本研究旨在探討中等學校輔導教師在校園中同時擔任個案的任課教師和諮商員的雙重關係經驗，以訪談法蒐集資料，經由立意取樣邀請四名任教國中、高中且面臨師生諮商雙重關係的新手和資深輔導教師參與研究訪談，呈現其工作樣貌，並輔以生態系統觀點探討面對雙重關係一事的考量。 　四名輔導教師皆曾聽過師生諮商雙重關係一詞且理解其意涵，但在何時聽聞以及考量原因等則印象不一。受訪教師認為雙重關係的優點包含提供學生觀察老師的機會、較易建立關係，可看到學生不同面向的表現並滿足教師本身對親近感的需求，此外亦可連結資源改善學生環境並推廣輔導工作；而其困擾多為內在感受，如擔心個人身為教師的價值觀介入或需要不時思考此議題的煩惱，至於其他負面影響則因皆可處理而未感困擾。 在師生諮商雙重關係的經驗中，受訪者因學校制度而進入雙重關係，並提及同事期待輔導教師協助個案輔導所給予的壓力，然而受訪者也利用自身教師角色連結校內資源提供學生協助。在外圍系統的決策考量上，因受訪老師選擇接受校園中輔導教師同時授課和個案輔導的限制且忘記當初的矛盾，故無法探究各老師的思考過程。在鉅視系統層面，受訪教師認同自身教師角色，皆有責任崇高或需要更主動付出的自我期待屬之。 　　整體而言，受訪教師接受師生諮商雙重關係的存在，然則不受限制而在此情況下依各自期許盡力而為是其主要因應方式。 / / / To explore the teacher-student dual relationships of middle school counselors, four study participants facing dual-relationships in junior and senior high schools including novice and veteran teachers were interviewed through purposive sampling. The results show their work appearances, assist with the discussion of the consideration facing dual relationships in eco-systems perspective. 　　The four participants all have heard the teacher-student dual relationships and understand its meaning, but have different impressions of when they heard, and the reasons of consideration. Interviewed teachers think the advantages of dual relationships include providing students the opportunity to observe the teachers, being able to build relationships easier, understanding students’ different performance, and meeting the teachers’ own needs of the close feelings, they also can link resources in order to improve the students’ environment, and promote counseling works. However, the distresses are their inner feelings, such as teachers worry about the personal values involving, or the need for thinking of this topic from time to time. Otherwise, they aren’t troubled with the solvable negative effects. 　　From the interviewees’ experiences, their duel relationship with students resulted from the system of school environment. They were under the pressure of student individual counseling from their colleagues’ expectations. However, they were able to provide more resources in the school under their role as a teacher. In terms of the decision making of exosystem, how the interviewees processed their conflicts of duel relationship is hard to explore since they have already accepted the reality of teaching and counseling in the same time as guidance counselor (guidance teacher), and forgot about their first thought. When we look at the macrosystem, interviewees’ identified their roles as teachers, and considered it as a high responsibility career, and expected themselves devoted to their career more. 　　Generally speaking, the interviewees accept the teacher-student dual relationships. Their way to deal with this inner conflict is trying their best according to their own expectation without other limitation.

Många ungdomars vardag präglas av hedersvåld och förtryck (HVF) och problematiken anses svår och komplex att arbeta med. Studiens syfte är att undersöka hur skolkuratorer på högstadieskolor och socialsekreterare på socialtjänsten beskriver sitt stöd till och skydd av ungdomar som utsätts för HVF samt samverkan dem emellan. Metoden som används för att besvara studiens syfte är kvalitativa intervjuer med fem skolkuratorer, tre socialsekreterare och en samordnare för en samverkansgrupp kring HVF. Studiens insamlade material analyseras genom tidigare forskning om myndigheternas arbete med HVF samt samverkan. Kulturellt och feministiskt perspektiv samt teori om riskbedömning och samverkan används även för att analysera materialet. Resultatet visar att det finns en samsyn mellan professionerna gällande att stödbehovet hos HVF-utsatta ungdomar är stort. Vidare delar professionerna uppfattningen att inte agera mot ungdomens vilja samt att ett skyddstänk är viktigt. Den form av riskbedömningsverktyg som vanligen används är handlingsplaner, som finns på respektive arbetsplats. Vidare visar resultatet att det saknas strukturerad samverkan mellan professionerna. Viss samverkan föreligger men en svårighet beskrivs vara att arbetet är beroende av personbundna kontakter. Resultatet visar även att samverkan skulle gynnas av ökad kommunikation samt insyn i varandras arbete.

