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In Sweden, study and career guidance is the responsibility of the whole school, which also includes teachers. However, research concerning the role of teachers in study and career guidance is limited if one compares it with the existing research on the role and work of study and career counselors. The overall aim of this article is to provide a deeper understanding of how teachers in a Swedish municipality view their role in guiding students in their future study and career choices. The results show that teachers believe that they must be neutral, objective, and not influence students in their life choices even though they are at the same time aware that not all students have (equal) opportunities to be reflexive and to make choices that are independent of class affiliation. This indicates that teachers have limited possibilities to support their students and to equalize class reproduction in society.

There is limited knowledge about young persons with intellectual disability who are Not in Employment, Education or Daily activity (NEED) in Sweden. The aim of the study was to explore the post-upper secondary school situation for persons with intellectual disability not involved in traditional occupations. A national database containing 2955 persons, representing 24.1% of the total (N = 12,269) was used. The results revealed a heterogeneous group where financial support was common and few made use of disability services. Gender, municipality, programme type, financial support and disability services were significantly associated with not having an occupation as opposed to being in employment, education or daily activity. Time was a central factor, as the early years after upper secondary school appear to be an important period for changing NEED status. This is the first large scale study to describe these persons not involved in traditional occupations in Sweden and further research is required.

This article contains a presentation of experiences gained of research circles as a participant-based method for the development of knowledge and the creation of change in practice. The starting point is two international projects whose aim is to develop knowledge about the professional work being done with young people who exhibit violent behavior. In the Swedish sub-studies, research circles are used as a method for developing such knowledge as well as for creating change in practice. The research circle as a method has its theoretical starting point in action research and participant-oriented research. The results of the study illustrate how research circles can contribute to the creation of a knowledge process through the dialogue in the group and the facilitation of reflection over different work approaches in one’s own work, even if it is a method that does not suit everyone. The results also show that the research circle can lead to a change process in the actual work by enhancing transprofessional collaboration and leading to an increase in the participants’ awareness and evaluation of their work with violent children and young people. Este artigo contém uma apresentação de experiências adquiridas com círculos de investigação como método participante capaz de gerar conhecimento e mudança de práticas. Dois projetos internacionais constituem o nosso ponto de partida, cujo objetivo foi o de produzir conhecimento sobre o trabalho profissional que está a ser feito com os jovens que apresentam comportamento violento. Nos sub-estudos suecos, os círculos de investigação são usados como um método para o desenvolvimento de tais conhecimentos, bem como para proporcionar mudança de práticas. O círculo de investigação como método tem o seu ponto de partida teórico na investigação-ação e na investigação participante. Os resultados do estudo demonstram como os círculos de investigação podem contribuir para a criação de um processo de conhecimento através do diálogo no grupo e a facilitação da reflexão sobre as diferentes abordagens de intervenção no próprio trabalho, mesmo que seja um método que não sirva a todos. Os resultados mostram também que o círculo de investigação pode conduzir a um processo de mudança no trabalho concreto e ao reforço da colaboração transprofissional levando ainda a um aumento da consciencialização dos participantes e da avaliação do seu trabalho com crianças e jovens violentos. Este artículo contiene una presentación de experiencias de los círculos de investigación como método participante capaz de generar conocimientos y cambio de prácticas. Dos proyectos internacionales constituyen nuestro punto de partida, cuya finalidad era producir conocimiento sobre el trabajo profesional qué está haciendo con los jóvenes que exhiben un comportamiento violento. En los sub-estudios suecos, los círculos de investigación se utilizan como un método para el desarrollo de tales conocimientos, así como para proporcionar cambio de prácticas. El círculo de investigación como método tiene su punto de partida teórico en la investigación-acción y la investigación participativa. Los resultados del estudio demuestran cómo los círculos de investigación pueden contribuir a la creación de un proceso de conocimiento a través del diálogo en el grupo y la facilitación de la reflexión sobre los diferentes abordajes de intervención en su trabajo, incluso si se trata de un método que no sirve para todos. Los resultados también muestran que el círculo de investigación puede conducir a un proceso de cambio en el trabajo concreto y el fortalecimiento de la colaboración sigue transprofesional lo que aumenta la conciencia de los participantes y la evaluación de su trabajo con los niños y los jóvenes violentos. Cet article contient une présentation des expériences des cercle de recherche en tant que méthode de participant capable de générer des connaissances et changement des pratique. Deux projets internationaux constituent notre point de départ, le but était de produire des connaissances sur le travail professionnel accompli avec les jeunes qui manifestent un comportement violent. Dans les sous-études suédoises, milieux de la recherche sont utilisés comme une méthode pour le développement de ces connaissances ainsi que pour la changement des pratique. Le cercle de recherche comme méthode a son point de départ théorique dans la recherche-action et la recherche participative. Les résultats de l'étude montrent comment les milieux de la recherche peut contribuer à la création d'un processus de connaissance par le dialogue dans le groupe et la facilitation de la réflexion sur les différentes approches d'intervention dans leur travail, même si ce est une méthode qui ne convient pas à tous. Les résultats montrent également que le cercle de recherche peut conduire à un processus de changement dans le présent ouvrage et le renforcement de la collaboration transprofessional toujours en tête à une sensibilisation accrue des participants et de l'évaluation de leur travail avec les enfants et les jeunes violents.