Stress among adolescents in Western societies is becoming an issue of increasing concern of adolescent's health. The aim of this study was to gain greater knowledge about how girls and boys perceive and cope with school-related stress. Participants were 14- to 15-year-old adolescents from a medium-sized municipality in southern Sweden. The data were collected from focus group interviews. The data were subjected to qualitative content analysis. The findings show that adolescents "prioritizing the future or the present by making choices, finding their own private sphere to relax, and recovering with family and friends." There were gender differences in how these strategies were used. The findings could be used for initiating and planning health promotion interventions in school with focus on supporting girls' and boys' equal terms to cope with school-related stress in present and for the future and to give equal condition for future studies and opportunities in life.

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. Keywords: Intellectual disability; post-school occupation; Not in Employment, Education or Daily activity (NEED); Not in Employment, Education or Training (NEET) IntroductionThe transition of young adults from education to the labour market is of great importance in society. Gaining employment encompasses several benefits such as daily structure, monetary income and social networks, yet also relates to increased well-being and quality of life (Andrews and Rose 2010;Beyer et al. 2010). The role of the education system is to instil knowledge, skills and provide preparation for adult life as a contributing citizen (Swedish Education Act 2010:800). After secondary school it is generally understood that young people move to further studies or employment. However, if this is not possible, support and services should be available. Education and employment are also highly relevant for persons with disabilities, including intellectual disability, and their rights are highlighted in the UN Convention on the Rights of Persons with Disabilities. The Swedish school system for persons with intellectual disability comprises special school options, namely a compulsory elementary school, followed by Upper Secondary School for pupils with Intellectual Disability (USSID).In order to study post-USSID occupations for persons with intellectual disability in Sweden, a unique national database was created at Halmstad University. This database contains information on12,269 former USSID students who graduated between 2001 and 2011. Arvidsson, Widén, and Tideman (2015 found that post-school options could be categorized into four groups. The majority (46.9%) participated in daily activity, which are disability day programmes provided under the Swedish Act Concerning Support and Service for Persons with Certain Functional Impairments (LSS 1993:387). The second group (22.4%) was employed, mainly in subsidized jobs. The third group (6.6%) was enrolled in different education programmes. The fourth and final group did not take part in the above mentio...

Stress among adolescents in Western societies is becoming an issue of increasing concern, and the global trend of adolescents' health shows a gradual deterioration that is independent of national differences and increases with age. The aim of this study was to explore the main concern of adolescents and about how they cope with demands in everyday life. Participants were 14-16 years old, and data were collected from three sources. A constructivist grounded theory was used as a method for generating a model of the adolescents' description of how they cope with demands in their everyday lives. The main concern described by participants in this study was to strive to be successful and to succeed in the present and throughout their lives. We conclude that differences between girls and boys, in terms of coping with demands in their everyday lives, are important to consider in the development of health promotion initiatives targeted at adolescents.

Contemporary society is characterized by rapid changes in the labor market, increased flow of information, and more opportunities to make choices in relation to education and career. Previous research has demonstrated how many young people in school don't think they get the support they need to make such choices. The overall aim of this article is to contribute to more in-depth knowledge of what kind of support and knowledge young adults describe as important in order to be able to make informed choices. This knowledge might help school to better support young people in acquiring the knowledge, skills, and attitudes in relation to their education and career choices. The article is based on interviews with 25-year-old men and women. 23 interviews were conducted. In sum, the analysis indicates that guidance activities that aims to contribute to knowledge about the labor market, programs and courses and requirements for different education programs would probably be perceived as more fruitful by the young adults if they are organized in a combination of different levels, i.e. both as group activities (exhibitions, general information/discussion) and individual activities (personal information/discussion). Further, the authors demonstrate that roles and expectations between pupils, teachers and guidance counselors should be discussed and clarified.

ResumoEste 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. Palavras-chaveCírculos de investigação; Mudanças de práticas; colaboração transprofissional; Violência. Abstract 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. Résumé 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 conna...