The provision of a coherent "parenting," "teaching," and "developmental" program is a complex undertaking. It has all the makings of an organizational, managerial, and therapeutic nightmare when different types of workers, with marked differences in personality and values, become responsible for different children with a variety of problems in a living-learning environment. Without an action plan to help engender a shared language for practice, the needs of both children and staff are at risk. (Contains 1 note.)