The purpose of this study was to investigate relationships in the asset-based approach. This study forms part of a longitudinal asset-based community intervention research project. A qualitative approach was followed, guided by a phemenological epistemology. Informed by theories on relationships, the systems theory and literature on the asset-based approach I constructed a conceptual framework on relationships in the asset-based approach. In this conceptual framework relationships within the asset-based approach were described in terms of personal needs of the individual, the influences of relationships, the nature of relationships and the context within which asset-based relationships occur. Purposeful sampling was applied to select eight educators from three schools in the communities of Soshanguve, Eersterust and Oshoek as participants. Data was collected by means of semi-structured phenomenographical interviews used together with observations (documented as visual data, field notes and personal reflections). Based on the literature review I conceptualised relationships in the asset-based approach, thus adding to the literature on relationships and on the asset-based approach. Five prominent categories of description emerged subsequent to the phenomenographic data analysis. These categories were visually presented in a phenomenographical outcome space. Teamwork emerged as the main category. The two categories care and support and communication were included in the teamwork category. The participants experienced barriers in the asset-based intervention process but overcame them in order to achieve positive changes due to relationships. This study contributed to the knowledge base of relationships in the asset-based approach. / Thesis (PhD)--University of Pretoria, 2009. / Educational Psychology / unrestricted