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        <title>Scandinavian Journal of Disability Research Feed</title>
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            <title>Scandinavian Journal of Disability Research Feed</title>
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            <title><![CDATA[Implementation of Disability Labour Rights in Kosovo: Employers’ Perspectives]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1495</link>
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            <pubDate>Fri, 23 Oct 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This study explores the perspectives of employers in Kosovo on hiring persons with disabilities. Using a qualitative design, semi-structured interviews were conducted with representatives of 15 businesses. Findings revealed that employers primarily hire persons with disabilities to promote social inclusion rather than to comply with legal obligations, suggesting that social inclusion considerations exert a stronger influence than formal regulatory requirements. Employers reported more positive experiences and fewer challenges than initially anticipated, although uncertainties regarding recruitment and candidate identification remained. The findings also indicate a significant dependence on Disabled People’s Organisations (DPOs) as intermediaries for disability-inclusive recruitment. Businesses reported benefits of employing persons with disabilities, including improved company reputation, a better work climate, increased media presence and customer satisfaction. Overall, disability-inclusive employment appears to be shaped by the interaction of social, organisational and institutional factors rather than by legal obligations alone.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Critical Inquiry Across Disciplinary Divides: Methodological-Ethical Reflections on Conducting Discourse Analysis Across Disability and Rehabilitation Studies]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1382</link>
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            <pubDate>Fri, 16 Oct 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This article offers a methodological-ethical reflection on the challenges of conducting a Foucauldian discourse analysis across the fields of disability studies and children’s rehabilitation. Although both fields engage with the lives of disabled children, they operate through distinct epistemologies and power relations that shape interdisciplinary research encounters. Drawing on our experiences within a cross-disciplinary Canadian-Aotearoa New Zealand research team, we examine how disciplinary dominance, positionality, and divergent ethical commitments materialized within the research process itself. We show that these tensions are not merely logistical obstacles but constitutive features of cross-field inquiry that require sustained reflexivity, relational ethics, and attention to the affective labor of collaboration. Situated within existing lineages of disability studies, critical rehabilitation, and relational scholarship, the article articulates how ‘conversation as method’ emerged as one praxis through which difference, friction, and discomfort could be worked with as resources for knowledge production rather than barriers.]]></description>
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        <item>
            <title><![CDATA[In the Crossfire of Language Planning and Language Shaming: Challenges for Social Justice and Deaf Communities in Sweden]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1552</link>
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            <pubDate>Fri, 09 Oct 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This conceptual article develops language-shaming ideology as a framework for explaining how formal recognition of Swedish Sign Language (STS) can coexist with its institutional subordination. Drawing on Swedish legislation, educational policy, public-sector classifications, and previous research, it examines status, acquisition, and attitude planning. The analysis shows how measures that promote STS may simultaneously position it as a disability-related communication resource whose provision depends on individually assessed need. Language-shaming ideology is distinguished from overt language-shaming practices, linguistic shame, linguistic discrimination, and ableism, while their intersections are clarified. Across the three planning domains, spoken Swedish and hearing participation remain institutionally unmarked, whereas access to STS is frequently conditional, time-limited, or confined to specialized settings. Advancing social justice therefore requires more than formal recognition: it requires institutional arrangements that recognize STS as a natural and collectively held language and provide equitable opportunities to learn, develop, and use it.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[‘It Just Felt Pretty Normal’: Child and Adolescent Experiences of ADHD Assessments]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1390</link>
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            <pubDate>Fri, 09 Oct 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[A diagnosis of attention-deficit/hyperactivity disorder (ADHD) may impact identity development. It is imperative that children/adolescents are invited to participate in their care, yet this has not been examined in relation to ADHD assessments. This study examined child and adolescent experiences of undergoing ADHD assessment at the Child and Adolescent Mental Health Services (CAMHS). Semi-structured interviews were conducted with 14 children/adolescents (8 boys/6 girls), aged 10–18 years. Thematic analysis resulted in five themes. A consistent pattern was that assessment was described as ‘not a big deal,’ which points to a normalization of ADHD assessment and diagnosis. The assessment process seemed to be motivated primarily by a desire for support in school. Undergoing assessment contributed to increased self-awareness and seemed to confirm rather than alter identity. Better information beforehand and more stimulating appointments could improve participation. Neuropsychological testing was described as fun and contributed to more variation in the assessment procedures.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Sexuality on Screen: A Feminist Disability Studies Reading of Izzy Armstrong in Coronation Street]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1412</link>
