Traumatized and borderline-disordered, many children and adolescents in youth welfare institutions have been facing these challenges for several years. To provide appropriate and disorder-specific care and education for these children, new approaches and attitudes are needed in residential pedagogy. The author presents trauma-informed and systemic working methods and attitudes in this book that are suitable for helping these children. Classic educational approaches are questioned and examined for their effectiveness. The author reveals some power and control claims of traditional educational methods and shows when consequences can also be punishments. A trauma-informed concept is designed that relies on trust and relationships while predominantly rejecting educational control claims. Additionally, a self-care training program specifically developed for youth welfare is introduced for children and adolescents. This includes concrete methodological and didactic resources for everyday educational practice.