What is relationship-based practice

Our mahi is only effective when we have a strong, trusting relationship. This can mean we have to spend time on things that are important to each rangatahi, and work at their pace, even if that is not the most important thing for us or our funders.

Relationship-based practice (RBP) is a way of thinking about how we support rangatahi to work on big change and small change. It sees the relationship as the biggest contributor to positive outcomes and focuses on the quality of the relationships we build with rangatahi. RBP also focuses on knowing and seeking out important people from within the networks of rangatahi who can provide support during and after our mahi. Often these people will be whānau. Sometimes they will be from other networks. Relationship-based practice is about finding these important people and supporting them to be positive supports for rangatahi at the same time as we do our mahi with them.

Relationship-based practice also includes paying attention to key relationships we have within our communities, importantly with local iwi and hapū. It requires us to understand our mahi in relation to te Tiriti o Waitangi. Here we need to think about where we are placed within this partnership and what this means for how we engage with rangatahi, their whānau and their cultural networks. When we understand these relationships, we then consider our relationships with other groups that comprise our local communities. Understanding all of these relationships and the obligations they place on us in terms of our mahi shapes the ways in which we build relationships with rangatahi (see Māori centred approaches).

The research tells us that there are three key elements in providing effective support to rangatahi. We saw this clearly in our research as well (see youthsay research). We can think of it like this:

The international evidence supports what rangatahi told us in our research; the relationships we form with them are the key to achieving the tasks and goals that improve their lives. Our mahi is only effective when we have a strong, trusting relationship. This can mean we have to spend time on things that are important to each rangatahi, and work at their pace, even if that is not the most important thing for us or our funders. But in order to work on the goals and tasks, we need to do this. We need to be able to explain to managers and funders why it is important to build the relationship. It is the most important part of the mahi – without it change is unlikely to happen (Duncan, Miller & Sparks, 2007).

"RBP (relationship-based practice) is not a method or an approach to social work that can be picked from a menu of alternatives; rather it is at the heart of whatever approach might be adopted across different client groups and domains of practice" (Ingram & Smith, 2018, 5).

Relationship-based practice fits within a te ao Māori framework (such as Tōu Ake Mana), within a Western approach (for example, PARTH) and it can also combine these two ways of seeing. Other cultural frameworks can also be used to do this. The Moana Framework on this site is one example of a Pasifika way of thinking about how to build relationships. Each of these frameworks reminds us of the importance of building the relationship with rangatahi and also of building relationships with the important people around each rangatahi, such as whānau (see Māori-centred approaches, RBP in Pasifika contexts).

This way of working is also sometimes called a ‘helping alliance’ or ‘partnership’. These terms remind us to work alongside rangatahi rather than telling them what to do or making decisions without them (see Helping alliance; Power; Positive youth development). There are specific skills and information that can help build these highly effective relationships and this is found in the RBP literature (see the end of this document for some places to look) and throughout this kete. Strong relationships can have conflict and tension; honesty, respect and negotiation are used to manage this. Rangatahi can also easily tell when kaimahi are pretending to understand or empathise and this breaks their trust. However, everyday genuine acts of care and recognition make a big difference (Ingram & Smith, 2018) (see Building trust; Recognition and shame).

This all might sound obvious. Don’t all kaimahi build strong relationships, and don’t funders, policy makers and managers see this as important?

However, when we asked rangatahi this question, they said they did not usually have these types of experiences in services or even at school. When they told us about good relationships with kaimahi, they often said they felt ‘lucky’. So, while it might seem obvious, these experiences were not common (Duncan, Miller & Sparks,2007; Garland et al., 2003; Haapasalo, 2000; Heinze, 2013; Sanders & Munford, 2019; Sanders, Munford & Liebenberg, 2017).

"(the) young person’s attributes, struggles, motivations and social supports-accounts for 40% of the (difference in change)" (Duncan et al., 2007, 39).

RBP has a positive impact regardless of who rangatahi are or what their issues and needs are. Each rangatahi is unique and so it is important that kaimahi take their issues seriously and understand how their context (that is their wider life and relationships around them) impacts on them (see Rangatahi are the centre; Context), because a lot of the potential for change is in their context.

