Abstract
Click to increase image sizeClick to decrease image sizeAt-risk children live in a social context that is characterised with instability and a questionable quality of life. At the same time, for many of these children, their relations and development are not threatened to the extent that a social control action is required, such as removing the child from his or her home. In this greyzone, psychologists who work with these children encounter important, yet difficult, dilemmas: How can one be sure that the therapeutic process is working to the benefit of the child? When will it be necessary or required to take actions of social control? The psychologist has many functions in this area, and the article presents a model where evaluation, therapy, social control, expertise and relational functions are seen as integrated, coexisting and complimentary functions. Theoretical and methodological implications of the model are discussed, and guidelines for intervention are suggested.
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