The principal investigator (PI) for this study surveyed 207 American School Counselor Association (ASCA) members on their attitudes toward utilizing trained counseling paraprofessionals in school counseling. The PI also examined the relationship between participants’ attitudes and their subjective reports of the counselor-student ratios in their schools, the amount of work time they spent providing direct counseling services to students, and the extent to which their districts experienced a school counselor shortage. The participants’ mean reported counselor-student ratio (1:464.63) significantly exceeded ASCA recommendations of 1:250. Elementary counselors reported the highest counselor-student ratios while high school counselors reported the lowest. Furthermore the PI found a significant linear trend for counselor-student ratios to decrease as school level increased. The participants’ reported mean percentage of time involved in direct counseling services (61.48%) fell significantly below the ASCA recommended 70%. Elementary counselors reported the highest amount of time involved in direct counseling services while high school counselors reported the lowest. The PI also found a significant linear trend for percentages of time involved in direct services to decrease as school level increased. Over one-fourth of the participants indicated school counselor shortages existed in their districts. A majority of participants supported utilizing counseling paraprofessionals in their schools. The PI found a significant negative correlation between support for counseling paraprofessionals and percentage of time involved in direct services. Participants reporting the lowest percentage of time providing direct services to students thus expressed the strongest endorsement for utilizing counseling paraprofessionals. Participants most strongly endorsed assigning clerical duties to counseling paraprofessionals. They likewise endorsed assigning some indirect helping duties to counseling paraprofessionals. However, participants strongly opposed assigning direct counseling duties to counseling paraprofessionals. Based on the results of the study the PI developed recommendations for school counselors, school administrators, state education agencies, and institutions of higher learning regarding the training, education, and job duties of counseling paraprofessionals.

Current enrollment in Career and Technical Education (CTE) programs in the United States and in the state of Kansas is lagging behind the future demand for skilled workers. With millions of skilled labor positions unfilled and the pending retirement of the baby boomer generation, the United States is at a critical juncture to compete in the global marketplace. High school career counselors are the primary resource for CTE program recruitment. The purpose of this study was to examine whether high school career counselors' educational backgrounds, knowledge levels of CTE initiatives and programs in Kansas, and available counseling time were associated with their perceptions of CTE. The study was based on the constructivist learning theory that suggests individuals tend to learn from their past experiences and utilize those experiences to create meaning for the future. A cross-sectional survey design was used for this study to collect data on the knowledge levels, education, counseling time, and perceptions of CTE initiatives and programs held by high school career counselors (N = 485) in the state of Kansas. Chi square analyses of the associations among variables revealed that knowledge levels and counseling time were related to counselors' perceptions of CTE. However, no significant association was found between counselor educational background and perceptions of CTE. This study is significant to educational institutions and the economy in Kansas because the findings may be used to target CTE recruitment training for high school counselors. This training may improve recruiting strategies for CTE students and address Kansas' future needs for a skilled workforce.

