Advanced

Nya Skollagen(2010:800)- skolkuratorns erkännande

Nossborn, Paulina LU (2012) SOPA63 20121
School of Social Work
Abstract
Abstract
Through qualitative method, this essay intends to study which expectations exist for school counselors in the school organization, accordning to the new school law (2010:800), which puts demands on all schools to have access to a counselor. The study consists of 24 survey answers from educators, as well as interviews with a special education teacher and a principal. Half of the survey responders come from a school that has not worked with a school counselor before, and the rest come from a school with established counselor work, which makes a comparison possible. The results showed that the school counselors are seen as an important part of the school organization, and the educators thought that an outside person the students... (More)
Abstract
Through qualitative method, this essay intends to study which expectations exist for school counselors in the school organization, accordning to the new school law (2010:800), which puts demands on all schools to have access to a counselor. The study consists of 24 survey answers from educators, as well as interviews with a special education teacher and a principal. Half of the survey responders come from a school that has not worked with a school counselor before, and the rest come from a school with established counselor work, which makes a comparison possible. The results showed that the school counselors are seen as an important part of the school organization, and the educators thought that an outside person the students could talk to about sensitive issues was important. In the school that formerly had no counselor, the responders found that in the past, the teachers had to take responsibility for dealing with social problems, leaving them with less time for education. There were differences between the schools in the expectations/present tasks the educators believed to be the school counselor's responsibility. The school that had not worked with a counselor before saw support for the students and guidence for themselves as more important, while the school with established counselor work described more specific tasks. The educadors at the school that formerly did not work with a counselor put more emphasis on trust and good cooperation. An important conclusion that can be drawn from analyzing the empirical data is that other school personnel see the counselor as an important resource, but that the tasks can sometimes be unclear, whereupon they do not know in which situations the counselor should be involved. (Less)
Please use this url to cite or link to this publication:
author
Nossborn, Paulina LU
supervisor
organization
course
SOPA63 20121
year
type
M2 - Bachelor Degree
subject
keywords
cross-professional cooperation, Student health, school counselor
language
Swedish
id
2760050
date added to LUP
2012-06-11 16:29:38
date last changed
2012-06-11 16:29:38
@misc{2760050,
  abstract     = {Abstract
Through qualitative method, this essay intends to study which expectations exist for school counselors in the school organization, accordning to the new school law (2010:800), which puts demands on all schools to have access to a counselor. The study consists of 24 survey answers from educators, as well as interviews with a special education teacher and a principal. Half of the survey responders come from a school that has not worked with a school counselor before, and the rest come from a school with established counselor work, which makes a comparison possible. The results showed that the school counselors are seen as an important part of the school organization, and the educators thought that an outside person the students could talk to about sensitive issues was important. In the school that formerly had no counselor, the responders found that in the past, the teachers had to take responsibility for dealing with social problems, leaving them with less time for education. There were differences between the schools in the expectations/present tasks the educators believed to be the school counselor's responsibility. The school that had not worked with a counselor before saw support for the students and guidence for themselves as more important, while the school with established counselor work described more specific tasks. The educadors at the school that formerly did not work with a counselor put more emphasis on trust and good cooperation. An important conclusion that can be drawn from analyzing the empirical data is that other school personnel see the counselor as an important resource, but that the tasks can sometimes be unclear, whereupon they do not know in which situations the counselor should be involved.},
  author       = {Nossborn, Paulina},
  keyword      = {cross-professional cooperation,Student health,school counselor},
  language     = {swe},
  note         = {Student Paper},
  title        = {Nya Skollagen(2010:800)- skolkuratorns erkännande},
  year         = {2012},
}