Children, adolescents, and families receiving educational support often lack awareness of their own resources. What can professional helpers do to enable those affected to recognize their own strengths, unlock their potential, and better meet the demands of everyday life? Iris Winkelmann clearly and thoroughly demonstrates that youth assistance and residential support are more successful when the responsible educators, social workers, social educators, and psychologists align their work systemically. When the promotion of resources is firmly embedded in the support process, the children, adolescents, and families being assisted can experience self-efficacy, helping them to cope even in challenging life situations. The author bases her concept on her many years of experience in educational support and her own qualitative research.