Elien Neimeijer

124 ciotherapists’ professional behaviour and knowledge, attitude and competences of all professionals involved. This requires that organisations are aware of the fact that work- ing in a high demanding working context such as a secure forensic setting and working with individuals with complex needs and a risky behaviour asks for creating the right preconditions. With regard to creating a therapeutic group climate it is advised that on- going training of sociotherapists should be facilitated by organisations. It is, for exam- ple, important that sociotherapists are educated in developmental, psychological, and psychiatric problems underlying aggressive or challenging behaviour to be able to act in a sensitive and responsive way. In addition, teams should share knowledge about caus- es and functions of aggressive behaviour and share experiences on the way incidents can be solved, and should be receive emotional support and coaching while doing that (Buljac-Samardžić, 2012; Farrington, Clare, Holland, Barrett, & Oborn, 2015; Knotter, 2019). By combining this with functional analysis of the often long existing aggressive behaviour patterns, a more integrative view on aggressive behaviour could be created. A reflective team attitude towards aggression, for example by analyzing transactional processes and learning from routinely collected data of aggressive incidents and coercive measures, can improve the quality of group climate in which the occurrence of aggres- sive incidents may decrease and may contribute to better treatment outcomes (i.e., less aggression and increased well-being). In this dissertation the importance of the relation between the frequency of aggres- sive incidents and group climate factors in daily clinical practices was discussed. Efforts aimed at improving work climate and group climate should therefore go together with education and training, emphasising the possible causes of aggressive behaviour, result- ing in reduced aggression and improved group- and work climate (see chapter 3; Knotter, 2019; Ros et al., 2013). In addition, organisations have to facilitate systematic and ongoing reflection on daily professional acting, dilemma’s and decisions, for example by means of intervision, su- pervision or moral case deliberation during team meetings. There are high demands to sociotherapists’ abilities to work together and, often under great pressure and in good consultation, to adequately analyse complex situations and to act accordingly. Ideally, interventions, education and training should target the competencies of sociotherapists, such as the ability to analyse the causes and functions of aggressive behaviour, working according to a PDCA cycle (see 3.1.2; Deming, 1986), showing an open style of commu- nication, being able to reflect on the impact of their own professional behaviour, and