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Whereas for us a failure is not a failure; it’s just an opportunity that wasn’t right at that time (Talking Hope)
· Strong relationships are key to resilience–helping young people cope with change and difficulty.
· For many, having just one stable, supportive connection can make the difference.
· Relationships come in many forms – friends, family, carers, teachers, neighbours – and different people need different types and combinations of relationships.
· Staff can sometimes feel “relationship talk” is a bit vague or “warm and fuzzy.” But in practice, how we show up, listen, and model healthy connections really matters.
· Done well, relationship-based practice benefits not only young people, but also staff teams and the wider community.
Shifting to relationship-based practice involves a cultural change. Many systems still value targets, indicators and “box-ticking” over trust and connection.
· At the heart of this approach is trust:
· Managers trusting practitioners
· Practitioners trusting their organisations
· Young people trusting the adults around them
· Trust and anxiety often sit side by side during change. Naming this helps us find constructive ways to move forward.
This is one of two theory guides in the toolkit. The other theory guide is trauma informed practice. It is important to know that there are strong links between these two ways of working. When combined, relationship-based practice and trauma-informed care:
· Build resilience by fostering safe, trusting connections.
· Support healing by creating an environment where young people feel understood and valued.
· Protect against further harm by avoiding re-traumatisation and promoting stability.
Nurture positive development by focusing on strengths, aspirations, and self-efficacy.
Relationship-based practice looks different in every setting, but guiding principles include:
· Continuity and consistency
· Empathy and emotional intelligence
· Creativity in how support is offered
· Reflective practice and supervision
· Social pedagogy as a framework
· Direct work as a priority, not an afterthought
· Recognition of complexity and uncertainty
At an organisational level, one of the most important influences onrelationship-based practice is the approach to performance management, whichcan miss the point about relationships. Findout more here. Other supportive conditions might include:
· Smaller, homely residential units
· A learning culture that values reflection
· Good supervisory relationships and group supervision
· Space for practitioners to bring themselves into the work
Take time with colleagues – and with young people themselves – to picture what successful relationship-based practice would look like in your context.
The Promise is Scotland’s commitment to keep the findings of the Independent Care Review (2020). It recognises that young people need lasting, loving relationships, not just services that “end” when they turn 18 and includes a plan for action to 2030.
You can find a free introductory course on trauma-informed, relationship based practice developed by Staf and the Open University here.
· Brighton & Hove City Council (2016). An evaluation of relationship-based practice.
· Hingley-Jones, H. & Ruch, G. (2016). Relationship-based social work in austere times. Journal of Social WorkPractice, 30(3).
· Masten, A. et al. (2009). Resilience and relationships.
· Ruch,G. (2012). Reflective and relationship-based management in child-care social work.
Wade, J. & Munro,E. (2008). Young people’s transition from care to adulthood.
*Trauma-informed practice recognises how common trauma is, and how deeply it shapes young people’s development, behaviour, and relationships. *It aims to create safety, avoid re-traumatisation, and promote resilience and healing. *Early experiences leave lasting marks on body and mind. Trauma-informed practice takes this knowledge and applies it so practitioners and organisations can build safe, healing spaces.
Introductions matter — when, how, and where they happen can shape a young person’s entire experience of transition. For young people in care, transitions are often the most difficult times, especially when they involve changes in trusted relationships. This guide looks at how to approach introductions and referrals through the lens of relational practice, focusing on building trust and avoiding unnecessary stress.
What do IT systems and relationships have in common? Both usually run in the background and are easily taken for granted. Yet, IT systems can have a big influence on the quality of relationships and relational practice in general.
One of the first things you learn when you start your job is when you need to arrive and when you need to leave. Have you ever considered that the pattern of your work affects the relationships you are building?
Organisational values influence the working culture. They can inspire workers to follow the organisation's mission. However, for them to have an impact they need to be developed with staff and young people.
It is important to keep learning and growing. Recognise your staff’s value and expertise by developing internal training and discussion sessions. Enable staff to learn and train more. Training should not be a tick-box exercise but a place for growth and reflection.
As is often said, hurt people hurt people – it is even more important to consider the flipside: supported people support people. Working with young people and caring for them can be a demanding role, especially in under-resourced and stressful environments. A truly relational organisation also invests in the relationships between managers and staff, creating a positive environment for everyone.
Relationships are shaped by the culture of organisations. Sometimes one person who ‘doesn’t get it’ can create relational barriers for an entire team. So, it’s easy to see why recruiting the right people is critical to create and maintain a relational organisation.
Strong relationships take time, effort, and trust. For young people with care experience, this can be more complex, requiring patience, consistency, and a clear sense of boundaries. With the right approach, you can build positive, lasting connections that support the young person’s growth and relational skills.
Relationships are essential to all parts of life and encompass both our professional and personal lives. They are a vital part of the support networks for our young people and the stronger the relationship the better we can all do our jobs, perhaps making them feel less like a job and more like a vocation. And perhaps more importantly, the stronger the relationship the more important a young person might feel.
