Long-term unemployment is a social problem that is expected to increase in the coming years because of the on-going recession. Unemployment creates dilemmas both for the individual and society in form of an increased pressure on the individual to be reflexive in their identity and self-development and for society which wants to regulate unemployment and keep it under control. In the regulation letter for the Public employment Service for the year 2023, it was clearly formulated that the authority must work to prevent people from falling into long-term unemployment. The purpose with this study is thru qualitative interviews with —Public employment officers, job coaches and recruitment staff— investigate if the first two´s tips to the unemployed people matches what the recruitment staff really want to see in the applications for example.. The empiric of this study will be analyzed with help of Anthony Giddens theory about the modernity and self-identity with terms like, Ontological security, disembedding and expert systems. The result of this study shows that there are divided meaning both within and between the professions, in what are expected from a unemployed person and how they should put themselves at the market in form of how to use the application documents. What also brings to the light it that it often is bad quality on the application documents. These disagreements and dilemmas that the job seeker encounters challenge its ontological security and can negatively affect them. / Långtidsarbetslöshet är ett samhällsproblem som befaras öka under de närmsta åren till följd av den pågående lågkonjunkturen. Arbetslöshet skapar dilemman både för individ och samhälle i form av en ökad press på individ till reflexivitet i sin identitet och personlig utveckling, och för samhället som vill reglera arbetslösheten och hålla den kontrollerad. I regleringsbrevet för Arbetsförmedlingen inför år 2023 var det tydligt formulerat att myndigheten ska verka för att förhindra att människor hamnar i långtidsarbetslöshet. Syftet med den här studien är att genom kvalitativa intervjuer med 3 olika grupper —arbetsförmedlare, jobbcoacher och rekryterare— undersöka om de två förstnämndas råd matchar det rekryterarna säger att de verkligen vill ha.. Empirin analyseras med hjälp av Anthony Giddens teoretiska ramverk kring det senmoderna samhället och självidentitet, med begrepp så som urbäddning, expertsystem och ontologisk trygghet. Resultatet på denna studie visar på att det råder stor oenighet både inom och mellan professionerna i vad som förväntas av en arbetssökande och hur den ska marknadsföra sig själv i form av ansökningshandlingar, men där det också framkommer att det ofta råder dålig kvalité på de ansökningshandlingar man tar emot. Dessa oenigheter och dilemman de arbetssökande stöter på utmanar dess ontologiska trygghet, och kan påverka den arbetssökande negativt.

The authors queried 336 paraeducators working in 34 high schools or special programs offering transitional services for adult students with disabilities. The survey included (a) the contexts in which they support students with disabilities, (b) their knowledge about core competencies in educating these students, (c) the job-related tasks they perform most frequently, (d) their perceived ability to perform these tasks effectively, and (e) their need for further training across these knowledge and task areas. The study replicated a study conducted by Carter, O'Rourke, Sisco, and Pelsue (2009) surveying paraeducators working in K-12 settings. The authors found that paraeducators worked with a broad range of disabilities in multiple types of transitional school or program settings, with moderate supervision using varied types of teaching strategies, and they received most of their training on the job. Although most paraeducators reported having adequate training across knowledge standards, the quality of training received was reported as informal. Reported tasks performed most frequently were nontransition related. Preparing for transition and IEP plans were less frequently performed and trained for; while tasks less pertinent to students in transitional settings were more frequently performed and prepared for such as one-to-one instruction. Supervision under a certified teacher was reported to be moderately occurring (less than 50% of the time). Future research and development of standards for transitional paraeducators working with adults with disabilities is recommended. Identification of needed specific skills should be coupled with more formal training.