The career counselling services industry is currently being challenged by a unique set of conditions which has resulted in calls for a greater client orientation in the delivery of career services. The current study takes up this challenge by using marketing concepts to explore the relationship between the expectations (desired) people in career transition have of a career counselling service and the perceptions career counselling service providers have of client expectations. In the process, it also examines variables (career transition group membership, career decision-making self-efficacy, age, gender, and previous experience with a career counselling service) that may impact on the expectations people in career transition have of a career counselling service. The study used a three-phased mixed method approach to gather expectation and perception data. In Phase 1, focus group interviews were conducted with participants from three career transition groups - Year 12 students, final year university students, and adults in midcareer transition. A series of one-to-one interviews with three groups of career counsellors (those in schools, tertiary institutions, and private practice) was undertaken in Phase 2. Phase 3 consisted of a questionnaire, which was administered to broader populations of people in career transition and career counsellors. The people in career transition subject group completed a three-part questionnaire consisting of the Expectations About Career Counselling measure (developed by the researcher), the Career Decision-Making Self-Efficacy-Short Form (an existing measure), and demographic questions. Career counsellors completed a two-part questionnaire, which included the Expectations About Career Counselling (EACC) and demographic questions. The people in career transition subject group were asked to respond to the EACC according to what they wanted from a career counselling service. Career counsellors were asked to respond to the same measure as if they were one of their clients attending their first career counselling interview. In the development of the EACC, an existing measure (the Expectations About Counselling-Brief Form; Tinsley, 1982), was modified using career counselling expectation themes derived from the analysis of data collected in Phases 1 and 2. Factor analysis of the data obtained from the EACC identified four clear factors. These factors were named Career Counsellor Responsibility, Client Responsibility, Quality Outcome and Realism. The findings from Phase 3 indicated that people in career transition had high to very high expectations for the EACC subscales Career Counsellor Responsibility and Quality Outcome, moderate expectations for Realism, and moderate to high expectations for Client Responsibility. Significant differences were found based on transition group membership, gender, age, and previous experience with a career counselling service. In addition, it was found that people in career transition had moderate to high career decision-making self-efficacy and that respondents with higher self-efficacy scores also had higher expectations of a career counselling service. The findings also indicated that there was a significant difference or gap between the expectations of people in career transition and the perceptions of career counsellors concerning client expectations of career counselling. Career counsellors perceived that clients were less committed and more unrealistic about the career counselling process and the counsellor's role than was indicated by the results from the people in career transition subject group. Recommendations based on the findings of this research study were made for career counsellors, professional associations, education and training organisations, education institutions and systems and government policy makers. Specifically, the recommendations addressed the importance of acknowledging, clarifying, and managing client expectations, providing interventions to educate people in career transition about the career decision-making process and the role of the career counsellor, and the implementation of processes to promote ongoing professional development in the career counselling services industry.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-06T19:08:24Z No. of bitstreams: 1 2017 - Gisele Santos Chagas.pdf: 1542495 bytes, checksum: 1844e5bb2c0e0333355f11f502baf6ab (MD5) / Made available in DSpace on 2018-09-06T19:08:24Z (GMT). No. of bitstreams: 1 2017 - Gisele Santos Chagas.pdf: 1542495 bytes, checksum: 1844e5bb2c0e0333355f11f502baf6ab (MD5) Previous issue date: 2017-08-21 / This work is aimed to present narratives of the Guidance Counsellors of the Municipal school network in the city of S?o Jo?o de Meriti. The idea is to promote a discussion that takes into consideration the individual experiences that enable viewing of the aspects that constitute the profession and fields of work. Who are these professionals? How do they see themselves? What do they think about their background? How do they realize themselves immersed in a constantly changing society? And, how are their performances represented? The motivation to the studying and developing of this research derived from the concern that aims to socialize performances and actions developed in this area and its collaboration in the current scenario. What paths to choose? How is the Educational Advising area according to its coverage, demand and offering aspects in the researched school unit? We intend, with this dissertation, to contribute to the characterization of the Guidance Counsellor performance in the perspective of his professionals. The text is divided into a set of the analyses of the expectations and living experiences of the Guidance Counsellor; in the investigation of the critical-reflection of his performance and its contribution in the school space. The narratives derived from encounters where stories were told. A qualitative research was made with a social-historical-cultural focus under a dialogic perspective, that counts on the ?meeting? as the methodology, having as methodological-theoretical reference the well known author Mikhail Bakhtin. / Este trabalho tem por objetivo apresentar narrativas de Orientadores Educacionais da Rede Municipal de Ensino da Cidade de S?o Jo?o de Meriti. A ideia ? promover uma discuss?o que leve em considera??o as experi?ncias individuais que d?o visibilidade aos aspectos que constituem a profiss?o e o campo de atua??o. Quem s?o esses profissionais? Como se veem? Como pensam sua forma??o? Como se percebem imersos em uma sociedade em constante modifica??o? E, como suas pr?ticas se constituem? A motiva??o para estudo e desenvolvimento da pesquisa nasceu da preocupa??o em socializar pr?ticas e a??es desenvolvidas na ?rea em quest?o e sua colabora??o no cen?rio atual. Que caminhos trilhar? Como se encontra a Orienta??o Educacional segundo seus aspectos de abrang?ncia, demanda e oferta nas unidades escolares na rede de ensino pesquisada? Pretendemos, com essa disserta??o, contribuir para caracterizar a atua??o do Orientador Educacional na perspectiva de seus profissionais. O texto desdobra-se na an?lise das expectativas e viv?ncias do Orientador Educacional; na investiga??o sobre a reflex?o-cr?tica da pr?tica e na sua contribui??o no espa?o escolar. As narrativas decorreram de encontros onde suas hist?rias foram contadas. Foi desenvolvida uma pesquisa qualitativa com enfoque s?cio-hist?rico-cultural sob a perspectiva dial?gica, que conta com o ?encontro? como metodologia, tendo como referencial te?rico-metodol?gico o autor Mikhail Bakhtin.

Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success

Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success.

The study emanates from the need to explore the perceptions, opinions and experiences of family therapy practitioners with regard to the epistemological shifts in family therapy theory and intervention, reflecting team practice, and the development of the personal/professional self. The need arose as a result of the evolution of family therapy from first-order cybernetics to the postmodern theoretical environment and the potential impact of such a shift on the capacity for reflexivity and authenticity in practice for family therapy practitioners at Family Life Centre. Family Life Centre provides training for staff members, sessional workers and students (social work and psychology) who have an interest in the practice of family therapy. In the past however, such training has focused more on the experiential dimension, specifically within the context of reflecting team practice. Theoretical training has been inadequate, with practitioners’ knowledge typically gained from under- and post-graduate studies. Knowledge of family therapy theory in terms of approach and extent is varied. While the diverse theoretical backgrounds of counsellors at Family Life Centre adds texture and depth to the practice of family therapy, the possibility of confusion exists, and may create a lack of confidence and authenticity in practice. Family therapy practice at Family Life Centre leans towards a postmodern paradigm, although eclecticism is valued. The multiplicity of approaches to family therapy necessitates an awareness of one’s chosen paradigm, and understanding of the potential impact of the self of the family therapy practitioner upon the therapeutic encounter with a client family. A theory or theories that represent a personal embodiment for the practitioner are more likely to be experienced as authentic to the self of that practitioner and thus impact positively on the development of the therapeutic relationship with the client family. The significance of this therapeutic relationship with regard to healing is well documented in the literature. The capacity of the practitioner for reflexivity regarding the development of the personal and professional self is both essential and ongoing, a journey that should never end. An exploratory design was used to explore the impact of epistemological shifts and reflecting team practice on the development of the personal and professional self of the family therapy practitioner. Exploratory designs are used when the phenomenon is little known. The study can be seen as applied research, aimed at extending the knowledge of human behaviour relating to intervention in the field of family therapy. In order to achieve insight into the perceptions, opinions and experiences of family therapy practitioners, an interview schedule was used to collect the relevant data which was then analysed and from which conclusions were drawn. From the conclusions it is apparent that family therapy practitioners are not always clear on the difference between the modern and postmodern paradigms, although they are certain of the approach they use in practice. It is evident that the approach used is not necessarily ‘chosen’ and that many respondents are actively engaged in contemplating their own professional development. The experience of reflecting team practice in family therapy is seen as extremely valuable to the respondents in terms of the opportunity for learning on a number of levels, including theoretical awareness, skills development and self-awareness. However, reflecting team involvement seems to evoke anxiety for many of the respondents, relating to issues such as evaluation, team composition, power dynamics, fit with the self, as well as the fit for different client families. The development of the personal and professional self is seen as both essential and ongoing, highlighting the necessity of this crucial task in the complex arena of family therapy practice. / Thesis (PhD (Social Work))--University of Pretoria, 2007. / Social Work and Criminology / PhD / unrestricted