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            <pubDate>Wed, 07 Oct 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This paper employs textual analysis of long-form storyline arcs, informed by Feminist Disability Studies, to explore how Coronation Street, a long-standing UK soap opera, represents disabled women’s sexuality through the character of Izzy Armstrong. By examining Izzy’s sexuality-related storylines, this paper contributes to addressing a gap in disability, sexuality, and soap opera scholarship. The analysis exposes a series of tensions and contradictions. Izzy’s early romantic storylines disrupt normative understandings of sexuality, yet her pregnancy and subsequent miscarriage frame disability and pregnancy through discourses of medical risk. Her route to motherhood via surrogacy is simultaneously empowering and constrained, while her co-parenting arc offers a scarce portrayal of disabled motherhood as capable and conventional. Through this, it is argued that Coronation Street challenges and reproduces ableist assumptions, highlighting the complexities and tensions involved in representing disabled women’s sexuality within a mainstream soap opera.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[‘I Would Love for Him to Be Able to Ride to School’: Autistic Children and Barriers to Cycling for Active Travel in the United Kingdom]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1335</link>
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            <pubDate>Tue, 06 Oct 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Cycling for active travel is increasingly promoted in the UK as a response to climate change, the need to decarbonise transport and to improve public health. However, policies and interventions to promote cycling are often inaccessible to disabled people, and disabled children are rarely provided with cycle training in schools, unlike non-disabled children. There is limited research on disabled people and cycling in the UK, and even less on neurodivergent children. This qualitative study uses interviews with parents/carers of autistic children to explore the barriers they encounter when learning to cycle. Key themes include limited access to non-standard cycles, inaccessible learning methods and attitudinal barriers. Framed by the right to mobility and the concept of eco-ableism, the findings highlight the barriers to cycling for active travel and the provisions needed to overcome them. This is the first UK study of its kind, emphasising the need for more inclusive cycling policy and practice.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[The Housing Environment as Neurological Determinant: A Scoping Review of Neurodivergence and Housing Design for Sensory Accessibility]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1540</link>
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            <pubDate>Tue, 06 Oct 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Standard residential design is built around neurological norms that may disable a substantial proportion of neurodivergent people. This article synthesizes prior research at the intersection of neurodiversity and residential built environments, drawing on the social model of disability and the neurodivergence paradigm to reframe sensorial inaccessibility as structural, rather than individual. During this review, three themes emerged: the home as a site of sensory adversity; the relationship between spatial autonomy and the capacity for self-regulation and independent living; and the prevalence of deficit-based research frameworks that marginalize disabled people’s own knowledge and experiences. This article argues that the continued absence of sensory accessibility from building standards, recommendations, and policy constitutes a structural failure to uphold rights and that addressing it requires not only technical change but also an epistemic transformation in how knowledge about lived experiences and needs in residential environments is produced, taught, and implemented. To support this transition, neuro-inclusive design principles for residential architecture are proposed.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Global Strategies for Inclusive Employment: Workplace Accommodation Policies and Practices for Autistic Adults]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1454</link>
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            <pubDate>Tue, 06 Oct 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: Autism Spectrum Disorder (ASD) refers to a developmental disorder involving significant difficulties in social interaction and communication, as well as repetitive behavior. This systematic review assesses international workplace accommodation policies and inclusive employment practices that can be used to improve the participation, retention, and workplace satisfaction of autistic adults.
Methods: Five databases—PubMed, CINAHL, MEDLINE, PsycINFO, and Cochrane Library—were used to find articles published from 2015 onward. The studies eligible for the review included adult patients of autism (18–65 years) who were employed or searching for employment and assessed workplace/policy level interventions. The synthesis of data was done following PRISMA 2020 guidelines, and nine studies were selected through the process of appraisal using CASP and JBI tools.
Results: Thematic synthesis identified four commonly occurring domains: (1) disclosure and psychological safety, (2) the effectiveness of individual accommodations, including flexible schedules, sensory-friendly spaces, and job coaching, (3) managerial readiness and neurodiversity training, and (4) global policy implementation disparities. The findings show consistent improvement in job satisfaction, retention, and performance within the work environment for those with disabilities through structured accommodation and supportive leadership. However, the majority of these findings came from high-income countries, with few longitudinal studies conducted to validate these results.
