<p>The aim of this study was to examine how some Swedish school counsellor’s describe their school social work and how they look at its content. Further more the aim is to look at what restraining and promoting factors the school counsellor’s experience in their working situation. The approach of the study is qualitative and interviews have been made with five school counsellors. The results show that school counsellors have a variety of different working-areas, which consist of supporting and consulting pupils, parents and teachers through dialogue. Another assignment is to work preventive with groups and classes. Other scientists have found similar results as the ones in this study. About restraining and promoting factors in their work, the school counsellors expressed, for example, time and resources as restraining factors and as promoting factors they mentioned closeness to the pupils and working preventive. Their offices were mentioned being both a restraining and promoting factor due to the central activity of dialogue. They expressed that they were all satisfied with their work, but that it would be enough to work full-time on just one school. To analyse the results the time-geographic perspective was used.</p>

The aim of this study was to examine how some Swedish school counsellor’s describe their school social work and how they look at its content. Further more the aim is to look at what restraining and promoting factors the school counsellor’s experience in their working situation. The approach of the study is qualitative and interviews have been made with five school counsellors. The results show that school counsellors have a variety of different working-areas, which consist of supporting and consulting pupils, parents and teachers through dialogue. Another assignment is to work preventive with groups and classes. Other scientists have found similar results as the ones in this study. About restraining and promoting factors in their work, the school counsellors expressed, for example, time and resources as restraining factors and as promoting factors they mentioned closeness to the pupils and working preventive. Their offices were mentioned being both a restraining and promoting factor due to the central activity of dialogue. They expressed that they were all satisfied with their work, but that it would be enough to work full-time on just one school. To analyse the results the time-geographic perspective was used.