The purpose of this quantitative, cross-sectional survey study was to compare school counselors’ and principals’ perceptions of the frequency with which school counselors perform activities that align with the ASCA National Model (ASCA, 2005) and those activities that do not, as measured by the School Counselor Activity Rating Scale (SCARS) (Scarborough, 2005). Results indicate that the school counselors and principals that participated in the study agreed that school counselors are spending most of their time engaged in activities that align with the ASCA National Model (ASCA, 2005). Significant differences (p < .05) appeared on 10 items in which five were related to counseling activities, primarily as they relate to small group counseling. Principals indicated their school counselors were conducting small group activities related to academic and substance abuse issues more frequently than the school counselors indicated. Other areas that showed significant differences (p < .05) between school counselors’ and principals’ responses included conducting classroom guidance lessons on substance abuse issues, consulting with school staff regarding students’ behavior, and such coordination activities as professional development and school counseling advisory teams. School counselors indicated they engaged in the non-counseling activity of substituting/covering classes more frequently than principals indicated (p = .032). Implications for school counselors, principals, and counselor education and education administration faculty are discussed.

Sexual abuse is a global issue that can result in psychosocial consequences for the on that has been abused. Statistics show that girls and boys in high school age are among the group that are most vulnerable to sexual abuse and studies shows that high school counselors have or should have resources that can help students that has been abused. The purpose of this study is, through interviews study the work of high school counselors regarding students that have been sexually abused but also how they work to prevent sexual abuse. We also wanted to investigate if there are any differences in the mode of work depending on gender. Our study is based on interviews of six high school counselors that we interviewed in person at their work place. To analyze our data, we took help from previous research on the subject but also theories about action space, sexuality and gender. Our result shows that the high school counselors work in different ways to help students that have been sexually abused but there are no specific guidelines on how the high school counselors are supposed to work to prevent sexual abuse and deal with students that have been abused. Their main job is to be a support system for the student if she or he need to talk to somebody and guide the student through the process of pressing chargers or contacting different authorities. It became evident in our study that prevention and the way of dealing with sexual abuse needs to improve in the high school counselors’ work, which most of the school counselors said themselves. None of the counselors said that they work differently based on the student´s gender but half of them used the word boy when describing the perpetrator and girl when describing the victim. With the help of our theory we could see that there is a perception in society where the male gender is often seen as the perpetrator and that this perception affects how high school counselors see and talk about sexual abuse. This perception makes it also more difficult for boys to talk about sexual abuse and also realize when they have been victims of sexual abuse.

Denna kvalitativa intervjustudie syftar till att undersöka hur samverkan ser ut mellan skola, Barn och ungdomspsykiatrin (BUP) samt socialtjänsten i arbetet med att hjälpa barn och ungdomar i åldrarna 0 till 18 år som lider av psykisk ohälsa. Studien grundar sig i sex stycken semistrukturerade intervjuer med två skolkuratorer, två socialsekreterare från socialtjänsten samt två kuratorer från BUP. Resultaten visar att det finns flertal hindrande och möjliggörande faktorer vid samverkan. Resultaten visar att då professionella konsulterar med varandra kring svåra frågor rörande unga som lider av psykisk ohälsa främjas samsyn och samverkan möjliggörs. Vidare visar resultaten att förutsättningar för samverkan inom organisationer bygger på att ledningar uppnår domänkonsensus, för att på så sätt komma överens om hur aktörer skall samverka / This qualitative interview study aims to investigate the collaboration between school, children and adolescent psychiatry and the social service with the intent to help children and adolescents aged 0 to 18 who suffer from mental health problems. The study is based on six semistructured interviews with two school counselors, two employees from the social services and two counselors from children and adolescent psychiatry (BUP). The results show that there are several obstructive and enabling factors when collaborating. The results show that when professionals consult with each other about difficult issues regarding young people suffering from mental illness, it promotes consensus and enables cooperation. Furthermore, the results show the prerequisites for collaboration within organizations is based on the fact that the management reaches domain consensus, in order to agree on how professionals shall collaborate.