Conclusion: An inclusive approach to employment for autistic individuals requires more than just legal frameworks; it requires organizational preparedness, psychologically safe disclosure procedures, and participatory workplace environments.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Challenging Epistemic Injustices in Swedish Adult Education as Ethical Issues]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1512</link>
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            <pubDate>Wed, 30 Sep 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Based on a longitudinal study comprising two consecutive action-based and linguistic-ethnographic projects in Swedish adult education offered to students labeled as intellectually disabled, this paper examines how teachers in these programs challenged structural injustices. Guided by Nikolaidis’ (2023) theorizing of structural epistemic injustice in education, we show how two teachers challenged diminishing educational opportunities, limited lesson time, and ableist representations of students. In group discussions, these teachers questioned epistemic injustices regarding educational rights and suggested alternative ways of doing and knowing. Over time, one teacher took action by expanding and enriching the learning space. This paper demonstrates how epistemic activism can emerge within everyday educational practice, potentially disrupting the identified injustices. We also offer a critical discussion of teacher ‘heroism’ as a response to structural failure, including the risk of exploiting teachers’ emotional labor when defending and repeatedly explaining their students’ epistemic worth.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Disability, Political Violence and Genocide]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1611</link>
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            <pubDate>Thu, 17 Sep 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Disability, political violence, and genocide have long been connected, as mass atrocities target disabled people and produce disability. By all accounts international legal and political mechanisms that are intended to prevent genocide have frequently failed in their mission. In the context of contemporary crises such as the Gaza genocide, as well as wars in Sudan and Ukraine, this editorial brings into focus how war, displacement, destruction of healthcare infrastructure, and deprivation of essential resources have created widespread physical, psychological, and social impairments. We summarize the contributions to this special collection of the SJDR that analyse disablement as a deliberate political strategy within contexts of settler colonialism, war, and genocide. The collection explores the dehumanization of oppressed populations, the disabling effects of environmental and social destruction, and ways in which literary work represent genocidal violence. We call for disability scholarship to engage more directly with genocide, political violence, and accountability for mass atrocities.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Disability, Trauma and Genocide: Narrative and Metaphor in Boubacar Boris Diop’s Murambi, the Book of Bones (2006) and Véronique Tadjo’s the Shadow of Imana (2002)]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1366</link>
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            <pubDate>Thu, 17 Sep 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This article examines the representation of disability and trauma within the context of the 1994 Rwandan genocide through a comparative literary analysis of Boubacar Boris Diop’s Murambi, The Book of Bones (2006)1 and Véronique Tadjo’s The Shadow of Imana (2002).2 Both texts are products of the 1998 project ‘Rwanda: écrire par devoir de mémoire’ (Rwanda: Writing as a Duty to Memory).3 It argues that the authors employ distinctive narrative strategies to grapple with the genocide’s legacy. Read in the context of disability studies, Diop’s polyvocal novel deconstructs Western perceptions of the genocide as an irrational “tribal” conflict by foregrounding the calculated, bureaucratic rationality of evil embodied by Dr. Karekezi. Conversely, Tadjo’s testimonial travelogue utilizes physical disability, particularly blindness and muteness, as a central metaphor for the psychological trauma that inhibits both memory and reconciliation.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Disabling the State: Theorising State Violence and ‘Disablement’ as a Two-Pronged Strategy in Genocide]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1372</link>
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            <pubDate>Thu, 17 Sep 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Disability and genocide are entangled. Historic and ongoing genocide cases show how persons with disabilities may be intentionally targeted during political violence, or impairment may be produced as a genocidal strategy. Using Israel’s colonisation of Palestine as a case study, we discuss how disability and genocide intertwine as part of the ‘settler colonial project’. We identify a two-pronged disablement strategy: creating disability in the population and disabling State functions. These two processes, bottom-up and top-down disablement, are designed to create impairment in the people and their State. By exploring the complex interplay between disability and State violence during genocide, we can better anticipate the challenges to rebuilding in a manner that includes persons with disabilities and their contributions to the social, political, and economic dimensions of their recovering State.
