Abstract
SUMMARY This article explores the professional issues of relationships within child and youth care practice. The concept of “relationship-based practice” is examined from conceptual, linguistic and power-based perspectives. It is argued that the power base of relationships amongst practitioners manifests itself along five specific contexts: institutional dynamics, culture, conventions, social expectations, and language. Relationship-based practice is compared with relational practice. It is argued that a more complex view of relationships within child and youth care practice will serve to prevent misuses and poorly defined practices on the part of practitioners. To this end, it is recommended that greater emphasis be placed within the discipline on the relational content of training and professional development activities.
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