Syftet med studien är att få en ökad förståelse för hur skolkuratorer tänker kring användningen av metoder i det skolkurativa arbetet. Utifrån studiens syfte ville jag ta reda på vilka metoder använder de intervjuade skolkuratorerna i sitt arbete, hur de ser på kunskapskällor vid val av metod samt hur de ser på behovet av fortbildning kring metoder. Studien har en kvalitativ ansats som bygger på fem intervjuer med fyra skolkuratorer i grundskolan och en skolkurator på en gymnasieskola från tre städer i Sverige. Huvudresultaten i studien visar att skolkuratorer använder olika typer av metoder som används med syfte att driva deras skolkurativa arbete framåt, dessa är; samtalsmetoder såsom MI, behandlande metoder såsom KBT och olika metodprogram såsom ABC som används vid konflikthantering. Dock framgår det även att man som skolkurator har ett tankesätt som gör att man tillämpar dessa metoder på ett oreflekterat sätt genom att man går på magkänsla, blandar metoder samt provar sig fram utan att ha koll på metodernas effekter. Resultatet av studien visar även att man tycker att forskning som kunskapskälla vid val av metod är viktig och man uppger att man arbetar i en evidensbaserad praktik som enligt dem är eftersträvansvärt men enligt deras berättelser framgår det inte i praktiken. Dels beror det på bristen av reflektion över metoders effekter samt att man väljer att inte ta sig tid till fortbildning kring metoder, vilket en evidensbaserad praktik kräver då man ska ha en medvetenhet kring vilka metoder man använder och vilka effekter de har. Detta tankesätt kan utgöra en risk för utvecklingen hos den berörde eleven. Slutligen visar resultatet av studien att arbetsgivare inte uppmuntrar till fortbildning kring metoder såsom skolkuratorerna önskar, men samtidigt uppger skolkuratorerna att det handlar om en prioriteringsfråga där man tänker att eleven går före behovet av kunskap kring de metoder som man använder i det skolkurativa arbetet. / The aim of the study is to gain an increased understanding of how school counselors think about the use of methods in the school-based work. Based on the purpose of the study, I wanted to find out what methods the interviewed school counselors use in their work, how they look at sources of knowledge in the choice of methods and how they look at the need for further training on methods. The study has a qualitative approach based on five interviews with four school counselors in elementary school and a school counselor at a secondary school from three cities in Sweden. The main results of the study show that school counselors use different types of methods used to drive their school-based work forward, these are; Call methods such as MI, treatment methods such as KBT and various methodologies such as ABC used in conflict management. However, it is also apparent that, as a school counselor, you have a mindset that allows you to apply these methods in an unexplored way by feeling in the mood, mixing methods and trying out without looking at the effects of the methods. The result of the study also shows that research as a source of knowledge in choosing a method is important and it is stated that one works in evidence-based practice which, according to them, is desirable, but according to their stories, it does not appear in practice. This is partly because of the lack of reflection on the effects of methods, and that one chooses not to take time for further training on methods, which an evidence-based practice requires when you have an awareness of the methods used and the effects they have. This approach may pose a risk to the development of the pupil concerned. Finally, the results of the study show that employers do not encourage further education on methods that the school counselors had desired, but at the same time, the school counselors state that it is a priority issue, thinking that the student goes before the need for knowledge about the methods used in school-based work.

