Esta tese teve como objetivo compreender impactos e processos de mudança relacionados com o aconselhamento de carreira a estudantes universitários. Desenvolveu-se um modelo de atendimento construtivista narrativo, fundamentado no Paradigma Life-Design, com duração média de dez sessões individuais em periodicidade semanal. O primeiro estudo investigou se a intervenção seria capaz de promover impactos em adaptabilidade de carreira, sentido de vida e nas narrativas autobiográficas dos clientes (em reflexão autobiográfica e em valência afetiva das narrativas), valendo-se de um delineamento quase-experimental. O segundo e o terceiro estudos buscaram compreender a relação entre os impactos do atendimento com os processos de mudança narrativa, avaliados com o Modelo dos Momentos de Inovação nas sessões, em dois estudos de caso com características diferenciadas. Os resultados do primeiro estudo indicaram que a intervenção foi efetiva na promoção de recursos de adaptabilidade de preocupação, controle, curiosidade e confiança, bem como em dimensões de desenvolvimento de carreira com aproximação conceitual à adaptabilidade, como identidade profissional, decisão de carreira, planejamento de carreira e autoeficácia profissional. Ainda, os participantes da intervenção demonstraram aumento significativo na dimensão de presença de sentido de vida e diminuição na saliência afetiva negativa na forma como narravam as suas histórias de vida. Nenhuma mudança significativa foi constatada em relação ao grupo de comparação, formado por estudantes que não participaram de qualquer atendimento no mesmo período. Os estudos de caso possibilitaram compreender os impactos de forma integrada aos processos de mudança, evidenciando que desfechos positivos do aconselhamento de carreira estiveram associados a padrões de momentos de inovação de complexificação crescente ao longo do processo, e pela presença de momentos de inovação de reflexão sobre a mudança e de reconceitualização. Esses dois tipos de inovação se apresentaram de forma diferenciada em cada um dos casos, que também se diferenciaram quanto aos impactos do processo em reflexão autobiográfica. Abordam-se as conexões entre o processo de reflexão autobiográfica e esses tipos de momentos de inovação. Além disso, estabelecem-se relações entre as diferentes características dos clientes quanto às suas demandas e etapas de desenvolvimento psicossocial com os impactos e processos de mudança no atendimento. Por fim, são traçadas implicações para a teoria, a pesquisa e a prática do aconselhamento de carreira. / This dissertation aimed to understand outcomes and change processes associated with a career counseling intervention targeted at university students. A constructivist narrative model of career counseling, based on Life-Design Paradigm, was developed and delivered individually, in approximately 10 sessions, once a week. The first study investigated the outcomes of the intervention in career adaptability, meaning in life and clients’ autobiographical narratives (in autobiographical reasoning and emotional valence), using a quasi-experimental design. The second and the third studies aimed to understand the relation between the outcomes of the intervention and narrative change processes, assessed through the innovative moments model in the sessions. These studies were conducted with two clients with different characteristics. Results from the first study showed that the intervention was effective in promoting career adaptability resources of concern, control, curiosity and confidence, as well as career development dimensions that have conceptual proximity to adaptability, as professional identity, career decision, career planning and professional self-efficacy. Participants also demonstrated a significant increase in the dimension of presence of meaning in life, and a significant decrease in negative emotional salience used to narrate their life stories. No significant change was observed in the comparison group, constituted by students that were not participating in interventions at the same period. The case studies contributed to an integrated understanding of outcomes and processes of change, showing that positive outcomes in career counseling are associated with a pattern of progressive complexification of innovative moments during the process, and with the presence of reflection about change and reconceptualization innovative moments. These types of innovation differed from one case to the other, and different outcomes related to autobiographical reasoning were also observed. Connections between the process of autobiographical reasoning and these types of innovative moments are addressed. In addition, relations between client’s demands and psychosocial developmental characteristics with the outcomes and processes of change during career counseling are delineated. Finally, implications for theory, research and intervention are outlined.

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.

