Our aim is to gain knowledge of some areas of public services available to unemployed youngpeople in Sweden and to study how these services are implemented in practical social work. It was toview that what services are conducted for unemployed young people, why these services conductedand the outcome. The mainly causes of unemployment, effects on unemployment and needs ofunemployed young people were also examined in this research. A qualitative research method waschosen in this study. Through four semi-structured interviews with social workers and intervieweesfrom Social Services and Swedish Public Employment Office, their experience and own optionsupon the subject were shared. The results of the study are presented in three themes and analysedfrom the perspective of empowerment theory and welfare theory. The main result of our study is thatservices conducted for unemployed young people as the implementation of public policy comprisesmulti-dimensions and social work professions played an important role to help with improvement oftheir situation by meeting their needs and solving the problems they have in various ways during theprocess of intervention. Outcome of the services showed both positive influence and negativelimitations need to be improved in future work.

Youth unemployment and environmental degradation are two critical issues facing Australia today. This action research study concerns learning and teaching with participants in a government labour market program which was established to address these two issues. The study was based on three cycles of action research with six groups of participants. The main objective of the research evolved to consider whether critical thinking and action learning can enhance self-concept and environmental education for unemployed young people. The research provides a positive response to this problem, although certain limitations are noted. Conclusions are drawn in five areas. Three of these are from the first cycle of action research. These relate to environmental attitudes, knowledge and action; approaches to environmental education and learning; and the impact of unemployment, peer pressure and mass culture. Two conclusions are drawn from the second cycle of action research. These relate to the integration of action learning and critical thinking strategies into the learning and teaching; and the individual participants' life history and prior knowledge and experience of environmental issues. Recommendations are made concerning professional development and support for staff working in the area, and the planning and implementation of programs. The major recommendation is for the integration, where appropriate, of integrated critical thinking and action learning strategies, through all aspects of the training and project work. This recommendation draws on evidence from a number of areas where these approaches are shown to be beneficial. These include the potential for emancipation and improved selfconcept, and the contribution to environmental education.