How do managers support a pedagogical perspective in relation to the cultivation of a positive living and working climate in residential youth care services?

In the literature, the significance of elaborating a positive living and working climate in residential youth care as a fundamental right, essential for addressing youngsters' basic needs and establishing effective care, is widely acknowledged. However, various organizational and societal challenges exert pressure in practice. This research aims to investigate how residential care managers address these challenges. Specifically, we aim to clarify: (1) the prevailing pedagogical perspectives in relation to the elaboration of a positive living and working climate, and (2) the obstacles that managers encounter in doing so. Two focus groups were convened, comprising 16 managers representing 14 distinct residential youth care services in Flanders. The findings are presented in terms of tensions, highlighting the managerial struggles inherent in advancing a basic pedagogy. Across the principal themes, the tension between fostering a reflexive versus normative approach becomes evident. The results underscore the formidable task faced by managers in grappling with micro- and meso-level challenges to establish a fundamental pedagogical framework amidst the complexities of contemporary societal dynamics.