Potential employees use organization career webpages as a first source of information about potential jobs. A content analysis of the career webpages of twenty organizations that recruit from male-dominant occupations and twenty organizations that recruit for female-dominant occupations were examined for gender-specific textual markers and for textual markers for the characteristics of job expectations of comfort, reward and responsibility. Specific focus was made on college recruitment pages for employment into first post-college jobs. This study found that there is an underlying gender issue on organization’s college recruiting online presence. Organizations that have a recruitment strategy to hire women are challenged to appropriately appeal to women in their online recruitment messaging frameworks. Additionally, the rhetoric of job expectations is elusive and so is inadequate to foster the development of accurate expectations for a first post-college job.

Att studera på vuxenutbildningen kan innebära att du som studerande inte har möjlighet närvara fysiskt för vägledning på skolan. Orsaken kan exempelvis vara att du som studerande inte bor nära skolan, du arbetar eller har någon diagnos (exempelvis social fobi).  Syftet i studien är att undersöka vilken typ av kommunikativa medel som erbjuds sådana studerande. Examensarbetet är en kvantitativ studie, där 26 enkäter skickades via e-post till studie- och yrkesvägledarna hos utbildningsanordnare inom vuxenutbildningen. Resultatet visar att 18 utbildningsanordnare av 22 erbjuder vägledning för dessa studerande, samt att det finns variation i de kommunikativa medel som används för vägledning. Den webbaserade vägledningen visade sig vara begränsad, endast tre av 18 respondenter svarade att de använde Facebook och kamera/videosamtal (som exempelvis Skype eller Adobe Connect). Ett konstaterande är att vägledning erbjuds främst via e-post och via telefon till största delen av de flesta av de svarande utbildningsanordnarna, men att kommunikativt webbaserade medel (som Chat, Facebook och Skype) för vägledning inte används i så stor utsträckning. Att vägleda på annat sätt än fysiskt på plats, är en möjlighet för fler studerande att få vägledning. Vägledning kan ge bra karriärval, vilket i sin tur kan minska avhopp och därmed också öka anställningsbarheten.  Med teknikens frammarsch och vägledningens utveckling så kanske vägledning via kommunikativa webbaserade medel kan vara något som alla studerande kan få tillgång till i framtiden. Slutsatsen som dragits är, att orsakerna till att studerande inte har vägledning, hur distansvägledningen sker samt när den sker – varierar kraftigt. / The study of adult education can mean that you as a student is unable to attend physically for guidance at school. The reason could be that you as students do not live near the school, you work or have a diagnosis (eg, social phobia). The purpose of this study is to examine the nature of communicative resources offered to students. The thesis is a quantitative study, where 26 questionnaires sent by email to the academic and professional counselors with training in adult education. The results show that 18 out of 22 education providers offering guidance to these students, and that there is variation in the communicative means used for guidance. The web-based guidance proved to be limited; only three out of 18 respondents said they used Facebook, and camera / video calls (such as Skype or Adobe Connect). A finding is that the guidance offered primarily via email and over the phone for the most part by most of the respondents the training, but that communicative web-based resources (like Chat, Facebook and Skype) for guidance is not used as much. To guide other than physically in place, is an opportunity for more students to get guidance. Guidance can provide good career choice, which in turn could reduce early and therefore increase employability. With technology advancing and guidance development, perhaps guidance via the web-based communication medium can be something that all students can have access to in the future. The conclusion drawn is that the reasons why students do not have guidance, how remote guidance occurs and when it occurs - varies widely.

