The issues vulnerable rangatahi confront are complicated. Resolving them in ways that enable them to move on and build positive lives for themselves will not always be achieved quickly. The quality and amount of time we give to working with rangatahi is important. This is about how much time we have and how we use it. Rangatahi report that they have often been ignored by professionals and their issues have not been seen as important (Munford & Sanders, 2017). This helps us understand why rangatahi may not want to let kaimahi into their lives. So, when kaimahi respond differently by welcoming rangatahi into their organisations and taking the time to listen, rangatahi are more willing to work with us and our mahi then can make a bigger difference (Turney, 2018).
Below are some ways to think about time.
Establishing the relationship takes time
To be effective, rangatahi need to trust their kaimahi. Building trust takes time. Being ‘present’ is important. That is; putting distractions and other pressures to one side, while we listen intently and demonstrate that we have heard. This means taking the time to ensure that rangatahi understand why and how decisions are made. It also means taking time to involve them in decisions. We need to present information clearly and support the full involvement of rangatahi in decision-making processes. Time is needed to prepare them well for this and to argue for their involvement and ensure that their voices are taken seriously. Being able to start slowly and build the relationship is important. Even with short interventions, we also need to think about how to make the best use of the time we have so we make a positive difference (see Building trust; Positive youth development; Agency and voice; Hearing rangatahi).
Time is also about preparing to welcome rangatahi into our organisation and our spaces. Is our organisation welcoming, do we show kindness and a non-judgemental stance, do rangatahi want to come to our organisation?
So, time is important throughout the support process, at the beginning when we welcome rangatahi, when we work with rangatahi and after this when we take the time to reflect on what we have done and how we can do better.
Organisation time
Because it is so important to put time in to rangatahi we may need to advocate in our workplaces to be able to spend more time with a particular rangatahi. Sometimes we might argue for a delayed discharge or closure of the case. At other times we might need to advocate for other organisations to respond to our referral promptly because of need. We might also need to argue for rangatahi to be given more chances or more time to adapt to changes (see Relationship-based practice in organisations).
Organisations and funders do not always understand how important it is to be able to respond like this. Funding, policy and organisational factors, may make it hard to make the time. There is often not enough time to support relationship development so kaimahi can do the practical and emotional mahi needed.
Even though the evidence tells us that making time for rangatahi is a good use of resources, kaimahi often feel they are in ‘survival mode’ rushing from rangatahi to rangtahi and all the paperwork that goes with this (Beresford, Croft & Adshead, 2008; Cooper, 2018). This means that part of the kaimahi role may be arguing inside the workplace and supporting management to argue with funders for the time needed to build effective relationships.
"A pressure for quick solutions deprives both service users and workers the opportunity to question themselves, reflect on these questions and find new possibilities. Such pressure also encourages competition for the ‘best’ description or interpretation of a situation."
Responding in rangatahi time, and making time for rangatahi to learn
Being available at the times rangatahi need support shows them that their lives and their realities matter. It shows we understand and that we care (de Boer & Coady, 2007; Duncan, Miller & Sparks, 2007). When kaimahi respond when a rangatahi contacts them rather than only at scheduled times, when they make efforts to be at events that are important, rangatahi learn that they can rely on their kaimahi (Duncan, Miller & Sparks, 2007). Sometimes it will not be very convenient to respond when rangatahi ask. As much as possible, though, we need to make the time to respond. If we can’t we need to explain why we can’t do this or ensure that someone else on the team, who the rangatahi trusts, is available.
It is very important that kaimahi keep appointments and keep their word; this tells rangatahi that they won’t be overlooked or forgotten. When they really need support their kaimahi will be there (Bell, 2002). It is also important that kaimahi let rangatahi know in good time if they cannot make a meeting; rangatahi time is important too. These actions are about showing rangatahi that they are worth the time (Beresford, Croft & Adshead, 2008). Studies show that this is the most important action kaimahi can take (Beresford, Croft & Adshead, 2008). It tells rangatahi we have the time for them and that we respect them and their time (see Power).
Using time in these ways can lead to very positive outcomes for rangatahi further down the track. Effects can happen long after the mahi has ended and unexpected outcomes can also occur that do not seem to be related to the mahi (Bell, 2002).
Rangatahi also need to be given chances to come back from mistakes and put things right. This is about learning from experience. It means we may need to put in time to support them to work out what they need to do to make things right.
Allowing time to pass
While intense talking therapies have their place, young people also say they become tired of talking and at times do not wish to talk. Rangatahi tell us that they don’t always want to be thinking about their problems, they want the relationship with kaimahi to feel a bit more normal, they want to be seen fully, not just as a problem to be fixed (Bell, 2002; Beresford, Croft &Adshead, 2008; Garfat & Fulcher,2008, 10). We do not always have to talk (Bell, 2002, 8). Sometimes rangatahi need to have ‘a day off from intense talking’ and do fun things and relax. Sharing in the activities that are important to rangatahi shows respect and understanding (see PARTH in practice reflection sheet - Action). By taking the time to do normal things with rangatahi we are still building the relationship, we are doing it in everyday ways.