Bakgrund: Sedan år 2000 har andelen barn i åldrarna 6–15 år som erhåller vård vid psykiatrisk inrättning stadigt ökat. Upptäckten av psykisk ohälsa hos barn är beroende av att människor i barnets närhet såsom föräldrar, sjukvård eller skola noterar ett ökat behov av stöd. Skolsköterskan har en unik möjlighet att tidigt upptäcka psykisk ohälsa hos barnen. Syfte: Syftet var att beskriva skolsköterskors erfarenheter av elever med psykisk ohälsa.  Metod: En intervjustudie med kvalitativ design genomfördes. 13 kvinnliga specialistsköterskor i åldrarna 33 – 69 år från södra och mellersta Sverige intervjuades. Intervjuerna genomfördes digitalt och på plats samt analyserades enligt Graneheim och Lundmans innehållsanalys. Resultat: Resultatet presenteras i fyra kategorier: Skolsköterskans erfarenheter av psykisk ohälsa, Skolsköterskans professionalitet, Förutsättningar för god psykisk hälsa och Stödjande samverkan för eleven. Det framkom att psykisk ohälsa yttrade sig på olika sätt. Skolsköterskorna saknade djupare kunskap i bemötande av psykisk ohälsa. Trygghet var en förutsättning för god psykisk hälsa. Vikten av fungerande stödjande samarbete med familj och sjukvård påtalades. Slutsats: Mer undervisning kring psykisk ohälsa behövs i specialistutbildningen till skolsköterska, samt större tillgång av resurser i elevhälsan. Psykisk ohälsa inleds oftast i hemmiljön varför det behövs resurser på samhällsnivå för att möta eleverna redan i hemmet. / Background: During the 21st century there has been a steady increase of children, between 6-15 years old, who have received psychiatric care. Children do not seek psychiatric treatment for mental illness of their own accord. The detection of mental illness in children depend on people in their surroundings, such as parents, medical- or school personal, to express the need of increased support. The school nurse has a unique opportunity to detect mental illness in children at an early stage. Aim: The aim was to describe nurses’ experiences of pupils with mental illness.  Method: An interview study with qualitative design was conducted. 13 female specialist nurses’ ages 33 - 69 years from southern and central Sweden were interviewed. The interviews were conducted digitally and on site and analyzed according to Graneheim and Lundman's content analysis. Result: Four categories emerged: Nurses’ Experience of mental illness, The school nurse’s professionalism, Prerequisites for good mental health and Supportive collaboration for the pupil. Mental illness is expressed in different ways. The school nurses lacked a deeper knowledge in dealing with mental illness. Safetiness was a prerequisite for good mental health. The importance of effective cooperation with family and healthcare was emphasized. Conclusion: The residency needs more education concerning mental health problems, as well as greater access to resources in student health. Mental health issues usually initiate in home environments, hence means to connect with pupils at home are necessary at society level.

The aim of this study has been to establish an understanding for the approach and working methods used by Swedish counsellors employed at youth clinics, with a focus on detecting as well as supporting adolescent girls who have experienced violence in couple relationships. The method used was of qualitative form and involved interviews with six counsellors working at different youth clinics across Sweden. The material was analyzed with a qualitative analysis as method and with help of empowerment as a theoretical concept. Results have shown that routine questions to adolescents are crucial part in the working method in regards of detecting violence. Furthermore, have the results shown that violence is not a primary cause for help seeking among adolescent girls, thereby creating a challenge for the counsellors to discover. The most common cause reported have been psychosomatic symptoms which can be linked to being exposed to violence. The essay depicts several ways in which adolescent girls who are victims of partner violence can be supported. This includes talking about the current as well as the desired direction the relationship should take. Strengthening the girl’s network of friends and family is another vital point. Lastly, providing information to the client about her bodily and legal rights to help her setting boundaries to unacceptable behavior in a relationship.

