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Post-conflict pastoral practice in residential adolescent programmes is treated here as an educational competence, not simply as crisis follow-up. In shared residential life, a conflict leaves relational traces after the incident has ended. What adults do next becomes part of what young people learn about reliability, safety, and repair. Bringing together residential education, pastoral care, relational pedagogy, social pedagogy, and crisis-oriented practice, the article develops two linked ideas: the adult who remains and making difficulty workable. Together they describe how educators preserve relational access, restore enough manageability for ordinary life to continue, and help adolescents retain trust that difficulty can be brought to an adult without leaving the educational relationship.
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Daniel Golshtein (2026) studied this question.
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