El Tránsito a La Vida Adulta De Los Jóvenes en Acogimiento Residencial: El Rol De La Familia

París, María Elena Cuenca; Hernando, Gema Campos; Martínez, Rosa María Goig

doi:10.5944/educxx1.20201

Cited by 12 publications

(10 citation statements)

References 40 publications

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“…Family support, in this sense, is especially important as a main agent of socialization [55]. The family self-concept is the best predictor of adolescent adaptation to his new more independent life, is also affected by this transition [56]. Therefore, psychologists and teachers must respond to this problem.…”

Section: Discussionmentioning

confidence: 99%

Transition to middle school: Self-concept changes

2019

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Self-concept influences identity and the way that people behave, and it fluctuates over time. The main purpose of this study was to analyze fluctuations in the dimensions of self-concept as a function of gender, educational level, grade, age, physical activity, and weight. In total, 712 Spanish adolescents who were in the 5 th and 8 th grades (354 boys and 358 girls) and 10 to 14 years old ( M = 11.9; SD = 1.3) participated in this study. The Self-Concept Questionnaire, Form 5 was used to analyze several dimensions of self-concept (academic, social, emotional, family, and physical), using the average scores in each dimension. The data showed strong differences in the dimensions of self-concept during the school transition. Middle-school students, compared to elementary-school students, showed significantly lower levels in almost all dimensions (academic, social, family, and physical). Furthermore, student age was a negative predictor of the social and academic dimensions, explaining 33% and 37% of the variance, respectively. Educational level and grade were smaller factors influencing the academic dimension (explaining 29% and 25% of the variance, respectively). The main findings revealed that the school transition and, specifically, increased age were associated with a lower self-concept. These results help us understand the need to strengthen psychological and educational self-concept at school.

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Section: Discussionmentioning

confidence: 99%

Transition to middle school: Self-concept changes

2019

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“…La permanencia en los lugares de protección, tanto en la institución como con los profesionales y cuidadores que los atienden, tal y como lo plantearon los propios jóvenes, es un elemento fundamental, pues permite al niño crear vínculos positivos. Este es un elemento necesario en el desarrollo de cualquier persona, y más en aquellas que han sufrido rupturas emocionales (Cruz, 2011;Cuenca, Campos y Goig, 2018).…”

Section: Reflexiones Finalesunclassified

“…Por otra parte, los recursos residenciales que atienden a esta población, con demasiada frecuencia infravalorados, responden bien a las expectativas de los niños y los adolescentes, que valoran muy positivamente la atención que reciben en aquellos (Cuenca et al, 2018;Melendro, 2017).…”

Section: Reflexiones Finalesunclassified

Familia y escuela en el mundo contemporáneo

Ximena¹,

Mario²

2020

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mos Páez, J. D. (2016). Representaciones sociales de los maestros sobre la familia y su rol en la escuela. Revista Encuentros, Universidad Autónoma del Caribe, 14(1),[119][120][121][122][123][124][125][126][127][128][129][130][131][132][133][134][135][136][137][138]://bit.ly/2t5hQGS Oliva, E. y Villa, V. J. (2014). Hacia un concepto interdisciplinario de la familia en la globalización. Justicia Juris, 10(1), 11-20. https://bit.ly/1TncnPH Palacios, N. y Herrera, J. (2013). Subjetividad, socialización política y derechos en la escuela. Magis: Revista Internacional de Investigación en Educación, 5(11), 413-437. https://bit.ly/2Bh3kAo Peña, M. (2010). Hacia una recuperación de la subjetividad en el proceso de conocer en el contexto escolar: la pregunta por el saber en niños y niñas de educación básica chilena. Estudios pedagógicos (Valdivia), 36(2), 195-211. https://bit.ly/2DQZRKz Quiroga, A. R. (2017). Escuela y producción de subjetividad. El papel de la educación en las sociedades del gerenciamiento y el paradigma de la gestión escolar. IXTLI: Revista Latinoamericana de Filosofía de la Educación, 4(8), 221-235. https://bit.ly/2t2rXfp Rivas Borrell, S. (2007). La participación de las familias en la escuela. Revista Española de Pedagogía, (238), 559-574. https://bit.ly/2HMBS32 ¿Cómo la relación entre la familia y la escuela interviene...? Antropología: VIRAJES, 10, 313-328. http://vip.ucaldas.edu.co/virajes/ downloads/virajes10_12.pdf Rodríguez Triana Z. E. (2018). Qué y cómo se enseña y aprende en la familia. un asunto de interés para la escuela. Revista Latinoamericana de Estudios Educativos, 14(2), 132-157.

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“…Another challenge of residential care in Spain is preparing foster children for their transition to adulthood. As indicated by Cuenca et al (2018), many of these young people use their biological family as their main asylum once they reach the age of majority, which is negatively viewed by professionals who reject the suitability of the family.…”

Section: Introductionmentioning

confidence: 99%

The voices of parents and children in foster care

Monclús

Inchaurrondo

Fernández-Rodrigo

et al. 2020

Journal of Social Work

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Summary This article presents the results of a qualitative study whose objective was to collect information on the perceptions of changes in parents and their children who are in the Spanish foster care system after completing a positive parenting programme. Findings The participants in the focus groups included 66 parents and 57 children. Triangulation of the voices of all protagonists identified findings that suggest the need for changes regarding understanding foster care measures and the process of family resilience; the quality and content of visits and contact between parents and children; and the role of professionals involved in the case. Applications The findings indicate the efficacy of the intervention proposed in the ‘Walking family’ programme with the direct and active involvement of children as they become a driver of change for the parents. However, when this does not occur, professionals must work from a critical approach and should provide a realistic view of the family to children.

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El Tránsito a La Vida Adulta De Los Jóvenes en Acogimiento Residencial: El Rol De La Familia

Cited by 12 publications

References 40 publications

Transition to middle school: Self-concept changes

Transition to middle school: Self-concept changes

Familia y escuela en el mundo contemporáneo

The voices of parents and children in foster care

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