Hoghughi suggested a process of movement through a program which saw youth in transition rather than as static in the placement. His MCAT model (Management, Care, Assessment, Treatment) proposed that before we could get to a meaningful assessment we first had to manage (restore stability, bring down the acting out, reduce the fear or anger, the reactive behaviour) and then to care (protect, reassure, engage, attend to). These two processes tend to filter out the "noise" which provokes instability and erratic behaviour and to build the child’s confidence – in us and in himself. After this he is easier to see as an individual and we can move on to assessment – where are we now, what happens next?

Many of us might think that "settling down" is in itself a sign of progress. Indeed, many kids are tempted to zone out at this stage, to welcome the peace and quiet, enjoy the consideration. But when a kid "settles down" we don’t get to heave a sigh of relief; the work is only beginning. Settling down is not the goal of our program, just the goal of Stage One.

Our careful observation will tell us when a child still needs time -- or when he is barricading himself into an over-protective cocoon. The healthiest position for anyone is to be engaged in daily life, to recognise for themselves both opportunities and challenges, to be responsible for decisions and action. Our task is to bring them back to this.

No settling down.