En del socionomer kan uppleva obehag att samtala med människor som är i kris eller mår dåligt. Skolkuratorer är en av de som kan uppleva en osäkerhet huruvida de ska samtala med barn och ungdomar. Syftet med denna studie är att undersöka vilka metoder skolkuratorer från Malmös grundskolor använder i sina samtal med elever, men även hur skolkuratorerna beskriver sina kompetenser i samtalsmetodik. Vi har utgått ifrån en kvalitativ metod där vi har intervjuat sex skolkuratorer med olika långa anställningar inom skolkuratorsyrket. Studiens resultat visar att skolkuratorer inte följer någon metod på hur de ska förhålla sig i samtal med elever. Det finns ingen mall på hur skolkuratorer ska utföra sitt arbete vilket innebär att de arbetar väldigt olika och utvecklar olika sätt att utföra samtalen som de själva anser ger bäst resultat. Istället för en metod så blir det en “plock” av alla möjliga metoder för att anpassa elevernas behov. Däremot såg vi flera likheter i modeller som de nämnde att de utgår ifrån, såsom motiverande samtal och empatiskt förhållningssätt där olika faktorer spelar en väsentlig roll för samtalets utveckling såsom ett gott bemötande. I enlighet med learning by doing visar resultatet på studien att skolkuratorerna får mer kunskap på hur man samtalar desto fler samtal de genomför. För att få bättre kompetenser i samtalsmetodik önskar skolkuratorer mer praktik och djupare kurser i samtalsmetodik från socionomutbildningen. / Some social workers can experience discomfort when speaking with people in a state of crisis or who are mentally unwell. School counselors are among those who can experience insecurity on how they should talk with children and teenagers. The purpose of this study is to examine what models school counselors from Malmö’s elementary schools use in their conversations with students and how the school counselors describe their speech methodic competences. We used a qualitative method where we interviewed six school counselors with varying lengths of employments within the profession. The result of the study shows that school counselors do not follow any model on how to act in conversations with students. There is no template on how school counselors should conduct their work which means that they work very differently and develop different ways to conduct conversations according to what they themselves believe give the best results. Instead of one method it becomes a pick of all sorts of different methods to adapt to the student’s needs. We did, however, see many similarities in models that they mentioned they use as a foundation, such as motivating talks and an empathic approach, where different factors play an essential part for the development of the conversations, such as a good reception. Furthermore, the result shows that school counselors learn to converse the more conversations they have, in accordance with learning by doing. To achieve better competences in conversation methodics, school counselors wish for more internships and more in-depth courses in conversation methodics from the social worker education.

Syftet med studien var att undersöka hur elevhälsoarbetet fungerat vid kommunala gymnasieskolor under covid-19 pandemin. Metoden var kvalitativ och bestod av semistrukturerade intervjuer. Urvalet innefattade totalt fyra personer, varav två var skolsköterskor och två var skolkuratorer. Samtliga var anställda vid kommunala gymnasieskolor i en mellansvensk kommun. Data från intervjuerna analyserades genom konventionell innehållsanalys. Resultatet av analysen ledde till de fyra huvudkategorierna Flexibelt arbete, Kontakt och tillgänglighet, Elevhälsans insats och Hur arbetet fungerade. Huvudresultatet visade att elevhälsoarbetet krävde mer planering och i lägre grad innefattade elevkontakt. Att tillgodose elevers behov var en större utmaning än normalt och somliga insatser inte kunde genomföras. Det fanns både positiva och negativa aspekter i arbetet under perioden, men det fungerade bättre än förväntat. Resultatet visade även att det var svårare att upptäcka elever som mådde dåligt, att elevhälsans tillgänglighet kunde uppfattas olika av olika elever samt att distansundervisningen uppfattades ha en betydande negativ påverkan på majoriteten eleverna. Studiens slutsats var att det finns brister i elevhälsoarbetet under distans-undervisning även om det fungerade bättre än förväntat. Hindren som uppstått kan ha lett till att elever inte kontaktat elevhälsan och att hjälpen varit mindre effektiv än normalt. Eftersom skolan är en viktig arena för folkhälso- och hållbarhetsarbete behöver ämnet studeras vidare för att utveckla ett bättre fungerade digitalt elevhälsoarbete. / The purpose of this study was to investigate school nurses’ and school counselors’ experiences of the impact of distance education on student health service during the covid-19 pandemic. The method had a qualitative approach and consisted of semi-structured interviews. The sample included a total of four people, two of whom were school nurses and two were school curators. All were employed at municipal upper secondary schools in a central Swedish municipality. The data from the interviews was analyzed through conventional content analysis. The results showed that that the student health work required more planning and to a lesser extent included student contact, meeting students’ needs was a bigger challenge than usual, and some efforts could not be implemented. The informants experience was, however, that it worked out better than expected. In conclusion, the result showed that there are shortcomings in how student health services function during distance education even if it worked out better than expected. As school is an important arena for public health and sustainability work, further research on the subject is required to develop the functionality of digital student health work.