Entre les années 1900 et les années 1940, la notion d’orientation professionnelle est construite à la confluence de trois champs : des patronages et des associations laïcs se préoccupent du placement des adolescents à la fin de l’école primaire ; des responsables éducatifs s’inquiètent de nombre limité d’apprentis ; enfin, les premiers psychologues proposent l’utilisation de tests pour l’affectation de la main-d’œuvre. Les années 1920 sont marquées par la création de nombreux offices. Soutenu par des milieux sociaux et professionnels très différents, le mouvement d’orientation professionnelle se professionnalise progressivement, en partie grâce à la création de l’Institut national d’orientation professionnelle (INOP) et d’associations professionnelles. Les années 1930 constituent un tournant. La montée du chômage et les besoins en main-d’œuvre qualifiée nécessitent une réorganisation du dispositif. / Between the 1900s and the 1940s, the concept of professional orientation is built at the confluence of three fields: lay of sponsorships and associations concerned with the placement youth at the end of primary school; education officials are concerned about limited number of apprentices; early psychologists propose the use of testing for the assignment of the labour force. The 1920s were marked by the creation of many offices. Supported by social and professional environments very different, the vocational guidance movement is professionalizes gradually, partly through the creation of the National Institute of vocational guidance (INOP) and professional associations. The 1930s constitute a turning point. The rise of unemployment and the skilled labour needs require a reorganization of the device.

The purpose of this thesis was to investigate the attitudes and working methods that study- and career counselors apply when it comes to competence provision. The main focus of the thesis was to investigate whether the study and career counselors consider that competence development work is an essential part of their work in a primary school in a municipality with a dominant market of industries. Therefor our main question was about how the study and career counsellors are working with this today, if there is any influence from external stakeholders and what the desired role of collaboration they would like to have in the future. We have contacted forty study and career counsellors who work in primary school in member municipalities in the network of Industristarka Kommuner and they were interviewed by mail and in some cases by phone. There were totally nine study and career counsellors that were represented in the survey. The study results in a model for the collaborative role, which could be divided into four stages, directly active, indirectly active, indirectly passive and direct passive, depending on the position and behavior of study and career counselors in the question of collaboration. The roles could also be linked to different career theories and were largely dependent on how the top of the board looked and most of our informants had a desire to take a step back and allow someone else to manage the skills to solve time for other guidance work.

This study looks at how career guidance counselors in high school experience the degree of autonomy in their work. We have interviewed eight career guidance counselors in high school and use semi-structured interviews designed based on the concept of autonomy and the three dimensions of the Sense of coherence-theory: comprehensibility, manageability and meaningfulness. The interviews have then been analyzed through a thematic analysis based on SOC and the concept of autonomy. The empirical evidence shows that all respondents experience that they have a high degree of autonomy. We also see that the respondents experience and manage autonomy in the career guidance role in three different ways and have thus been able to distinguish three different SOC types among our respondents. Six of them are type 1, which have high values ​​on all three dimensions of SOC. One is type 4, which means low comprehensibility, low manageability and high meaningfulness. One is type 7 with low comprehensibility, high manageability and low meaningfulness. We show that the professional role is an example of flexible work, which in today's society is something that is sought after. / Denna studie tittar på hur studie- och yrkesvägledare inom gymnasieskolan upplever graden av autonomi i arbetet. Vi har intervjuat åtta studie- och yrkesvägledare inom gymnasieskolan och använder oss av semistrukturerade intervjuer utformade utifrån autonomibegreppet och KASAM-teorins tre dimensioner: begriplighet, hanterbarhet och meningsfullhet. Intervjuerna har sedan analyserats genom en tematisk analys utifrån KASAM och begreppet autonomi.  Empirin visar att alla respondenter upplever att de har en hög grad av autonomi. Vi ser även att respondenterna upplever och hanterar autonomi i studie- och yrkesvägledarrollen på tre olika sätt och har därmed kunnat urskilja tre olika KASAM-typer bland våra respondenter. Sex av dem är typ 1, vilka har höga värden på KASAM:s alla tre dimensioner. En är typ 4 vilket innebär en låg begriplighet, låg hanterbarhet och hög meningsfullhet. En är typ 7 med låg begriplighet, hög hanterbarhet och låg meningsfullhet. Vi visar att yrkesrollen är ett exempel på flexibelt arbete, vilket i dagens samhälle är något som eftertraktas.

<p>Uppsatsens syfte var att undersöka vilken betydelse yttre påverkan och inre drivkrafter har haft i fyra individers karriärutvecklingsprocess inom en hårt konkurrensutsatt bransch, samt hur dessa har hanterat denna. Datainsamlingen genomfördes med hjälp av semistrukturerade mailenkäter, och det insamlade materialet bearbetades med hjälp av deduktiv tematisk analys. De teman som ligger till grund för analysen är: studie- och yrkesvägledning, cooling down, empowerment, informationsteorier, forskningslitteratur samt karriärvalsteorin SCCT. Studien visar att samtliga respondenter har utsatts för dämpande påverkan, cooling down, under sin uppväxt, både från skolpersonal, och den egna familjen, men också att de erhållit empowerment från andra håll. Respondenterna har hanterat denna yttre negativa påverkan på olika sätt, men gemensamt för dem alla är att de visat på en inre drivkraft, som trots den nämnda negativa påverkan gjort att de nått framgång inom sitt gebit. Vi drar slutsatsen att respondenternas strävan att lyckas varit starkare än påverkansfaktorerna, samt att empowerment fungerat.</p> / <p>Our aim in this essay was to examine what importance external influence and internal impulses have had in four individuals' career development process in a competitive sector, and how they have handled the situation. The gathering of facts was implemented with the use of semistructured mail-interviews, and processed, using a deductive thematic analysis. The themes were as follows: guidance counseling, cooling down, empowerment, theories of information, former research and SCCT. The study shows that all respondents have been the victims of downcooling effects in their youth, both from school personnel, and the immediate family, but that they also received empowerment from other sources. They have handled the negative impact in various ways, but they all possessed a strong internal desire to create a successful career, that has overcome the negative impact. Therefore we draw the conclusions that the endeavor to succeed has outlasted the downcooling, and that empowerment indeed works.</p>

