Powell, & Fitzgerald, 2016) do not always recognize young people in an all-encompassing manner as emotional, equal, and capable human beings. In this article, I study how institutional and professional roles direct and limit the recognition that can be offered (see Sointu, 2006). For example, the primary obligation of social workers in their institutional role is to respect the rights of clients equally and identically. However, this approach can lead to misrecognition if a young client expects to be treated like a friend, that is, as an emotional and unique individual. To study systematically contradictions in recognition; namely, what is institutionally offered and individually needed, I utilize Honneth's (1995, 2004) three forms of recognition: loving and caring for another person (called love), respecting another person's rights (rights), and valuing the unique skills and features of another person (solidarity). This threefold conceptualization has been widely used in research on the relations between youths and, for example:

This article advances the spatial aspect of the justification theory of Luc Boltanski and Laurent Thévenot. The aim is to show that the worlds of justification, distinct entities of moral values and material objects, have also distinct spatial logics. To illustrate my argument, I use a case study, namely, a polarized dispute related to a car-free main street in Tampere, the third biggest city in Finland. I show that the spatial logics in this dispute are ordered by different types of image schemas, recurrent and shared visuospatial patterns depicted by George Lakoff and Mark Johnson. I analyse image schemas to make visible the differences and similarities between the worlds of justification. Advancing the spatial aspect of the justification theory enables a novel way to study disputes related to city and space, as well as controversies that are not obviously spatial. Human thinking is multimodal and entails visuospatial metaphors, although its subject would seem non-spatial.

Tässä tutkimuksessa tarkastellaan, mitä nuorten kuntoutujien toimijuuden muodostuminen edellyttää kuntoutuksen ammattilaisten näkökulmasta. Laadullista tutkimusta varten haastateltiin ammattilaisia, kuten psykologeja, sosiaalityöntekijöitä, opettajia ja erityisopettajia, neljässä ryhmähaastattelussa. Haastatteluissa keskityttiin erityisesti mielenterveyden ja käyttäytymisen häiriöiden vuoksi kuntoutukseen osallistuvien nuorten toimijuuteen. Toimintamahdollisuuksien lähestymistapaa soveltamalla tutkimus osoittaa, että nuoret tarvitsevat mahdollisuuksia toimia omaehtoisesti ja tehdä omassa elämässään terveyteen, sosiaalisiin suhteisiin sekä opiskeluun ja ammattiin liittyviä valintoja. Ammattilaisten näkökulmasta toimintamahdollisuuksien muodostuminen mahdollistaa kuntoutumisen ja on kuntoutuksen edellytys. Kuntoutus ei tue toimijuutta, jos se ainoastaan vastuullistaa nuoria tarjoamatta heille aitoja ja omaehtoisia valinnan mahdollisuuksia. Toisin sanoen toimintamahdollisuudet eivät ole vain yksilöstä kiinni vaan kytkeytyvät toimintaympäristöön. Tästä syystä kuntoutukseen suunnattujen resurssien vähyys ja joustamaton organisointi usein vaikeuttavat toimijuuden ja toimintamahdollisuuksien muodostumista. Esteenä ovat esimerkiksi vähäiset resurssit terveydenhuollossa ja ammatillisessa kuntoutuksessa. Toisaalta joustamattomat tavat tarjota terveyspalveluita tai tukea nuorten oppimista ja sosiaalisia suhteita koulussa ovat esteenä toimijuuden muodostumiselle ja siten kuntoutumiselle. Abstract Agency of young recoverees from the viewpoint of rehabilitation professionals In this study, we examine the requisites for agency of young recoverees from the perspective of rehabilitation professionals. For this qualitative study, professionals such as psychologists, social workers, teachers/special educators were interviewed in four group interviews. The interviews focused in particular on the agency of young people in rehabilitation due to mental and behavioral disorders. Applying the capability approach, the article suggests that young people need opportunities to act independently and make choices in their own lives related to health, social relations, education and profession. From the point of view of the professionals, this is a prerequisite for rehabilitation. Rehabilitation does not support agency if it only makes young people responsible without offering them genuine choices in life. In other words, the formation of capabilities does not dependent only on the individual but also on the environment. For this reason, the scarcity of resources for rehabilitation and rigid organization often hinder agency and capabilities. Obstacles include, for example, limited resources in health care and vocational rehabilitation. On the other hand, inflexible ways of providing health care services or supporting young people’s learning and social relations at school stymies the formation of agency, and therefore, rehabilitation. Keywords: rehabilitation, agency, capabilities, professionals