Assignments and organizations working with exposed women are more and more common in the Swedish society. Both authorities and nonprofit organizations are working actively to strengthen women’s position in the labor market through incentives and other measures. The study shows that the work with exposed women takes place in cooperation between the parties involved. The purpose of this qualitative study was to look into how the professionals were working with exposed women, in different types of organizations. The study focuses on highlighting techniques, qualifications, approaches and cooperation partners within organizations working with exposed women. The study has been related to the Swedish Social law, related reports, Motivational Interviewing (MI) and Constructivist counseling. The study shows that the professionals working with exposed women are using the Motivational Interviewing method and have a Constructivist approach. The study also shows that response when meeting exposed women, education, experience, knowledge of exposed women's vulnerability, and knowledge of women's options in the society are important qualifications. Finally the relevance between the conclusions of the study and the profession of educational counseling and career counseling are discussed. / Uppdrag och verksamheter som arbetar med utsatta kvinnor är alltmer vanligt i det svenska samhället. Både myndigheter och ideella organisationer arbetar aktivt för att öka de utsatta kvinnornas ställning på arbetsmarknaden. Arbetet är utformat genom varierande insatser och åtgärder. Studien visar att arbetet med de utsatta kvinnorna sker i samverkan mellan de inblandade parterna. Syftet med denna kvalitativa studie var att undersöka de professionella som arbetar med utsatta kvinnor i verksamheter, angående deras arbetsätt. Studien fokuserar på att lyfta fram metoder, kompetenser, förhållningssätt och samarbetspartners inom verksamheter för utsatta kvinnor. Undersökningen har relaterats till Socialtjänstlagen, anknytande rapporter, Motiverande samtal (MI) och den konstruktivistiska vägledningen. Studien visar att intervjupersonerna som arbetar med utsatta kvinnor arbetar utifrån samtalsmetoden MI och har ett konstruktivistiskt förhållningssätt. Vidare visar studien att bemötande, utbildning, erfarenheter, kunskap om kvinnors utsatthet samt kunskap om kvinnors valmöjligheter är viktiga kompetenser. Avslutningsvis diskuteras slutsatsernas relevans för studie- och yrkesvägledarprofessionen.

Esta tese teve como objetivo compreender impactos e processos de mudança relacionados com o aconselhamento de carreira a estudantes universitários. Desenvolveu-se um modelo de atendimento construtivista narrativo, fundamentado no Paradigma Life-Design, com duração média de dez sessões individuais em periodicidade semanal. O primeiro estudo investigou se a intervenção seria capaz de promover impactos em adaptabilidade de carreira, sentido de vida e nas narrativas autobiográficas dos clientes (em reflexão autobiográfica e em valência afetiva das narrativas), valendo-se de um delineamento quase-experimental. O segundo e o terceiro estudos buscaram compreender a relação entre os impactos do atendimento com os processos de mudança narrativa, avaliados com o Modelo dos Momentos de Inovação nas sessões, em dois estudos de caso com características diferenciadas. Os resultados do primeiro estudo indicaram que a intervenção foi efetiva na promoção de recursos de adaptabilidade de preocupação, controle, curiosidade e confiança, bem como em dimensões de desenvolvimento de carreira com aproximação conceitual à adaptabilidade, como identidade profissional, decisão de carreira, planejamento de carreira e autoeficácia profissional. Ainda, os participantes da intervenção demonstraram aumento significativo na dimensão de presença de sentido de vida e diminuição na saliência afetiva negativa na forma como narravam as suas histórias de vida. Nenhuma mudança significativa foi constatada em relação ao grupo de comparação, formado por estudantes que não participaram de qualquer atendimento no mesmo período. Os estudos de caso possibilitaram compreender os impactos de forma integrada aos processos de mudança, evidenciando que desfechos positivos do aconselhamento de carreira estiveram associados a padrões de momentos de inovação de complexificação crescente ao longo do processo, e pela presença de momentos de inovação de reflexão sobre a mudança e de reconceitualização. Esses dois tipos de inovação se apresentaram de forma diferenciada em cada um dos casos, que também se diferenciaram quanto aos impactos do processo em reflexão autobiográfica. Abordam-se as conexões entre o processo de reflexão autobiográfica e esses tipos de momentos de inovação. Além disso, estabelecem-se relações entre as diferentes características dos clientes quanto às suas demandas e etapas de desenvolvimento psicossocial com os impactos e processos de mudança no atendimento. Por fim, são traçadas implicações para a teoria, a pesquisa e a prática do aconselhamento de carreira. / This dissertation aimed to understand outcomes and change processes associated with a career counseling intervention targeted at university students. A constructivist narrative model of career counseling, based on Life-Design Paradigm, was developed and delivered individually, in approximately 10 sessions, once a week. The first study investigated the outcomes of the intervention in career adaptability, meaning in life and clients’ autobiographical narratives (in autobiographical reasoning and emotional valence), using a quasi-experimental design. The second and the third studies aimed to understand the relation between the outcomes of the intervention and narrative change processes, assessed through the innovative moments model in the sessions. These studies were conducted with two clients with different characteristics. Results from the first study showed that the intervention was effective in promoting career adaptability resources of concern, control, curiosity and confidence, as well as career development dimensions that have conceptual proximity to adaptability, as professional identity, career decision, career planning and professional self-efficacy. Participants also demonstrated a significant increase in the dimension of presence of meaning in life, and a significant decrease in negative emotional salience used to narrate their life stories. No significant change was observed in the comparison group, constituted by students that were not participating in interventions at the same period. The case studies contributed to an integrated understanding of outcomes and processes of change, showing that positive outcomes in career counseling are associated with a pattern of progressive complexification of innovative moments during the process, and with the presence of reflection about change and reconceptualization innovative moments. These types of innovation differed from one case to the other, and different outcomes related to autobiographical reasoning were also observed. Connections between the process of autobiographical reasoning and these types of innovative moments are addressed. In addition, relations between client’s demands and psychosocial developmental characteristics with the outcomes and processes of change during career counseling are delineated. Finally, implications for theory, research and intervention are outlined.