 
ا لملخص
⁧⁧تتشابك الإعاقة والإبادة الجماعية. تُظهر حالات الإبادة الجماعية التاريخي ة والمستمرة كيف يمكن استهداف الأشخاص ذوي الإعاقة بشكل متعمد أثناء العنف السياسي، أو كيف يمكن إنتاج الإعاقة كاستراتيجية إبادة جماعية. باستخدام الاستعمار الإسرائيلي لفلسطين مشروع الاستيطان الاستعماري « كدراسة حالة، نناقش كيف تتداخل الإعاقة والإبادة الجماعية خلال الصراع الاستعماري كجزء من «. نحدد استراتيجي ة تعطيل مزدوج ة: إحداث الإعاقة في الناس في صفوف السكان وتعطيل وظائف الدولة. هاتان العمليتان، التعطيل من أسفل إلى أعلى ومن أعلى إلى أسفل، صُ ممتا لإحداث القصور في الناس ودولتهم صُ ممتا لإضعاف الناس ودولتهم أو صُ ممتا لإحداث العجز بين الناس وإضعاف دولتهم. ومن خلال استكشاف التفاعل المعقد بين الإعاقة وعنف الدولة أثناء الإبادة الجماعية، يمكننا توقع التحديات التي تواجه إعادة البناء بشكل أفضل، بطريقة تشمل الأشخاص ذوي الإعاقة ومساهماتهم في الأبعاد الاجتماعية والسياسية والاقتصادية لدولتهم المتعافي ة]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Beyond the Body Count: Gender, Disability, and the Settler Colonial Logic of Genocide in Gaza]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1365</link>
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            <pubDate>Thu, 17 Sep 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This paper examines the genocide in Gaza as a critical site for theorizing the intersection of settler colonialism, disability, and gender. It advances the premise that settler colonialism is a structure, not an event, manifesting through ongoing processes of erasure, dispossession, and bodily governance. Moving beyond frameworks that quantify violence solely through death tolls, the paper argues that the Zionist settler colonial regime enacts genocide through mechanisms of disablement that are deeply gendered.
Drawing on decolonial disability research and Native feminist theories, this paper highlights how Palestinian women with disabilities face compounded forms of violence while underscoring the urgency of dismantling settler colonial structures that produce disability as a strategy of elimination. The paper further affirms the necessity of decolonizing disability studies, positioning Palestinian liberation as integral to disability justice and offering insights that extend beyond the Palestinian context to global struggles against ableist, gendered, and settler colonial violence.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Social Disability as Colonial Strategy: Palestine, Political Violence, and the Systemic Oppression of the Marginalized]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1361</link>
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            <pubDate>Thu, 17 Sep 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[The presented paper reintroduces the concept of ‘social disability’ as a framework to analyze political violence by applying it to the ongoing occupation and genocide against the Palestinian peoples. Drawing on disability justice, crip theory, and decolonial studies, the authors explore how systems of power position certain identities and bodyminds as deficient, incapable, and undeserving of full personhood, thereby producing cycles of disablement and debility. We argue that the social construction of Palestinian identity, framed as inherently flawed, facilitates their marginalization and the normalization of violence against them and serves as a colonial strategy. This framework aims to shift the focus from individual rights to collective liberation, advocating for intersectional solidarity and resistance against oppressive structures.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Celebrating the 30th Anniversary of the Nordic Network on Disability Research]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1570</link>
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            <pubDate>Wed, 09 Sep 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This article commemorates the 30th anniversary of the Nordic Network on Disability Research (NNDR) in 2027 by examining its historical development, intellectual foundations and contemporary significance. Drawing on reflections from former and current presidents, it traces NNDR’s origins in the early 1990s and its transformation from a network centred on intellectual disability to a multidisciplinary and internationally engaged platform for disability research and disability studies. Particular attention is given to the evolution of the network’s core activities—its biennial conferences and the Scandinavian Journal of Disability Research (SJDR)—which serve as key arenas for scholarly exchange, collaboration and support for early-career researchers. The article also engages with central debates that have shaped the field, including the relationship between disability research and disability studies, as well as social-relational approaches to disability within the Nordic context. Furthermore, it highlights NNDR’s increasing global outreach and its efforts to foster inclusive and diverse research communities. Finally, the article discusses ongoing challenges related to academic publishing, sustainability and changing conditions in higher education, while outlining priorities for the network’s future development. In doing so, it underscores the enduring importance of collaborative academic networks in advancing disability scholarship.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Operationalizing Accessibility: From Strategy to Practice]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1388</link>