Everyday events are good opportunities to relationship-build and support change. Rangatahi can become animated and able to share their feelings and experiences while doing other things (Garfat & Fulcher, 2008). This might be seen as just hanging out with young people, but it is a deliberate strategy that helps meet practical needs and demonstrates a genuine interest (Garfat &Fulcher, 2008).
Perseverance is about time (Cossar, Brandon, Bailey, Belderson, & Biggart, 2013; Duncan, Miller & Sparks, 2007; Garfat & Fulcher, 2008; Kohli & Dutton, 2018). In persevering through challenges, time passes. By walking alongside rangatahi during tough times we strengthen our relationship. Rangatahi see we can be trusted to stick with them (Cossar, Brandon, Bailey, Belderson, & Biggart, 2013). We also learn more about the issues that have shaped their lives during these tough times. So, by hanging in there we are able to be more helpful because we know more about rangatahi experiences and perspectives perspectives (Garfat & Fulcher,2008, 17) (see PARTH in practice reflection sheets - Perseverance; Perspective).
Good timing
This is about picking the right time to raise issues with rangatahi. It is about noticing when they may be ready to address an issue. It is also about noticing when a rangatahi has made change or shown they have learned a new skill, because change needs to be noticed. Time is also about helping rangatahi maintain positive change by taking the time to find people in their network who can support them to change and maintain change.
Time to critically reflect
The rangatahi we work with have an impact on us; along with the good stuff, we hear lots of troubling things (Howe, 1998, 53). Getting support through critical reflection helps us make sense of these (see Critical reflection). Time for kaimahi to reflect critically on what they are doing and to talk honestly with others about the things they are doing with rangatahi is an- other way of thinking about time. Getting feedback from others helps keep practice safe. It is a time to learn new ways of looking at things and develop new skills. Getting feedback from colleagues, supervisors and managers is part of this process. Feedback from rangatahi and using this to improve the mahi is also part of this (Duncan, Miller & Sparks, 2007). Sometimes our workplaces create the times for us to do this, but at other times we need create these opportunities for quality time to reflect, for ourselves.
How do I use these ideas in my mahi?
Belle loved to sing – it was her life. She was diagnosed with ADHD at primary school; she said she found it hard to make friends. People called her quirky. Singing was an escape for her, a place where she felt happy and confident. She was referred to our youth organisation by her music teacher who felt that it would help Belle to join a rangatahi group that focused on helping rangatahi talk about their mental health challenges and work on building confidence and self-esteem.
Belle had struggled with depression and when things got tough, she stayed at home in her room and needed a lot of support from family and teachers to be able to return to school. As co-facilitators of the rangatahi group we noticed that when things got difficult in the group for Belle (such as others in the group asking her about her challenges) she would withdraw and sometimes would miss the next group.
When talking with Belle we found out that, for her, withdrawing was her way of coping. In response, we took the time to work with Belle outside the group so she could reflect on the things she was learning and practice coping strategies that would help her stay in the group even when she felt uncomfortable. These strategies included, for example, having key phrases she could use when she wanted time out from sharing.
There were also other rangatahi in the organisation who loved singing. So, with Belle’s permission we connected her with them, so they could share their passion for music and maybe start performing together. In reflecting on our mahi with Belle we felt pleased that we could be creative in the way we worked with her by giving her time and space to work out her own solutions. As she gained more confidence, she was able to think about other goals that she may like to work on in the future, such as pursuing her music interests once she left school.
The music teacher was an important support and a mentor for us as she helped us get to know Belle. She had given Belle time at school both in terms of taking the time to listen to Belle and finding ways to support Belle to return to school. She had taken the time to think about what would help Belle manage some of her challenges and by doing this Belle had found her way to our organisation where she could experience new things and develop more positive coping strategies.
Here are some places to look for more information
- Beresford, P., Croft, S. & Adshead, L. (2008). ‘We don’t see her as a social worker’: A service user case study of the importance of the social worker’s relationship and humanity. British Journal of Social Work, 38, 1388-1407. 10.1093/bjsw/bcm043
- Bell, M. (2002). Promoting children’s rights through the use of relationship. Child and Family Social Work, 7, 1-11. https://doi.org/10.1046/j.1365-2206.2002.00225.x
- Cooper, A. (2018). What future? Organisational forms, relationship-based social work practice and the changing world order. In G. Ruch, D. Turney & A. Ward (Eds). Relationship-based social work: Getting to the heart of practice (2nd Ed). (pp 257-278). Jessica Kingsley, London.
