmatized in adulthood by informing the pupils about the importance of having completed schooling and sleep and food routines. In addition to this, the school counselors and other school staff work to prevent mental illness among the students, as this is a growing problem in Sweden.

Thesis advisor: Raquel Muniz Castro / Researchers and educators recognize the benefits of developing students’ social and emotional competencies, but there is little research about the impact of leadership practices on the social and emotional competencies of adults in schools. The purpose of this qualitative case study was to investigate the relationship between leadership practices (i.e., what leaders think and do) that promote SEL opportunities, and how they shape the work of mental health staff (MHS) — defined in this study as, school counselors, and nurses. Findings indicated that school-based leaders promoted SEL opportunities for MHS when they (1) provided time to meet, (2) provided resources for professional development, (3) provided feedback through dialogue, (4) accessed MHS’ expertise through dialogue, and (5) provided coaching. These leadership practices shaped the work of MHS proactively. These findings suggest that principals should use social awareness to diagnose issues within the school, engage in responsible decision-making to set direction, and promote relationship-building to convince MHS to implement a plan. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Psykisk hälsa är viktigt att arbeta med vilket är något som skolan bör bidra till. Studier tyder på att det är effektivt att arbeta främjande och förebyggande mot psykisk ohälsa för att minska risken för elevers insjuknande. Denna studie undersöker skolkuratorers upplevelse av handlingsutrymme i arbetet med elevers psykiska hälsa samt möjligheterna att arbeta främjande mot psykisk hälsa. Intervjuer med sex yrkesverksamma skolkuratorer tematiserades. Resultatet från frågeställningen ”hur arbetar skolkuratorer med elevers psykiska hälsa” tyder på att de strävar efter men inte alltid lyckas lägga fokus på förebyggande och främjande insatser. Frågeställningen ”hur upplever skolkuratorer sitt handlingsutrymme” besvaras att det påverkas av tidsbrist, samverkan med andra verksamheter och att de ej får bedriva behandlande verksamhet. Resultatet speglar tidigare forskning och denna studie kan användas till framtida forskning för att ha fokus på förebyggande insatserna och varför det är ett effektivt att arbeta med.

Due to multiple worldviews, gender biases, and more, Transgender and Gender-expansive (TGE) individuals often face many obstacles in their career development. As ASCA calls for school counselors to address the career needs of all students, this presentation highlights the challenges of the TGE community and offers resources and practical applications for school counselors to assist TGE students with their post-secondary and career transitions.

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The purpose of the study was partly to investigate the experiences of school counselors the factors that may be behind young people's stress (16-25 years) and partly to explore school counselors' perceptions of what tools are needed to reduce young people's stress. All school counselors participated in the study working at the student health care in Sweden. The study is based on twelve qualitative interviews with school counselors in Sweden. The theoretical frameworks used are tacit knowledge, work alliance, role theory and professional theory. The results showed that many different factors contributed to young people's stress, for example too little sleep, inactivity and large examinations. It became clear that the school counselors had similar opinions about what was behind young people's stress. Furthermore, it became clear that school counselors use different tools to reduce young people's stress. These tools consisted of getting students to think positively, to have a balance between leisure time, school and work, and to have time for recovery.

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Cyberbullying is a phenomenon that is increasing as more children and young people use social media. This phenomenon affects the mental and physical well-being of children and young people. Previous research addresses the school's and school counselor’s responsibility for the preventive and health-promoting work around cyberbullying. The purpose of the thesis is to study how school counselors in primary and secondary schools experience cyberbullying, as well as how they work with cyberbullying and what preventive and remedial measures are taken in cases of cyberbullying. The theoretical basis of the study is partly Lipsky’s (1980) theory of space for action (discretion) and Brante's (2009) professional theory. The empirical material of the study was collected through four qualitative semi-structured interviews with school counselors which were then analyzed thematically to be reported. A literature review was also carried with the aim to find relevant research and current knowledge bases related to the area. The results of the study highlight that school counselors work with cyberbullying in much the same way as traditional bullying. Three themes that were highlighted extra when it came to the preventive work against cyberbullying were relationship building, legislation and information. However, school counselors highlight that it is more difficult to detect if students are exposed to cyberbullying because it is not possible to see cyberbullying in the physical reality. School counselors also believe that the consequences of cyberbullying can be more problematic than the consequences of traditional bullying. All interviewees also highlight that this phenomenon is something that should be given more attention in schools and in general.

This study aims to study how the school counselor could work with sexual exposure on social media and in the physical world among children and youth. What could obstruct the school counselor from working with sexual exposure among children and youth and which consequences of sexual abuse the school counselors have identified. The study has interviewed five school counselors and tries to explain the finds with an theoretical frame with concepts of stigma, shame, room to maneuver and an intersectional perspective. The main find of the study is that the school counselor can work in different levels with the preventative work. The school counselor can present material and advice to the pupils parents on how to speak with their children about sex in an home environment without impose guilt upon the child. With the pupils the school counselor can talk about norms of sex and create an open and allowing environment to speak about sex in different ways to provide the pupils with the knowledge they seek. The school counselors have identified different types of consequences of sexual abuse and exposure in this study, such as blaming yourself for the assault, fear of meeting your perpetrator and shame. The school counselor can implement the preventative work with sexual exposure as she prefer since there is no guidance of how to work with it. The school counselors that participated in this study can be constraint by the schools principal and have an opportunity to decide by themselves how they want to implement sexual exposure in the preventative work. A need of the preventative work of sexual exposure of children and youth in a school counselors perspective need a bigger scene to make an inpact on the subject and to make a change.