• Working with rules is different in formal and informal environments. Hierarchy and power asymmetry suggest that rules are formulated from above (school rules) and not together with young people. This results in a lower willingness to comply. Enforcement is ensured by a system of sanctions: reprimand by the teacher, reprimand by the class teacher, reprimand by the principal, reduced conduct grade, and expulsion from school.
  • In low-threshold programs and informal systems, rules are created together with young people, and sanctions are a major topic. If there are rules, there must also be sanctions. Sanctions are an integral part of the rules; without them, the rules are meaningless. They can follow hierarchically from a warning to a ban on entering the club or a ban on using the service. The discussion is mainly connected to the purpose of low-threshold services—they are effective only if they do not exclude and can integrate those who break rules and cross boundaries.
  • The third option is a minimalist model of rules. The rules are not formulated from above or created together with young people, but instead refer to values and operate through situational intervention and group dynamics. Boundaries are regulated through relationships. It appeals to basic social values: health, personal integrity, life. The worker names what the behavior evokes ("When you jump into the bean bags like that, I'm afraid something will happen to you."), names the emotion behind it ("I understand you want to go crazy, you have a lot of energy."), sets a boundary ("I'd appreciate it if you tried to release your energy differently."), and offers alternatives ("We have a punching bag in the counseling room—would you like to try it? Or we could go outside and play soccer..."), but always leaves the final choice to the young person. Group dynamics can be used through empathy ("How do you think others feel when you make so much noise?") or group involvement ("What thoughts or feelings does it evoke in you when someone exposes themselves to risk like this?").