The paper argues community approaches to tackling stigma are more valuable than top-down public education and could form the basis of national initiatives. Refinements to the evaluation framework are considered.

Attachment theory features throughout policy and research for young people in residential care. However, there is limited empirical understanding of how this translates into practice. This research therefore aimed to construct an explanatory theory of how residential staff make sense of, and use, attachment theory in practice. It also aimed to identify whether any components of attachment theory are particularly salient to staff and to what extent their conceptualizations draw upon contemporary attachment theory. Constructivist grounded theory was used in the form of twenty interviews with staff, through an iterative process of data collection and analysis, theoretical sampling, and member reflections. Results indicate that staff focus upon a natural process of building relationships, often without a coherent narrative to describe attachment theory to practice links. This natural process is challenged by tensions within the residential system. Findings are contextualized within existing research and future recommendations are outlined.