Syftet med studien är att se om det skolkurativa arbetet influeras av empowerment, det vill säga, om skolkuratorerna arbetar utifrån att stärka elevernas egen kapacitet. För att finna svar har fyra skolkuratorer från två olika kommuner, som är verksamma från grundskola till gymnasienivå intervjuas. Tolkningsramen för analysen av det empiriska materialet utformades efter Adams tre dimensioner för empowermentbaserat socialt arbete. Resultaten visade på att skolkuratorerna hade kännedom om empowerment begreppet och även insikt i vad ett empowerment inriktat arbete bidrar till. Det framkom även att samtliga skolkuratorers arbetssätt innehöll drag av empowerment även om det inte var den uttalade arbetsmetoden och utförandet skilde sig. Studiens slutsats är således att det skolkurativa arbetet uttryckligen inte följer empowerment teori men att det återfinns i arbetssättet. Studien indikerar på att ett behov av vidare forskning kring empowermentbaserade arbetsmetoder och dess applicering inom det skolkurativa arbetet. / The purpose of the study is to see if the school counselors work is influenced by empowerment, that is, if the school counselors aim to strengthen the students' own capacity. Four school counselors from two different municipalities who work from elementary school through high school have been interviewed. The interpretation framework for the analysis of the empirical material was designed according to Adam's three dimensions for empowerment-based social work. The results showed that the school counselors were aware of the empowerment concept and had insight into what empowerment-oriented work contributes to. It also emerged that the work methods of all school counselors contained features of empowerment even though it was not the stated working method and the performance differed. The study concludes that the school counselors work does not explicitly follow empowerment theory but that it is found in the working method. The study indicates a need for further research on empowerment-based working methods and its application in school counseling.

The purpose of this study is to investigate physical education teachers, from the upper secondary school's, view of martial arts teaching in the subject of physical education. The study also examined physical education teachers' views on challenges and self-strengthening elements that are linked to martial arts teaching in the subject of physical education. The study was carried outwith six semi-structured in-depth interviews with physical education teachers from western. The results showed that a large proportion of the teachers had similar views on the suitability of martial arts in school. Their responses were consistent with previous research on the benefits of martial arts lessons for students. Based on self-strengthening elements and challenges with martial arts, the teachers had different points of view. This was due to the different levels of knowledge in the martial arts.