ABSTRACT
Most workers with troubled children believe that the quality of the interpersonal relationship is pivotal to the success of their efforts. A better understanding about precisely what is meant by this term is needed if the people are to master the skills and attitudes essential to relating effectively with troubled children and youth. Educators and clinicians have long been aware of the awesome power of the helping relationship. In spite of abundant pro-relationship rhetoric, there has been a marked depersonalization of the helping process in teaching and treatment. European systems of re-education emphasize the importance of the capability to form strong, healthy, parent-surrogate relationships among those recruited and trained to work with troubled youth. Philosophies of treatment vary in the emphasis given to relationship in the therapeutic process. Cognitive-behavioral therapists focus on the connection between behavior and thoughts and seek to exhort, frustrate, and command clients to change their thinking without trying to form empathic relationships.