The aim of this thesis is to describe the content of the work of the school counselor at elementary school and emphasize the importance of his position there. The thesis concentrates also on his cooperation with other counseling organizations and the organization of the whole counseling system in our country. The theoretical part of this work is focused on the explanation of basic terminology from this field. The look at the history of the school counseling in our country and in English speaking countries then follows. This part also describes legal regulations which provide a model for the school counselors. On their base they provide their services. The following chapters concentrate on the description of the content of the work of school counselor and the description of the organizations with whom he often cooperates. The practical part of this work is created from the dialogues realized with the school counselors. The aim of it is to analyze what is the real content of the work of the school counselor, with who he usually cooperates during the problem solving and what are the opinions of the school counselors on the system of school counseling in our country generally.

Esta tese teve como objetivo compreender impactos e processos de mudança relacionados com o aconselhamento de carreira a estudantes universitários. Desenvolveu-se um modelo de atendimento construtivista narrativo, fundamentado no Paradigma Life-Design, com duração média de dez sessões individuais em periodicidade semanal. O primeiro estudo investigou se a intervenção seria capaz de promover impactos em adaptabilidade de carreira, sentido de vida e nas narrativas autobiográficas dos clientes (em reflexão autobiográfica e em valência afetiva das narrativas), valendo-se de um delineamento quase-experimental. O segundo e o terceiro estudos buscaram compreender a relação entre os impactos do atendimento com os processos de mudança narrativa, avaliados com o Modelo dos Momentos de Inovação nas sessões, em dois estudos de caso com características diferenciadas. Os resultados do primeiro estudo indicaram que a intervenção foi efetiva na promoção de recursos de adaptabilidade de preocupação, controle, curiosidade e confiança, bem como em dimensões de desenvolvimento de carreira com aproximação conceitual à adaptabilidade, como identidade profissional, decisão de carreira, planejamento de carreira e autoeficácia profissional. Ainda, os participantes da intervenção demonstraram aumento significativo na dimensão de presença de sentido de vida e diminuição na saliência afetiva negativa na forma como narravam as suas histórias de vida. Nenhuma mudança significativa foi constatada em relação ao grupo de comparação, formado por estudantes que não participaram de qualquer atendimento no mesmo período. Os estudos de caso possibilitaram compreender os impactos de forma integrada aos processos de mudança, evidenciando que desfechos positivos do aconselhamento de carreira estiveram associados a padrões de momentos de inovação de complexificação crescente ao longo do processo, e pela presença de momentos de inovação de reflexão sobre a mudança e de reconceitualização. Esses dois tipos de inovação se apresentaram de forma diferenciada em cada um dos casos, que também se diferenciaram quanto aos impactos do processo em reflexão autobiográfica. Abordam-se as conexões entre o processo de reflexão autobiográfica e esses tipos de momentos de inovação. Além disso, estabelecem-se relações entre as diferentes características dos clientes quanto às suas demandas e etapas de desenvolvimento psicossocial com os impactos e processos de mudança no atendimento. Por fim, são traçadas implicações para a teoria, a pesquisa e a prática do aconselhamento de carreira. / This dissertation aimed to understand outcomes and change processes associated with a career counseling intervention targeted at university students. A constructivist narrative model of career counseling, based on Life-Design Paradigm, was developed and delivered individually, in approximately 10 sessions, once a week. The first study investigated the outcomes of the intervention in career adaptability, meaning in life and clients’ autobiographical narratives (in autobiographical reasoning and emotional valence), using a quasi-experimental design. The second and the third studies aimed to understand the relation between the outcomes of the intervention and narrative change processes, assessed through the innovative moments model in the sessions. These studies were conducted with two clients with different characteristics. Results from the first study showed that the intervention was effective in promoting career