Three roles of trust in the intervention into the situation of children with emotional and behavioural disorders
Three roles of trust in the intervention into the situation of children with emotional and behavioural disorders

Summary/Abstract: Paper focuses on the role that educational professionals in residential educational facilities attribute to trust/distrust in their relationships with children they work with, i.e. with children with behavioural and emotional disorders (EBD). The key issue of the text is the trust and roles that this phenomenon may play in the process of education and intervention in children with emotional and behavioural disorders. The first objective of the text is to show a different picture of children with EBD and of educational facilities than are commonly used and to have a look into the experience of educational professionals. The second objective is to introduce the diversity of the roles of trust in the intervention process of children with EBD. In an interventional or educational relationship, trust is an integral component and also a condition for successful intervention in the difficult life situation of children, while distrust is perceived as a barrier to this process. Paper is based on selected findings of qualitative research which was implemented in the environment of educational facilities. The participants in the research were educational professionals (teaching staff from residential educational facilities – children’s homes with schools, diagnostic institutions, young offenders’ institutions). The main technique of data collection was semi-structured in-depth interviews.

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