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Abstract Every year, over 1,000 children and young people, between the ages of 8 and 20, are placed in special youth homes in Sweden due to criminality, substance abuse or ”other socially destructive behaviour”. This article is based on interviews with youth and staff about what happens at the institution and how they regard the purpose of the stay in a facility that has the character of a total institution, in Goffman’s understanding. With support in Adam’s theories about time rhythms and Abbott’s concepts of time/event, we analyze how staff and youth cooperate in creating institutional life where they share the space, while having distance from each other and avoid creating closeness as their interaction is limited in time. Due to several parallel time rhythms affecting their everyday life and time at the institution the young people develop an approach between resisting or developing what can be termed as ”meaningless diligence”. Everyday life becomes easier to manage if they follow what the staff say, but they cannot see that it leads to a better future. The staff describe an approach where they are careful both to follow rules and to make constant individual and situational exceptions, a ”flexible rigidity” to fixed rules and time-schedules, to deal with specific events and needs. Together they maintain institutional life and the young people are adapted to the situation here and now, not to the life outside or after the institution.

The article discusses children’s citizenship by linking the dimensions of being, becoming and belonging to the concept of lived citizenship in the context of contact person and contact family interventions. Drawing on empirical research from Finland and Sweden, the article elaborates on how to identify if, and if so, how, children’s lived citizenship is constructed in contact person and contact family interventions and to what extent these constructions leave room for children’s perspectives. The results of the study indicate that contact person and contact family interventions contribute to the construction of children’s citizenship in various ways that include the perspectives on children and childhood of being, becoming and belonging. However, children’s active participation often seems to be governed by adults. Thus, giving greater attention to children’s intergenerational connections, i.e., adults’ roles in forming children’s citizenship, is needed.

The article shows how to study the growth, development and transformation of professionals in social contexts. It is based on results from a project in two parts: one historical and one contemporary. The method is comparative case studies, which aims to find common and different processes, forces and mechanisms. The concept of the professional landscape seeks to capture the professional layer as a whole and place it in social contexts. This landscape is shaped by professional fields of expertise. We focus on the fields: academia, education, social regulation, social integration, medicine, technology and economics. Within each field, we study three generations of professions: classic, welfare- and pre-professions.

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Book reviews