It is true that when youngsters are referred to our program because of some behavioural or emotional "problem", we don’t want simply to suppress or deny the expression of that problem. That does not help with a problem; it only hides it. If, for example, there is an issue of hostility or aggression or drug use or over-dependent behaviour, we will understand it better if we can observe the circumstances in which such problem behaviours arise.

But this is not to say that we should permit or create an environment which provokes or exacerbates a problem. It is our obligation always to maintain a milieu which is normative and hygienic – in the sense that it allows no contagion or aggravation. We also owe it to the milieu to ensure that (in a less dramatic sense) it doesn’t convey any generalised denial of needs or frustration of goals which can "raise the ambient emotional temperature"– such as a chronic lack of fulfilment, reward or approval; the limiting regimen of arbitrary rules: you can’t do this, you mustn’t do that; shallower relationships with adults, less recognition of growth, less sense of personal achievement — all of these contribute to a frustrating and denying environment which is essentially unhygienic.

Also unhygienic is the absence of adequate management of escalating situations in the moment. Adult presence, facilitiation, mediation, early intervention and, where necessary, physical manipulation within the life space are crucial. The presence of adults who can avoid escalation and teach constructive resolution is always assumed in an hygienic environment.

Today in our practice, apart from considerations of safety, we are careful not to suppress, deny or hide the behaviours by which the kids (however inexpertly) express themselves; at the same time we do not permit situations which worsen or further distort clumsy or troubled behaviour. There is a sensitive art in maintaining an environment in which we can observe and engage young people, yet not further spread problems around.