The terms of participation, inclusion, or involvement are widely used in professional discourses of Social Work. They are referenced across all fields of practice, both in methodological discussions and in institutional concepts. Modern Social Work – including Social Pedagogy, Social Work, and other professional groups in the field – now regards participation as an essential and non-negotiable principle of the discipline.

This principle is not based solely on new knowledge. As early as 1912, Janusz Korczak developed the “Pedagogy of Respect” in his child and youth welfare institution. Children in his orphanages had representation in dealings with adults; he founded the first children’s parliaments and advocated for children's rights within care institutions (cf. Beiner 2007). 

With Jane Addams’ concept of “help as self-help” (cf. Stender and Körger 2013), the need for user involvement in finding solutions became increasingly recognized by professionals. This process continues through ongoing theoretical and methodological development (Arlt, Pantuček-Eisenbacher, Thiersch, Münder, Wiesner, Merchel, Wolff, Müller, Peters, Krause, and others).

In the current Child and Youth Welfare Act (KJHG) and the Lower Austrian State Act (NÖKJHG), § 3 (5) legally mandates “cooperation with the family.” § 43 (2) stipulates that “interference in family relationships should be kept to a minimum,” and § 37 enshrines the “participation of children, youth, and legal guardians” in the law. Against this backdrop, the present research project focuses on methods and forms of participation within the context of “full-time care” as defined in § 38 (2).

Starting with an assessment of the methods currently in use, the project qualitatively investigates participation in residential care settings. The goal is to identify good practice examples, further develop participation methods, and encourage or support their implementation. The findings are expected to enrich the professional discourse and contribute to democratization processes. Additionally, they may help raise awareness of the impact of participation processes on group dynamics and development.

From the perspective of child and youth welfare institutions, the participating facilities can use the results to enhance their quality assurance processes.