In building relationships, kaimahi learn about rangatahi lives and the things that matter to them. They come to know a lot about them and the key people in their lives. This helps them to understand what knowledge to share and how to coordinate solution finding in dynamic situations.

What is the evidence for RBP

"Fifty years of outcome research shows that change doesn’t result from focusing on the disorders, diseases, or dysfunctions of youth. Change is spurred by what’s right with children and adolescents – their resources, creativity, and relational support networks – not the labels they carry or even the techniques employed by professional helpers…. Therapy works if clients (youth and parents) experience the relationship positively, perceive therapy to be relevant to their concerns and goals, and are active participants (Duncan, et al., 2007, 34-39)."

The positive effect relationship-based practice has on outcomes has been documented in many different settings such as residential care (Bastiaanssen et al., 2014), mental health support (Duncan, Miller & Sparks, 2007) in a range of social work settings (Howe, 1998; Ruch, Turney & Ward, 2018) and also in education (Christle, Jolivette & Nelson, 2007; Howieson & Iannelli, 2008; Jennings & Greenberg, 2009; Lumby, 2012; Parffrey, 1994; Vollet, Kinderman & Skinner, 2017; Wald & Losen, 2003). We also found the same pattern in our studies where the quality of kaimahi-rangatahi relationships had a strong link to better outcomes regardless of the type of service (Sanders, Munford & Boden, 2018; Sanders & Munford, 2019; Sanders, Munford & Liebenberg, 2016).

In our research, rangatahi reported that respectful, culturally responsive and empowering relationships were key to better outcomes (Sanders et al., 2015; Sanders, Munford & Liebenberg, 2017). Positive change happened because rangatahi had a positive experience of the relationship with their kaimahi, and because kaimahi worked with them on the goals and needs that were important to them. By starting where rangatahi were at, they felt heard and respected and they could see the relevance of the intervention tasks to them. The patterns we saw in our data led to the PARTH, Tōu Ake Mana and Moana frameworks in this kete. Each framework provides a way of thinking about how to build strong, trusting relationships with rangatahi that lead to change.

Where do the ideas come from?

Ideas about the importance of relationships to rangatahi outcomes are not new. Since at least the 1930s, social workers have been arguing that more attention needs to be paid to building effective relationships. The diagram below shows the different areas of thinking RBP draws on and brief summaries of each can be found on this site.

Kaimahi working directly with clients were the first to write about how these relationships helped create change (Howe, 1998, 47). These writers created the base for social work professional knowledge (Ferard & Hunnybun, 1962; Hollis, 1964; Howe, 1998 citing Hamilton, 1951; Reiner & Kaufman, 1959; Rogers, 1961; Saltzberger-Wittenberg, 1970).

These people explained that social work practice was always about strong, positive relationships – it did not work without them. RBP draws on the theories and ideas listed above. Together they all help explain the complex and diverse ways rangatahi cope when confronted with lots of uncertainty, risk and challenge in their lives (Ruch, 2018a).

Together, these theories help us understand how to provide effective support and why this is important. They also help us to be clear about the difference between the helping relationship and other sorts of relationships rangatahi might have, such as friendships. The relationship kaimahi build with rangatahi have a different purpose to the relationships rangatahi have with people in their own networks.

While strong relationships have always been a part of a te ao Māori way of working, the idea that the support relationship is an important part of mahi has come in and out of fashion in Western thinking. Governments and politics define what services get funding. They have a big influence on the types of services and the ways that they are provided. So, when decision making moved from kaimahi to policy makers, administrators, lawyers, and managers RBP fell out of favour because it was no longer influenced by the people doing the mahi everyday (Evans & Sewell, 2013; Hall & Lamont, 2013; Hood, 2014; Howe, 1998; Johnson & Levi, 2013).

Since the 1980s much of the funding in Aotearoa has focused on what types of tasks and goals kaimahi can work on. Relationships have not been seen as important as the tasks and goals. This has now started to change, partly as other world views – other ways of understanding how to give effective help - have been heard. In particular, as more respect is given to te ao Māori understandings of how to do effective work, relationships come back into focus. Other cultural understandings, such as those from Pacific nations also support this way of understanding the work we do alongside rangatahi.