- Cossar, J., Brandon, M., Bailey, S., Belderson, P. & Biggart, L. (2013). ‘It takes a lot to build trust’. Recognition and telling: Developing earlier routes to help for children and young people. A report for the Office of the Children’s Commissioner for England. University of East Anglia, Centre for research on children and families, Norwich, England. https://www.childrenscommissioner.gov.uk/report/it-takes-a-lot-to-build-trust/
- de Boer, C. & Coady, N. (2007). Good helping relationships in child welfare: Learning from stories of success. Child and Family Social Work, 12, 32-42. https://doi.org/10.1111/j.1365-2206.2006.00438.x
- Dewhurst, K., Munford, R., & Sanders, J. (2014). Making a Claim for Services: The Pathways to Resilience Research Project (New Zealand): Technical Report 14. Massey University, New Zealand. https://youthsay.co.nz/wp-content/uploads/Making-a-claim-for-services.pdf
- Duncan, B., Miller, S. & Sparks, J. (2007). Common factors and the uncommon heroism of youth. Psychotherapy in Australia, 13, 34-43. https://search.informit.org/doi/10.3316/informit.545300571675378
- Garfat, T. & Fulcher,L. (2008). Characteristics of a relational child and youth care approach. https://cyc-net.org/pdf/Characteristics%20of%20a%20Relational%20CYC%20Approach%20Revisited.pdf
- Howe, D. (1998). Relationship-based thinking and practice in social work. Journal of Social Work Practice, 12,1, 45-56. https://doi.org/10.1080/02650539808415131
- Kohli, R. & Dutton, J. (2018). Brief encounters. In G. Ruch, D. Turney & A. Ward (Eds). Relationship-based social work: Getting to the heart of practice (2nd Ed). (pp 77-93). Jessica Kingsley, London.
- Munford, R., & Sanders, J. (2017). Harnessing resistance in interventions with young people. Journal of Social Work Practice, 31, 1, 79-93. 10.1080/02650533.2016.1164127
- Munford, R., & Sanders, J. (2017). Harm, opportunity, optimism: Young people’s negotiation of precarious circumstances. International Social Work, https://doi.org/10.1177/0020872817717322
- Munford, R., & Sanders, J. (2016). Understanding service engagement: Young people's experience of service use. Journal of Social Work, 16, 3, 283-302.
- Munford, R., & Sanders, J. (2016). Foster parents: An enduring presence for vulnerable youth. Adoption & Fostering, 40, 264-278. https://doi.org/10.1177/0308575916656713
- Munford, R., & Sanders, J. (2015). Young people's search for agency: Making sense of their experiences and taking control. Qualitative Social Work, 14, 5, 616-633. https://doi.org/10.1177/1473325014565149
- Munford, R., & Sanders, J. (2014). Negotiating and Constructing Identity: Social Work with Young People Who Experience Adversity. The British Journal of Social Work, 1-17. https://doi.org/10.1093/bjsw/bcu059
- Riesenberg-Malcolm, R. (2001). Bion’s theory of containment. In: C. Bronstein (Ed.), Kleinian Theory. A contemporary perspective. (pp. 165–180). Whurr, London.
- Sanders, J., & Munford, R. (2019). PARTH practices and better outcomes: Creating 'lucky' encounters between social workers and vulnerable youth. In R. Munford, & K. O'Donoghue (Eds.), New theories for social work practice: Ethical practice for working with individuals, families and communities (pp. 27-43). Jessica Kingsley, London.
- Sanders, J. R., Munford, R., Ballantyne, R., Henaghan, M., Allison, R., & Jackson, R. (2017). Conditional openness: young people define practices for successful child protection interventions. Journal of Social Welfare and Family Law, 1-18. 10.1080/09649069.2017.1351738
- Sanders, J., & Munford, R. (2015). Fostering a sense of belonging at school-five orientations to practice that assist vulnerable youth to create a positive student identity. School Psychology International, 37, 2, 155-171. :10.1177/0143034315614688
- Stevens, K., Sanders, J., & Munford, R. (2014). Review and Analysis of Case File Summaries: Report on Social Service Practice: The Pathways to Resilience Project: Technical Report 20. Massey University, New Zealand.https://youthsay.co.nz/wp-content/uploads/Social-service-practice.pdf
- Turney. D. (2018). Sustaining relationships: Working with strong feelings. In G. Ruch, D. Turney & A. Ward (Eds). Relationship-based social work: Getting to the heart of practice (2nd Ed). (pp 129-145). Jessica Kingsley, London.
We thank the Ministry of Business, Innovation and Employment for funding the research that created this resource (MAUX2006).
This resource was developed by Professor Jackie Sanders. It was refined with input from Donna MacNicol, Te Aroha Noa Community Services, Justina Webster, Dr Linda Liebenberg, Professor Robyn Munford, Dr Jayne Mercier, Davinia Abbott and the team at Dingwall Trust Launch Programme
Citation: Sanders, J. with MacNicol, D., Webster, J., Munford, R. Liebenberg, L., Mercier, J., Abbott, D. and the Dingwall Trust Launch Team (2023). The importance of time. Relational Resources for Change, https://youthsay.co.nz/rbp-theories/the-importance-of-time/
CC BY-NC-ND Licensed using Creative Commons Licensing. Relational Resources for Change Project. You are welcome to use this resource individually, in your teams and in supervision/coaching/critical reflection, you should acknowledge the source using the above citation. You may not change this document, use it to develop your own external training, or for commercial purposes (e.g by charging a fee).
