Rethinking Resilience

This research project focuses on how strength is conceptualised and spoken about and within care settings (particularly in the context of working with ‘vulnerable’ children). Adopting language which seeks to categorise behaviour in dichotomous terms, risks a reductionist approach which fails to acknowledge the value in many of the interesting behaviours young people in care display. Traits currently viewed as unproductive may serve a range of useful functions for a young person and can often be precursors to valuable adult qualities. Care experiences can serve to contribute to the marginalisation of family and peer relationships which are not approved of whilst ‘professional’ connections may be supported and resourced. The paper acknowledges the tension between describing all our ‘practice experiences’ in academic terms whilst attempting to avoid using jargon which can act as barrier between us and the very people we aim to understand and connect with and also as a barrier to connecting with the actual experiences we are involved in creating.


Learning outcomes:

Through engaging with the presentation, attendees will:

· Recognise the significance of language used in describing people who use care services.

· Understand the role language plays in categorising behaviour

· Describe and reflect on their own use of language and that of their organisation.

· Understand the application of these concepts to theory on resilience.