adaptability resources of concern, control, curiosity and confidence, as well as career development dimensions that have conceptual proximity to adaptability, as professional identity, career decision, career planning and professional self-efficacy. Participants also demonstrated a significant increase in the dimension of presence of meaning in life, and a significant decrease in negative emotional salience used to narrate their life stories. No significant change was observed in the comparison group, constituted by students that were not participating in interventions at the same period. The case studies contributed to an integrated understanding of outcomes and processes of change, showing that positive outcomes in career counseling are associated with a pattern of progressive complexification of innovative moments during the process, and with the presence of reflection about change and reconceptualization innovative moments. These types of innovation differed from one case to the other, and different outcomes related to autobiographical reasoning were also observed. Connections between the process of autobiographical reasoning and these types of innovative moments are addressed. In addition, relations between client’s demands and psychosocial developmental characteristics with the outcomes and processes of change during career counseling are delineated. Finally, implications for theory, research and intervention are outlined.

As decisões relacionadas com a carreira assumem um papel preponderante na vida de um indivíduo, sendo assim um dos temas mais trabalhados desde a fundação da Psicologia Vocacional no contexto da educação e do trabalho. No sistema educacional brasileiro, em todos os níveis, rara é a oferta de suporte aos estudantes no que se refere à educação, desenvolvimento e decisão de carreira. São poucas as iniciativas desenvolvidas nas Instituições de Ensino Superior que objetivam intervir em questões e problemas relacionados ao desenvolvimento da carreira de universitários. Visando contribuir para a ampliação do conhecimento sobre questões da decisão de carreira de estudantes universitários no Brasil e oferecer instrumento apropriado para avaliação e intervenção nesse domínio, este estudo teve como principal objetivo, analisar as qualidades psicométricas da adaptação e validação da versão brasileira do Questionário de Dificuldades de Tomada de Decisão de Carreira do CDDQ de autoria de Gati e colaboradores. Para atingir tais objetivos os dados foram coletados em dois momentos diferentes com 511 universitários, de instituições públicas e particulares, organizados em duas amostras sendo a primeira (n=11) para a validação semântica, a segunda (n=500) para a validação estatística (fatorial). Para a validação semântica foram feitos: tradução, retradução, análise dos itens e ensaio experimental. Os resultados dessa etapa indicaram a necessidade de modificações em apenas uma das questões (item 30). Para a validação estatística foram realizadas análises fatoriais e testes de confiabilidade no sentido de verificar a estrutura do instrumento de acordo com o modelo de dificuldades de tomada de decisão vocacional de Gati, Krausz e Osipow. Em sua versão original o instrumento possui 34 itens divididos em três fatores. O fator 1 (12 itens) relacionase com dificuldades relativas à Falta de Informação, o fator 2 (12 itens) engloba dificuldades relacionadas com Informação Inconsistente e o fator 3 (10 itens) inclui dificuldades relativas à Prontidão. Os resultados confirmaram a estrutura fatorial e indicaram boa confiabilidade geral do instrumento CDDQ (alfa de Cronbach de 0,92). A análise fatorial dos eixos principais (PAF) e de consistência interna das dimensões do CDDQ34 indicou uma solução de três fatores (Prontidão ?=0,58; Falta de Informação ? = 0,92; Informações inconsistentes ? = 0,86). O fator 1, que se relaciona com falta de informação, passou a ser composto por 18 itens, o fator 2 que se relaciona com informação inconsistente por 9 itens, e o fator 3 Prontidão com 4 itens. A escala Prontidão mostrou-se com menor confiabilidade confirmando os achados da literatura internacional, e apresentando apenas 4 dos 10 itens propostos no original, desta forma deve ser melhor analisada para sua utilização no contexto brasileiro. Por fim, o CDDQ mostrou-se como um instrumento promissor na utilização com universitários, porém necessita de maiores adaptações de seus itens, principalmente na escala Prontidão. / Career decisions play a key role in the life of an individual and it is one of the most studied and worked construct in Vocational Psychology. However, the brazilian educational system at all levels, rarely