The concept of a positive living group climate is currently used as a key strategy to substantially realise the citizenship of youngsters in residential youth care. The concept focuses mainly on what happens inside the residential youth care facility, as the interpersonal relationships between the professionals and the youngsters are identified as the main component of a positive living group climate. How the youngsters practise and experience their citizenship in their everyday lives is also socio-spatially shaped and accommodated outside the residential youth care facility. We implement a multi-method qualitative research approach to explore how the pedagogical climate in residential youth care is socio-spatially shaped and accommodated as a living environment. The findings show that residential youth care is embedded in a wider social living environment in which youngsters navigate physically and socially through different relationships, circumstances and pedagogical milieus. This results in a synergy between dynamics in residential youth care and the wider social living environment, in which meaningful pedagogical interventions can take place. We consider it necessary to deepen and broaden the concept of a positive living group climate in residential youth care, revisiting the pedagogical climate as a citizenship climate.

中文翻译：

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重新审视积极的生活群体氛围作为公民氛围：青年寄宿护理的社会空间视角

目前，积极的生活群体氛围的概念被用作在青年寄宿机构中实质性实现青少年公民身份的关键策略。该概念主要关注青年寄宿设施内发生的事情，因为专业人员和青少年之间的人际关系被认为是积极的生活群体氛围的主要组成部分。青少年在日常生活中实践和体验公民身份的方式也受到社会空间的影响，并被安置在青少年寄宿设施之外。我们采用多方法定性研究方法来探索寄宿青少年护理中的教学氛围如何在社会空间上形成并适应生活环境。研究结果表明，寄宿青少年护理植根于更广泛的社会生活环境中，在这个环境中，青少年在不同的关系、环境和教学环境中进行身体和社交活动。这导致了青年寄宿护理动态与更广泛的社会生活环境之间的协同作用，从而可以进行有意义的教学干预。我们认为有必要深化和拓宽寄宿青少年护理中积极的生活群体氛围的概念，将教学氛围重新审视为公民氛围。