Tunnustaminen näkökulmana ja käytäntönä lapsi- ja nuorisotyössä
Abstract
Recognition is a basic human need and a fundamentally important facet of children and young people’s well-being. Yet, the individualistic and problem-oriented approaches that dominate the professional practices of early support do not always pay sufficient attention to the silent and unremarkable processes of giving recognition. This article addresses reciprocal positive recognition as an approach to fostering children and young people’s well-being in basic professional practices and institutional settings. The theoretical section of the article outlines the
need for this approach and looks at theories of recognition. The article’s analytical part is based on empirical materials collected through collaborative workshops bringing together professional practitioners and researchers. It charts the contours of a practical approach to recognition and discusses how professionals working with children and youth see the possibilities and challenges of the approach in their work. The results show the potential of positive recognition in social pedagogical practices embedded in young people’s everyday environments. The article’s overall goal is to foreground the importance of recognition in professional practices aimed at fostering the well-being and curbing the marginalization of children and young people.