supports students in their career education, development and decision. There is only a few initiatives in the higher education institutions that aim to intervene in issues and problems relating to the career development of students. Aiming to increase the knowledge about the career decision of brazilians college students and provide a tool for this purpose, this study had as objective, analyze the psychometric properties of the adaptation and validation of the Brazilian version of Career Decision Making Difficulties Questionnaire (CDDQ) authored by Gati et al. To achieve this objective the data were collected at two different moments, attended by 511 academics from public and private institutions, divided into two samples being the first one to semantic validation and the second one for the statistical validation. For semantic validation were made the translation, retranslation, item analysis and experimental testing. The results indicated that the instrument needs modifications in one of the items (item 30). For statistical validation, factor analyzes and reliability tests were performed in order to verify the structure of the instrument according to the career decision-making difficulties proposed by Gati, Krausz, and Osipow (1996). The original instrument has 34 items divided into three factors. The factor 1 (12 items) refers to difficulties related to lack of information, the factor 2 (12 items) includes difficulties associated with Inconsistent Information and factor 3 (10 items) includes difficulties related to readiness. The results confirmed partially the factor structure and indicated good reliability of the instrument CDDQ (? = 0.92). The principal axis factor analysis (PAF) and internal consistency of the dimensions of CDDQ34 indicate a three-factor solution (Readiness ? = 0.58, Lack of Information ? = 0.92, Inconsistent Information ? = 0.86). The factor that relates to a lack of information is now composed of 18 items, the factor inconsistent information by 9 items, and the factor Readiness by 4 items. The analyses showed that the factor readiness has lower reliability confirming the findings of international literature, and remaining only four items of the 10 proposed in the original, so should be better analyzed for their use. Finally, the CDDQ proved to be a promising tool to assess career decision making difficults of college students, but needs further adaptations of their items, especially on the scale Readiness.

Denna studies huvudsakliga syfte är att undersöka hur studie- och yrkesvägledarnas yrkesutövning och kompensatoriska arbete påverkas av den kommunala styrningen i tre olika kommuner. Frågor som belyses är hur kommunernas policydokument lyfter fram vägledningens betydelse för kompensatorisk vägledning och hur vägledarna uppfattar styrningens påverkan. Metod som använts är tredelad, datainsamling från kommunernas styrningsdokument, enkäter till vägledare på gymnasier och grundskolor och intervjuer med två vägledare i respektive kommun. Resultatet visar att skillnader förekommer mellan kommuner, att studie- och yrkesvägledningen inte behandlas specifikt i kommunala policydokument och att styrningen ger en stark påverkan av vägledarnas möjligheter att arbeta kompensatoriskt. I två av studiens tre kommuner har steg tagits för organisatoriska ändringar och visade på ökad fokus på vägledningen. En av tre kommuner hade begränsade resurser vilka hade en direkt inverkan på, och begränsade, möjligheterna till kompensatorisk vägledning. / The main purpose of this study is to investigate what effect the municipal governance have on study- and career counselors professional practice and on their compensatory work in three different municipalities. Research is made on how, and if, the municipality policy documents mention counseling practice in the compensatory work at schools and how the study- and career counselor perceive the effects of governance. The method used is triangular, data collection from municipal policy documents, using questionnaires to career- and study counselors at high and elementary schools and interviews with two counselors in each municipality. The results show differences between the municipalities and that study and career counseling is not specified in the municipal policy documents. It also shows that the governance has a strong influence on counselors’ opportunity to work compensatory. Two out of three municipalities show that steps had been taken for organizational changes and indicated an increased focus on career-and study counseling. One of the three municipalities had limited resources which had a direct impact on, and limited the practice, of compensatory work.