Christer Langstrom started his studies to become a guidance counselor in 1989. During 1991-2001 he worked as a guidance counselor and began to get involved in the career counselor education as a mentor. It led to an employment as a lecturer at the Stockholm Institute of Education, since 2006, the University of Stockholm. His teaching area is guidance theory and methods with focus on the professional conversation, guidance/group counseling, coaching and career development. Since 2013 he is a PhD student in Education with focus on career counseling and guidance at the University of Stockholm, Department of Education. In his research, he examine guidance and coaching in a biographical learning perspective for adults in situations of transition. The thesis focuses attention towards adults seeking employment and searches through their stories trace learning in situations where professional counseling in the form of guidance and coaching are used. The subject of his study is based in that unemployment is such a problem that has long time been an important and difficult issue from several perspectives for today's politicians, public administration, the community at large, and particularly for job seekers themselves. The problem is the subject of political/ideological and economic debate that reflects both similarities and differences in ideas and thoughts on how the issue should be wrist. In this thesis, he addresses his interest towards what the jobseekers themselves have to say about their participation in municipal projects where professional counseling in the form of career counseling and career coaching are used. Guidance and coaching in this sense can be seen as a type of operations that are expected to promote self-expression and create motivation to engage in autonomous learning activities. This can be seen as an example of what is referred to lifelong learning and this along with that he surmises a biographical perspective on learning in both theory and method, makes this thesis is written under the discipline pedagogy.