Things kaimahi can do to build effective relationships

The following four diagrams highlight different actions kaimahi can take and strategies they can use to build effective relationships with rangatahi.

How do I use these ideas in my mahi?

The example below is a reflection from a kaimahi who was supporting a rangatahi with lots of previous experience of services letting her down. The kaimahi reflects on a careful process of relationship building and why this process is so important.

I started working with Aroha about 4 months ago. She was involved in other services at the same time and was not keen to share much of her story or past experiences because she had ‘already told them and no one listens anyway’. It was important for me to consider how I established my relationship with Aroha. At the beginning, there was very little trust so I had to make sure I didn’t make promises I couldn’t keep. We spent quite a bit of time doing whanaungatanga. Aroha talked about the people she trusted and the people she didn’t. We quickly identified the people in her own support network and were able to discuss how those relationships were maintained and what helped her work through the challenges that arose in those relationships. I learnt that Aroha had quite a complex network that was built around values of trust, respect and acceptance. Aroha told me that she wanted to belong and when she felt valued and listened to, she began to trust others.

We worked together on her confidence, self esteem and communication. Over the following two months our relationship grew. Discussions became mutual and new topics were explored. Fears were identified and new strategies for dealing with conflict and challenges were highlighted. While this was happening, we were working our relationship. There was more laughter as her trust in me developed. Aroha started to come with her own questions. She also said her relationships with others was more positive and she didn’t always ‘look for it to fall apart’.

Reflecting back on my relationship with Aroha I understand the importance of kaimahi genuinely taking time for whanaungatanga.