Uppsatsens syfte var att undersöka vilken betydelse yttre påverkan och inre drivkrafter har haft i fyra individers karriärutvecklingsprocess inom en hårt konkurrensutsatt bransch, samt hur dessa har hanterat denna. Datainsamlingen genomfördes med hjälp av semistrukturerade mailenkäter, och det insamlade materialet bearbetades med hjälp av deduktiv tematisk analys. De teman som ligger till grund för analysen är: studie- och yrkesvägledning, cooling down, empowerment, informationsteorier, forskningslitteratur samt karriärvalsteorin SCCT. Studien visar att samtliga respondenter har utsatts för dämpande påverkan, cooling down, under sin uppväxt, både från skolpersonal, och den egna familjen, men också att de erhållit empowerment från andra håll. Respondenterna har hanterat denna yttre negativa påverkan på olika sätt, men gemensamt för dem alla är att de visat på en inre drivkraft, som trots den nämnda negativa påverkan gjort att de nått framgång inom sitt gebit. Vi drar slutsatsen att respondenternas strävan att lyckas varit starkare än påverkansfaktorerna, samt att empowerment fungerat. / Our aim in this essay was to examine what importance external influence and internal impulses have had in four individuals' career development process in a competitive sector, and how they have handled the situation. The gathering of facts was implemented with the use of semistructured mail-interviews, and processed, using a deductive thematic analysis. The themes were as follows: guidance counseling, cooling down, empowerment, theories of information, former research and SCCT. The study shows that all respondents have been the victims of downcooling effects in their youth, both from school personnel, and the immediate family, but that they also received empowerment from other sources. They have handled the negative impact in various ways, but they all possessed a strong internal desire to create a successful career, that has overcome the negative impact. Therefore we draw the conclusions that the endeavor to succeed has outlasted the downcooling, and that empowerment indeed works.

Studie-och yrkesvägledning är något som enligt skollagen alla elever utom förskolebarnska erbjudas för att kunna göra väl underbyggda framtidsval. Skolans vägledningska även vara frivillig, vilket innebär att det ofta är elevernas eget ansvaratt söka upp vägledaren för att få prata om sina tankar och funderingar.Grundskolan är en plats där eleverna utökar sin kunskap, men även utvecklar sinidentitet samtidigt som de utsätts för stereotyper och könsmässiga fördomar. Dennaundersökning har fokuserat på pojkarna i grundskolan. Fyra kvinnliga och fyramanliga studie- och yrkesvägledare inom grundskolan har intervjuats för attsöka svar på deras upplevelser av vägledning av pojkar inom grundskolan. Resultatetvisar ambivalenta svar då den generella upplevelsen är att pojkar och flickorsjälvmant uppsöker vägledning i samma utstäckning, för att sedan visa attpojkar är överrepresenterade i att inte komma till de bokade samtalen och attflera vägledare känner sig tvingade att hämta in främst pojkar till samtal. Resultatetvisade också att vägledarna generellt har en tydlig bild av hur en pojke ”är”och hur en flicka ”är”, samtidigt som de har en oreflekterad inställning tillhur deras eget kön påverkar vägledningssituationen. Studien tillför enförståelse för studie- och yrkesvägledarnas upplevelser av att vägleda pojkarinom grundskolan samtidigt som den visar på brister i forskningen när detkommer till studie- och yrkesvägledares vägledningssituation med pojkar. / The availability of career guidance counselling to pupils in the Swedish grundskola (mandatory school years covering ages 7-16) is stated in law, with the aim of giving them the tools needed to make well-informed choices regarding their future. Career guidance in schools is also volontary, meaning the responsibility of seeking it out often falls on the pupil. School is a place where pupils expand their knowledge and form their identities, while at the same time being exposed to stereotypical expectations based on gender. This study focuses on boys in the mandatory school years. Four female and four male career guidance counsellors are interviewed in an attempt to describe their experiences of career guidance with boys in school.   The results are ambiguous. On the one hand, the career guidance counsellors experience that boys and girls seek career guidance to the same extent. On the other hand the results indicate that more boys than girls fail to show up to booked appointments and are more often coerced into sitting down to talk with the career guidance counsellor. The results also show that the career guidance counsellors generally have a clear picture of how boys and girls "are", while not reflecting to the same extent on how their own gender affect the counselling. The study improves knowledge on how career guidance counsellors experience counselling with boys in the mandatory school years, while at the same time showing the need for further research.

Diploma thesis is focused on system of career guidance in the Czech Republic and Germany. The aim of this thesis is to analyze system of career guidance for adults in the Czech Republic and compare it with current situation in Germany. The first part of the thesis deals with definition of career and its development. Thesis then deals with guidance and with theoretical approaches in career guidance. The second part of thesis is dedicated to framework of comparative study and determines criteria, which are going to be use in the thesis. Another part is focused on description of career guidance system in the Czech Republic and Germany. In last part of the thesis is described comparation with list of recommendations and project suggestions for implementation in the Czech Republic.