There has recently been increased interest in the potential for formal and informal networks to aid interventions with biologic families in helping them achieve reunification in the context of the child protection system. When group support is provided to families, the creation of a network of social support seems to be a consequence. The article analyzes the conceptualization of social support in order to create social support networks and the benefits on the intervention with families in the framework of the child protection system through a systematic review. From a wide search 4348 documents, finally 14 articles were included in the reviews. Results show that social support is considered a process by which social resources are provided from formal (professional services and programs associated with those services in any off the protection, health of educational systems) and informal (extended family, friends, neighbors and acquaintances) networks, allowing the families to confront daily moments as well as in crisis situations. This social support is related to emotional, psychological, physical, instrumental, material and information support that allow families to face their difficulties. Formal and informal networks of child protection systems contribute to social support, resilience, consolidation of learning and the assistance of families to social intervention programs.
Student engagement in higher education has been studied from various perspectives, but few studies have compared teachers’ and students’ perspectives on the subject. Considering that student engagement may be reduced to a performativity scarcely related to learning outcomes and that a good deal of it may be invisible to teachers, further studies are needed to contrast teachers’ and students’ views of student engagement in higher education. This article presents the results of a quantitative study about definitions and indicators of student engagement carried out with 118 students and 45 teachers of Law, Education and Nursing from two Catalan public universities (Spain). The results confirm the performativity associated with the concept by both teachers and students, and reveal that students may appreciate silent and invisible engagement more than teachers. The results also show that teachers may conflate signs of student engagement with good academic results and learning, risking an oversimplification of both student engagement and learning.
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