The purpose of the thesis was to describe the counselors' experiences of personal guidance work of a young person, placed in a reform school, in transition from basic to secondary education, and guidance development ideas in transition phase. The aim was to develop good guidance practices, meeting the needs of the youth, in educational transition phase.

The framework consists defining the educational transition phase and guidance process. The partner of the thesis was Liminka education centre, unit of the State reform schools.

The thesis is a qualitative study. Data were collected using a theme-based individual interviews by four counselors from Liminka education centre. Collected material was categorized, combined and analyzed.

As a result of the research, a key work task and method for counselors in educational transition phase is future-oriented discussion. The aim of the discussion is to strengthen youths’ capacities in human agency. Factors steering the personal guidance are raising from customer-oriented and multi-professional cooperation. The challenges experienced in personal guidance work have a clear connection with the counsellors’ development ideas. As development ideas counsellors emphasized enhancing the communication between different occupational groups within the organization and more detailed documentation of client care plans. The need of training and working instructions for guidance in education transition phase is recognized.

The Liminka education centre can utilize the results of the thesis in the development of personal guidance methods in the education transition phase and guidance working methods.

As a development proposal for further study, the Liminka education centre could benefit from compiling work instructions or a guide to instruct counselors in educational transition phase guidance.