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            <pubDate>Mon, 07 Sep 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Accessibility is increasingly framed as a rights and justice issue, yet many organizations still treat it as compliance rather than learning. This study examines how accessibility professionals conceptualize and operationalize accessibility across organizational contexts. Drawing on semi-structured interviews (n = 14) and one dyadic group discussion (n = 2), analyzed through reflexive thematic analysis, we identify four themes: empathy as organizational competence; policy, governance, and change management; technology, digital transformation, and collaboration; and capacity building for inclusive education and workplaces. The findings show that accessibility is operationalized not solely through technical standards but also through organizational learning, shared responsibility, and role-specific competence development. We contribute an empirically grounded, cross-sector account of how accessibility is translated from strategy into everyday practice, while delimiting the study to professional perspectives rather than compliance outcomes.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Child Involvement in a Support Development Programme in Residential Services: A Secondary Analysis]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1386</link>
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            <pubDate>Mon, 24 Aug 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Children with intellectual disabilities placed in residential services face challenges in making their voices heard and expressing their support needs. It is important to understand how these children can be more involved in their support arrangements. This study utilises secondary data from group interviews and child case studies to investigate child involvement in the design and delivery of support, and staff actions concerning support development related to child involvement when a support development programme is realised. The analysis used the theoretical model of Doing to, Doing for, and Doing with to explore the level of involvement in supporting the children. The findings demonstrate that a person-centred support development programme can foster child involvement in residential services across different levels, despite children’s varying capacities. This includes staff understanding of those capacities, which pose challenges to involvement. Organisational support for working methods and competence increases the opportunity for residential staff to give children a voice in co-design and co-delivery, in line with children’s capacity.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Correction: Education as an Equaliser? Disability, Gender, and Employment Outcomes in a Nordic Welfare State]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1619</link>
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            <pubDate>Thu, 20 Aug 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This article details the corrections to: Karlsen, Edith, and Alexi Gugushvili. 2026. “Education as an Equaliser? Disability, Gender, and Employment Outcomes in a Nordic Welfare State.” Scandinavian Journal of Disability Research 28(1): 277–295. DOI: https://doi.org/10.16993/sjdr.1348]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Interprofessional Collaboration: Supporting Activity Competence and Opportunities for Participation of Children with Physical Disabilities]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1336</link>
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            <pubDate>Thu, 20 Aug 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This study explores how interprofessional collaboration is enacted to support activity competence and opportunities for participation of children with physical disabilities. Based on participant observation, the data consist of field notes. Theoretically, the analysis is framed by Anne Edwards’ writings on the relational turn in expertise, especially her concepts of relational expertise, common knowledge, and relational agency. The results illustrate that the enactment of interprofessional collaboration is characterized by how common ground matters in such collaborations, how the actors involved in the collaboration are learning together, and how the actors are orchestrating as fine tuned music, thereby conducting successful collaboration. These interprofessional collaborations are enacted across municipal services and service levels, engaged in activities with the child, and integrated with families as key participants. Drawing on Edwards’ theory, the article demonstrates examples of successful interprofessional collaboration that support activity competence and opportunities for participation of children with physical disabilities.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Supported Decision-Making for People with Intellectual Disabilities: An Employee Perspective]]></title>
            <link>https://reference-global.com/article/10.16993/sjdr.1344</link>
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            <pubDate>Wed, 12 Aug 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This article examines the understandings and experiences of municipal frontline employees regarding supported decision-making for individuals with intellectual disabilities. It analyses experience-sharing dialogues and focus group interviews with staff members working in group homes and day-care services in Norway. The data were transcribed verbatim and analysed thematically.
The findings suggest that authentic supported decision-making may be constrained by staff members’ limited willingness to tolerate risk, as well as by their values, attitudes and interpretations of what constitutes professionally sound practice. The participants in the study agreed that time is a crucial factor, as clarifying individuals’ will and fostering decision-making skills are often time-intensive processes. Participants also emphasised the influence of relatives’ roles and attitudes in shaping opportunities and limitations for self-determination. In the absence of clear-cut solutions, staff must exercise professional judgement to balance competing values within tricky relational and structural contexts.]]></description>
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