Here are some places to look for more information

Astroth, K., Garza, P., Taylor, B. (2004). Getting down to business: Defining competencies for entry-level youth workers. New Directions for Youth Development, 104, 25–37. https://doi.org/10.1002/yd.96
Bastiaanssen, I., Delsing, M., Kroes, G., Engels, R. & Veerman, J. (2014). Group care worker interventions and child problem behaviour in residential youth care: Course and bidirectional associations. Children and Youth Services Review, 39, 48-56. https://doi.org/10.1016/j.childyouth.2014.01.012
Christle, C., Jolivette, K. & Nelson, C. (2007) School characteristics related to high school dropoutrates. Remedial and Special Education, 28(6), 325– 339. https://doi.org/10.1177/074193250702800602
Duncan, B., Miller, S., & Sparks, J. (2004). The heroic client. Jossey-Bass, New York, NY.
Duncan, B., Miller, S. & Sparks, J. (2007). Common factors and the uncommon heroism ofyouth. Psychotherapy in Australia, 13, 34-43. https://search.informit.org/doi/10.3316/informit.545300571675378
Ferard, M. & Hunnybun, N. (1962). The caseworker’s use of relationships. London, Tavistock.
Garland, A., Aarons, G., Brown, S., Wood, P., & Hough, R. (2003). Diagnostic profiles associated with use of mental health and substance abuse services among high-risk youths. Psychiatric Services, 54, 562–564. https://doi.org/10.1176/appi.ps.54.4.562
Haapasalo, J. (2000). Young offenders‟ experiences of child protection services. Journal of Youth and Adolescence, 29, 355–371. https://doi.org/10.1023/A:1005151809736
Hamilton, G. (1951). Theory and practice of social case work, (2nd Ed), Columbia University Press, New York.
Heinze, H. (2013). Beyond a bed: Support for positive development for youth residing in emergency shelters. Children and Youth Services Review, 35, 278-286. https://doi.org/10.1016/j.childyouth.2012.10.018
Hollis, F. (1964). Casework: A psychosocial therapy. (2nd Ed). Random House,New York.
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
Howieson, C. & Iannelli, C. (2008) The effects of low attainment on young people's outcomes at age 22–23 in Scotland, British Educational Research Journal, 34, 2, 269-290. https://doi.org/10.1080/01411920701532137
Hubble, A., Duncan, B. & Miller, S. (Eds) (1999). The heart and soul of change: What works in therapy. American Psychological Association, USA. https://doi.org/10.1037/11132-000
Ingram, R. & Smith, M. (2018). Relationship-based practice: Emergent themes in social work literature. Insights – A series of evidence summaries. Insight 41. IRISS, Scotland, https://www.iriss.org.uk/sites/default/files/2018-02/insights-41.pdf
Jennings, P. & Greenberg, M. (2009) The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes, Review of Educational Research, 79, 491– 525. https://doi.org/10.3102/0034654308325693
Liebenberg, L. (2020). Reconsidering interactive resilience processes in mental health: Implications for child and youth services. Journal of Community Psychology, 48, 5,1365-1380. https://doi.org/10.1002/jcop.22331
Lumby, J. (2012) Disengaged and disaffected young people: Surviving the system. British Educational Research Journal, 38, 2, 261– 279. https://doi.org/10.1080/01411926.2010.541553
Munford, R. & O’Donoghue, K. (2019). Conclusion. In R. Munford, & K. O'Donoghue (Eds.), New Theories for Social Work Practice: Ethical Practice for Working with Individuals, Families and Communities.(pp 212-230). Jessica Kingsley, London.
Munford, R. & Sanders, J. (2019). The youth transitions study: Final report. Technical Report 39. Massey University, New Zealand. https://youthsay.co.nz/wp-content/uploads/Youth-Transitions-Study-Final-Report.pdf
Munford, R., & Sanders, J. (2010). Embracing the diversity of practice: Indigenous knowledge and mainstream social work practice. Journal of Social Work Practice: Psychotherapeutic Approaches in Health, Welfare and the Community, 25, 1, 63-77. https://doi.org/10.1080/02650533.2010.532867
Munro, E. (2011). The Munro review of child protection: Final report. Department for Education, United Kingdom.
Parffrey, V. (1994) Exclusion: Failed children or systems failure? Schools Organisation, 14, 2, 107–120. https://doi.org/10.1080/02650533.2010.532867
Ross, L., Buglione, s. & Safford-Farquharson, J. (2011). Training the wizards: A model for building self-efficacy and peer networks among urban youth workers. Child & Youth Services, 32, 3, 200- 223. https://doi.org/10.1080/0145935X.2011.605310
Ruch, G. Turney, D. & Ward, A. (2018). (Eds). Relationship-based social work: Getting to the heart of practice (2nd Ed). Jessica Kingsley, London.
Ruch, G. (2018a). The contemporary context of relationship-based practice. In G. Ruch, D. Turney &
Ruch, G. (2018b). Theoretical frameworks informing relationship-based practice. In G. Ruch, D. Turney & A. Ward (Eds). Relationship-based social work: Getting to the heart of practice (2nd Ed). (pp 19-35). Jessica Kingsley, London.
Salzberger-Wittenberg, I. (1970). Psycho-analytic insight and relationships: A Meinian approach. Routledge & Kegan Paul, 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., Munford, R., & Boden, J. (2018). Improving educational outcomes for at-risk students. British Educational Research Journal, 44, 5, 763-780. https://doi.org/10.1002/berj.3462
Sanders, J., Munford, R., Thimasarn-Anwar, T., Liebenberg, L., & Ungar, M. (2015). The role of positive youth development practices in building resilience and enhancing wellbeing for at-risk youth. Child Abuse and Neglect, 42, 40-53. https://doi.org/10.1016/j.chiabu.2015.02.006
Sanders, J., Munford, R., & Liebenberg, L. (2016). The role of teachers in building resilience of at riskyouth. International Journal of Educational Research, 80, 111-123. https://doi.org/10.1016/j.ijer.2016.10.002
Sanders, J., Munford, R., & Liebenberg, L. (2017). Positive youth development practices and better outcomes for high risk youth. Child Abuse & Neglect, 69, 201-212. https://doi.org/10.1002/yd.96
Sanders, J., Munford, R., Liebenberg, L., & Ungar, M. (2014). Multiple service use: The impact of consistency in service quality for vulnerable youth. Child Abuse and Neglect, 38, 4, 687-697. https://doi.org/10.1016/j.chiabu.2013.10.024
Ruch, G. Turney, D. & Ward, A. (Eds). Relationship-based social work: Getting to the heart of practice (2nd Ed). (pp 37- 54). 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). What is relationship-based practice. Relational Resources for Change, https://youthsay.co.nz/rbp-theories/what-is-relationship-based-practice/

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).