**4.4 Fostering interventions and conditions**

Several interviewees state that fostering of resilience is established by interaction. A condition for interaction is the availabilities of places to gather and to meet. Municipalities can provide sports accommodations and community centers or more occasional facilities. Sometimes social housing corporations offer facilities as well (D; H; J). The interviewees differ in opinions on the question of whether the neighborhood as a whole facilitates interaction. For instance: 'I do not believe in mixed housing. The idea [behind it] is that than things go better by itself. That is not true' (J). This statement is substantiated by an example of a gated area with new expensive apartments. 'People simply do not meet', states J. Contrasting statements concern are explained by neighborhoods where a variety in social class has emerged over time. There, the interaction got going to the benefit of people (G; H). There is more agreement about the idea that the neighborhood is the level on which cooperation between institutions is amenable (A; C; D; G; J).

The interaction starts preferably by socializing. A direct, efficient approach can have an adverse effect: 'Accept that people first come for drinking coffee or gaming at the community center. Just join them' (A). 'Close proximity. We need to think about how to organize that', D says. 'We have made a survey of social networks in the neighborhood. It appeared to be a myriad. […] Facilitate the networks. Avoid the reflex to take them over', G says. B and F object to this reflex as well. 'The city cannot handle this well, C states.

There is a common opinion that trust is the mechanism for fostering of resilience. 'To be trusted by them, that would help', J tells. Trust and tailor-made interactions are counteracted by accountability requirements', A states. Just like other workers, a policeman who personally has taken the initiative to invest in relationships with young people in the neighborhood need to be granted with professional autonomy and need to be warranted in these interactions by his boss, J states. 'In the frontline, it has to happen. There are a lot of people who want to participate', J explains. 'The reality is that the frontline work can be very tensive', F adds to that.

One of the interviewees tells about initiatives in which young people participate and are learned to develop a variety of skills on the basis of their interest and talents. In some schools in the neighborhoods, engaged teachers and school directors try to work in this way as well. However, they cannot get things changed (J). F refers to Sweden, where pupils get individual trajectories. The school system over there is organized around the capacities and motivation of pupils. According to F, it starts with investments in the professional skills of teachers themselves. 'There is a site that promotes their development', F adds.
