In the theoretical introduction, I focus on various aspects of physical contact — its definition, meaning, and importance in a child's life, its ethics in the context of support and help, how to deal with it, and how the child's voice is taken into account in this regard. In the empirical part, I explain how I chose the topic and what interests me about it. Among other things, I am interested in how the professionals in the crisis centre deal with touch and how they assess its benefits for the children. I am also interested in what knowledge and experience they draw on when dealing with physical contact and what ethical dilemmas they encounter. The research is qualitative and practise-based. I conducted eight interviews with staff at a crisis centre. They recognized physical contact when they hugged children, stroked them, changed their nappies, bathed them, kissed them on the cheeks, cuddled them, held them in their arms, held their hands, and also during personal care. Physical contact is most commonly used in situations where a child is about to harm themselves or others, i.e. when it is necessary to ensure the safety of the child, other children, and staff. Physical contact is not used when staff recognize that the child does not want it; children show this in different ways — younger children mainly through body language, older children verbally. Staff recognized the inevitability of physical contact especially in interactions with younger children and infants, when children are distressed, and during grooming. Attention and quick response to the child's perception of physical contact and respect for their reaction were emhasized as very important when dealing with physical contact. Mostly only the benefits of physical contact were perceived, e.g. that it provides a sense of safety with an adult; most staff did not recognize any disadvantages. Future research on physical contact should also include the children's perspective — their perception, understanding, and experience of it.
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