High-school students' behavioural problems are caused by a number of factors. These include individual genetic dispositions as well as family upbringing and other environmental influences. Recently, adolescent problem behaviour has become an increasingly discussed issue. It therefore seems necessary to be able to respond to this challenge in the best possible way and look for appropriate strategies that may effectively remedy the situation. It is therefore useful to have a team of multidisciplinary experts available that is equipped to face such problems and able to guide the child through the entire process. The first one to notice problem behaviour may be the parent, teacher, or class-mate. The list may also include education welfare officer who is typically in charge of handling such issues at school. Their role in tackling problem behaviour is in fact essential. The same applies to the other experts involved in work with students namely social workers from the child's legal protection and social welfare department unit, court employees, police officers, employees of institutions dealing with children's behavioural disorders etc. The social worker that assist families to manage adolescent problem behaviour or other family issues often plays an important role in the struggling young person's life these days. The thesis is based on a qualitative type of research, interview being its main data collection method. The individual case studies this thesis works with were identified beforehand and included social workers, education welfare officers as well as students. The data have been obtained through semi-structured interviews. The actual data collection took place from March to April 2016. For the sake of maintaining their authenticity, the interviews were transcribed literally, with no further editing. In this particular thesis, the social workers and educational consultants involved in dealing with students of vocational and professional high-schools were specifically targeted. These workers were identified according to the schools location, namely in Břeclav District. Another researched unit were the apprentices of the Břeclav District vocational school. There are two objectives of this thesis; the first one tackling mutual cooperation of the education welfare officers and the social worker, the second on focusing the students and their interest in the support services at their school. The conclusions of the research indicate that education welfare officers and social workers are fairly satisfied with their cooperation. Both groups work under significant time pressure that does not allow them to deal with a specific case beyond certain limit and they welcome if problematic cases are first investigated by the institution that primary deals with them. The most common problems are absenteeism, students' inappropriate behaviour, study problems and personal troubles, bullying, school performance and family financial problems. In case of the second research question that focuses on students, the research conclusions indicate that most often, the apprentices prefer to handle their problems at home with their parents or at school with their class-mates, friends, teachers, head-teachers or with an actual education welfare officers as well as with a psychologist. Trust is being regarded as very important in such situations. Most of the respondents were able describe the role of a welfare officer with success. With the exception of one female student, all respondents indicated they would be willing to contact the education welfare officer if they had problems.

Ungefär 20 000 barn är familjehemsplacerade i Sverige. Att bli placerad i ett familjehem och ryckas upp samt separeras från sin hemmiljö kan påverka ett barns anknytningsmönster. Teorin om anknytning påvisar vikten av att barn skapar sig trygga anknytningsmönster vilket leder till ökade möjligheter för fortsatt god utveckling. Den här studien har haft som syfte att få en fördjupad förståelse för hur socialsekreterare beskriver anknytning i förhållande till familjehemsplacerade barn mellan 0-3 år. Med stöd av en fenomenologisk studie har semistrukturerade intervjuer genomförts för att få en djupare förståelse av socialsekreterares syn på anknytning och hur kunskapen om den tillämpas vid familjehemsplaceringar. Studien har påvisat att olika definitioner används, olika förhållningssätt tillämpas och att anknytning som begrepp inte tydligt praktiseras vid familjehemsplaceringar. Slutsatsen med studien är att anknytningen är viktig, speciellt i förhållande till familjehemsplaceringar. Det krävs fortfarande mer forskning och kunskap inom anknytningsteorin i förhållande till familjehemsplaceringar då kunskaperna om teorin kan vara bristande. / Approximately 20 000 children are placed in foster homes in Sweden. Being placed in a foster home and separated from their biological family and environment can affect a child's attachment pattern. The attachment theory demonstrates the importance of secure attachment patterns in children leading to increased opportunities for a healthy development. The purpose of this study is to achieve a deeper understanding of how the social secretary views attachment in relation to children between 0-3 years old placed in foster homes. In order to achieve a deeper understanding of how the social secretary views attachment, and how this knowledge is being applied when placing a child in foster care, I have made a phenomenological study using semi-structured interview. The study has shown that the social secretary's view of attachment varies and the term attachment is not being routinely practiced when placing a child in a foster home. The conclusion of the study is that the attachment theory is important especially when placing a child in foster home.

En kvalitativ studie med utgångspunkt i den ohälsa som är dokumenterad bland hbt-ungdomar där skolan pekas ut som en betydande arena. Syftet var att undersöka hur gymnasieskolor i förhållande till för skolan rådande styrdokument valde att konkretisera det förebyggande arbetet med värdegrundsfrågor kopplade till sexualitet och könsidentitet/-uttryck samt undersöka skolkuratorers attityder, normer och upplevelser i förhållande till detta arbete. Empirin bestod av en fokusgruppsintervju med skolkuratorer samt en litteraturstudie med grund i ett urval av likabehandlingsplaner. Slutsatser blev att heteronormativitet präglar skolkuratorers arbete med dessa frågor och att det förebyggande arbetet ej upplevs prioriterat. Avseende transpersoner aktualiseras detta i relation till att diskrimineringsgrunden könsöverskridande identitet och uttryck ej hade ett omfattande skydd av diskrimineringslagen. Vidare framkom det en avsaknad av konkretisering i förhållande till vad som krävdes kompetensmässigt för att en skola skall kunna jobba förebyggande på ett enhetligt och likvärdigt sätt. En avsaknad av ett normkritiskt perspektiv men även behovet av det, vilket gav sken av att satsningar inom detta område ej är tillräckliga blev studiens slutsats i helhet. / A qualitative study based in the documented amongst LGBT-youth in Sweden, where the school has been pointed out as an arena of impact. This study's purpose have been to investigate how comprehensive upper secondary schools choose to concrete the preemptive duties concerning fundamental values, in relation to sexualitet, gender identity and gender expression. Focus has also been on school welfare officers and their attitudes, norms and experiences concerning these duties. The empirism have consisted of one focus group interview with school welfare officers and a study of relevant literature based in a selection of "equal treatment plans".  Conclusions have been that heterosexual normativity characterizes the work of the elfare officers concerning these matters, and that the preemptive duties are not experienced as a priority. In reference to transgender this can distincly be seen in the fact that the ground of discrimination "transgender identity and/or expression" does not have an extensive protection in the law of discrimination. Further on an absence of concretization has been revealed, concerning the competence required for schools to be able to work preemptive in a unitary and equivalent manner. An absence of a norm critical perspective and the need for it, as well as that the current investments in this area in not enough, has been the final conclusions of this study.