Denna kvalitativa studie syftar till att undersöka hur det praktiska arbetet med studie- och yrkesvägledning för grundskolans årskurs 1–6 ser ut och vilka förutsättningar studie- och yrkesvägledare anser sig få för att utföra detta arbete. Undersökningen har belyst frågan om studieoch yrkesvägledare arbetar med att undersöka normativa uppfattningar om studier och yrken hos elever i årskurs 1–6. Vi har under uppsatsarbetet använt oss av en kvalitativ metod med semistrukturerade intervjuer, och vi har använt oss av ett målstyrt urval för att välja ut våra respondenter. För att hjälpa oss att besvara våra två första frågeställningar har vi använt oss av Herzbergs tvåfaktorteori och för den tredje och sista frågeställningen har vi använt oss av Gottfredsons teori om begränsningar och kompromisser. Resultatet av undersökningen visar att det finns en stor variation av hur det praktiska arbetet ser ut med studie- och yrkesvägledning för årskurs 1–6 hos respondenterna, och att det finns många olika förutsättningar som skapar möjligheten för detta arbete att ske, och dessa förutsättningar kommer att benämnas som motivations- och hygienfaktorer. Resultatet visar även att respondenterna arbetar aktivt med att belysa normativa uppfattningar om studier och yrken hos elever i årskurs 1–6. / This qualitative study aims to find out how the practical work with career guidance counseling for primary school students in year 1–6 looks like and which conditions career counselors consider themselves to have to do this work. The study will also aim to answer the question whether career counselors work with the perceptions of social norms that primary school students in year 1–6 have.During the writing of this paper we have used a qualitative method with semistructured interviews, and we have used a goal-oriented sampling technique to choose our respondents. To help us to answer the first two issues we will use Herzbergs two-factor theory and for the third and last issue we will use Gottfredsons theory of circumscription and compromise. The result of the study shows that there is a large variation in how the practical work is carried outwhen it comes to career guidance counseling in primary school’s year 1–6 for the respondents, and that there are many diffrent conditions wich create the possibility for the work to take place, and these conditions will be named motivational- and hygienefactors. The result also shows that the respondents activley work with bringing light on the normative views that students in year 1–6 have when it comes to studies and work.

No description available.

This study was conducted to assess what type of intervention is most effective for enhancing attitudes in college students toward people living with HIV and AIDS. The assigned groups consisted of either a live presentation or a video presentation emphasizing content that was either emotional or factual. A male HIV-positive speaker made a presentation to participants in the four experimental conditions. The AIDS Compassion and Empathy Scale (ACE) developed by Pollard (1997) to measure attitudes of college students toward people living with HIV and AIDS, was administered. The AIDS Phobia Scale developed by Pleck (1998) was used as the second measure. ANOVAs were performed to determine any significant differences between groups. It was hypothesized that a live presentation would enhance attitudes more than a video presentation and that emotional content would enhance attitudes more than factual content. It was also hypothesized that a live presentation with an emotional theme would be more effective (the ACE and AIDS Phobia Scale scores being significantly higher) for attitude enhancement than the other three groups. Results of the study showed that a live presentation was most effective for improving attitudes toward individuals living with HIV and AIDS versus a video presentation. Contrary to what was predicted, emotional versus factual presentation had no significant effect.

Research over the past two decades has documented the social difficulties encountered by many students with learning disabilities (LD). Comparison studies have indicated that in contrast to nonhandicapped children, children with LD demonstrate disproportionate degrees of inappropriate behavior. Many behavioral difficulties have been conceptualized as deficiencies in component skills of social problem-solving. The present study investigated social problem-solving processes among sixty mainstreamed LD adolescents and sixty non-LD adolescents in one California school district comprised primarily of students from low socioeconomic households. Social problem-solving was measured by the Social Problem Solving Inventory-Revised (SPSI-R) while classroom social behavior was determined by teacher ratings of each subject on the School Social Behavior Scales (SSBS). Contrary to prediction, adolescents with LD were no different in level of self-reported social problem-solving behaviors than non-LD peers. No group difference emerged for any of the five subscales of the SPSI-R. Significant differences were found between the groups on the two subscales of the SSBS. LD adolescents scored significantly higher than non-LD peers on measures of antisocial behavior while demonstrating significantly lower levels of social competence. The lack of associations between SPSI-R problem-solving scores and SSBS social behavior scores in the present study indicates that adolescent's problem-solving ability does not seem to help or hinder their overall social functioning to any remarkable degree. Implications for social problem-solving theory are discussed along with an examination of the utility of the SPSI-R for non-clinical populations.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.