This paper aims to form a clear understanding of the counsellors work with self-harming at youth clinics. And to explore the counsellors approach to help the youth to change their behavior. And whether the counsellors follow a preventive and supportive way for mental health in relation to adolescent self-injurious behavior. The data collected for this study utilises a primary source of data. Counsellors working at different youth clinics around Sweden were interviewed using  semi-structured interviews. The gathered material was then analyzed using a thematic analysis method.  All the interviewed counsellors asserted on the importance of establishing a good relationship with patients, although each counsellor had their own methods and approaches.  The counsellors reported that young people engage in self-injurious behavior as a means to deal with stress. And that this behaviour seems to be increasing among adolescents due to a number of factors including lack of parental care, bullying at school, addiction issues at home, and many other factors. Upon asking youth caunsellors about their approach, they note that normalizing self-harming behavior during sessions is an essential key to allow patients to open up about their life. Counsellors are actively seeking to uplift the youth by empowerment. Which seems to be a means that helps the counsellors to change the youths coping mechanism. Through getting them to get in touch with their own emotions, change the way they think and deal with problems, as well as help them by motivating them to find social support from the people around them. However, it was also found that some counsellors did not use a preventive method in dealing with the self-harming youth. There is a number of reasons for not using a preventive method by the counsellors, some of which were lack of resources, time limits, and other reasons illustrated in the paper.

Syftet med studien är att öka kunskapen om kuratorers erfarenheter av att utöva stödsamtal via videosamtal inom primärvården. Vidare är syftet att öka kunskapen om kuratorernas förhållningssätt till stödsamtal som genomförs via videosamtal. Därför syftade studien till att undersöka vilka möjligheter respektive utmaningar kuratorer upplever i utövandet av stödsamtal via videosamtal inom primärvården samt deras förhållningssätt till dessa samtal. För att besvara frågeställningarna genomfördes studien med en kvalitativ metod genom semistrukturerade intervjuer. Dessa intervjuer analyserades med hjälp av en tematisk analys. Totalt intervjuades sex kuratorer som arbetar inom primärvården i olika regioner i Sverige och valdes utifrån ett bekvämlighetsurval. Det teoretiska begreppet om professionellt förhållningssätt och Kommunikationsteori har tillämpats i analysen av de empiriska resultaten. Resultaten visar att videosamtal som verktyg kan ha både för- och nackdelar för både kuratorer och patienter. Det framkommer även att kuratorerna upplever en förlust av icke-verbal kommunikation i samtal via videolänk och att den icke-verbala kommunikationen ofta ersätts och förstärks av verbal kommunikation. Studien visar även att miljön vid samtal via videolänk kan ses som både en resurs och ett hinder för både kuratorerna och patienterna. Studiens resultat belyser även att omfattning av utbildning vad gäller videosamtal och kollegialt stöd är olika för kuratorerna men att de framhäver betydelsen av att tillgodose patientens behov. Studien uppmärksammar vikten av självreflektion för utveckling i den professionella yrkesrollen. / The study aims to increase knowledge about social workers, i.e counsellors, experiences and approaches of practicing videoconferencing in primary care. Therefore, the study aimed to examine counsellors’ experiences regarding opportunities, challenges and approaches of these calls. A qualitative methodology was employed through a series of semi-structured interviews to collect the data. A thematic analysis of the interviews was used to analyse the practitioners’ responses. Through convenience sampling, a total of six primary care counsellors who work in six different regions in Sweden were selected and interviewed. The theoretical concept of the Professional Approach and Communication Theory has been applied in the analysis of the empirical results. The results demonstrate that videoconferencing as a tool, can have both advantages and disadvantages for both the practitioner and the patient. The results indicated that some non-verbal cues are lost during video call counselling, however, those are often replaced and reinforced by verbal communication. The study also shows that the environment of video call can both facilitate and hinder the experience of the session, for both the practitioner and the patient. In addition, the extent of videoconferencing training and collegial support differs across practitioners, but there is a strong emphasis on the importance of accommodating the patient's needs. Lastly, the study accentuates the importance of self-reflection within practitioners for ongoing professional development.

The purpose of this study is to examine which feelings arise within the counsellor in the meeting with patient, how they handle these and what challenges and/or opportunities exist with the space of their feelings. This study has been carried out with the help of a qualitative method in the form of semi-structured interviews with eight counsellors with degrees in social work, who work in health centres. The interviews have been analysed based on a thematic analysis method. The results reveal five different themes based on what is emphasized in the interviews. In summary, the themes describe how emotions are an inevitable part of social work and that it is not unusual for the counselor to have strong feelings in the meeting with the patient. Feelings can represent both a challenge where the counselor needs to adapt their feelings in order to maintain their professional role and not to shift focus from the patient, while emotions also constitute a tool where the counselor can use their emotions to support the patient moving forward. The counselors also say that it is not unusual that the patient’s feelings transfer on to themselves, where the example is given that the patient's sorrow can arouse the counselor's own perceived sorrow. Furthermore, the study describes how the counselors give different emotions different space and that they sometimes postpone their feelings that are not helpful in the meeting to reflect on them after the meeting with the support of supervisors and colleagues.