**4.2 Disadvantages in neighborhoods**

The subject of resilience in the neighborhood addresses a growing inequality in the Netherlands. According to I, 'The gap between *haves* and *have-nots* does not close, on the contrary, it becomes ever wider.' A variety of problems is pointed out by the interviewees, including debts, lack of employment, (mental) health problems, social isolation, inequality in schooling, substance abuse, and the attraction of criminality. Nevertheless, interviewees object to present the people in the neighborhoods as chanceless (F), vulnerable (D) or weak (F; J). They warn to choose words carefully in order to avoid patronizing (D) and disparagement (E; F). Some people have simply so much problems at the same time that they cannot help but survive (J). Rather, in carrying their worries they show personal strength, but the situation 'makes them ill of depression'(J). The interviewees agree on a concern for the problems of the inhabitants. Particularly, the accumulation of disadvantages takes away the perspectives for people. 'The […] perspective is to live in a neighborhood where nobody is employed. That is no good […] Children, grown up in these circumstances, are deprived of perspectives and will become frustrated, G says. 'It is anything but inspiring', D adds to that. D points at the short-term orientation of people with debts. Even in the short-term, problems can take away perspective: 'When you have every evening neighbor nuisance, you cannot make your homework. Three weeks of not making your homework, you do not pass on to the next year' (F).

#### **4.3 Opportunities and challenges**

So, people need to have perspective to overcome their disadvantaged situations. The interviewees emphasize the necessity of granting initiatives that originate from the neighborhood. The initiatives find their strength in being intrinsicly motivated (C). Working on this basis provides people the ownership of the initiatives (C), and of the positive things that hppen in the neighborhood (B). The initiatives generate stories, the narratives in the neighborhood break through negativity (B), and stimulate to undertake more initiatives (C). For instance, young people gathered in the workshops, are challenged to new initiatives (B). 'There are plenty of ideas and wishes by the people themselves', A tells. 'Of course, a small push helps', A explains, 'The small push comes from the environment. Whether it comes from the community, the municipality, the care institutions, the children, it does not matter. However, the small push is needful'. B calls it 'guiding, showing something of the way to improvement'. It is challenging to return stories about problems to whom that express them. H replies regularly: 'What can I do to help you? Then, they are going to reflect'.

In the support of young people, challenges start with attraction by activities in which they want to participate (B). For instances, sports, or debating sessions with politicians and other officials. A great attraction can be 'the step from illiteracy to university' (A). Families, and particularly mothers, show a drive to offer to the children of the neighborhood better conditions to live in, and to enable their social

progress (A; B; E; J). Sisters happen to take a guiding role as well, even if it concerns the assistance of a brother at the police station (H).
