Déficits en la intervención socioeducativa con familias de adolescentes en riesgo de exclusión

  1. Miguel Melendro Estefanía 1
  2. Ángel De Juanas Oliva 1
  3. Ana Eva Rodríguez Bravo 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Revista:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Año de publicación: 2017

Volumen: 69

Número: 1

Páginas: 123-138

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Bordón: Revista de pedagogía

Resumen

INTRODUCTION. From the international investigation’s approaches, one of the main challenges in socio-educational intervention with adolescents atrisk is related to the difficulties regarding the intervention with their families. This is a main subject addressed in the study about effecti-ve socio-educational intervention strategies with adolescents at risk of exclusion. It recognises the family as an essential part of the understanding of the problem as much as its solution. METHOD. The study was quantitative and qualitativeand was carried out from the investiga-tion-action and grounded theory approaches. A total of 123 professionals of socio-educational intervention from three Spanish Autonomous Communities (Madrid, Galicia, and Catalonia) took part on the study. They answered a semi-structured test done ad hoc for the research and took part in 13 discussion groups. RESULTS. According to the tests, the intervention with the adolescents’ families appears as one of the worse valued intervention fields and the main of the six identified obstacles when working with adolescents atrisk. The study also shows a very low index of family collaboration and participation in the intervention. It is proved, as well, how the adolescents with high scores in family confidence and communication have also high scores in participation, social relationships and performance in educational activities. The information from the discussion groups confirms these statements and provides alternatives for a more adequate intervention with the family. DISCUSSION. A fragmented and uncoordinated family intervention by the social services produces multi-wrongly-assisted families. It also increases the family games with the professionals and limits the intervention’s possibilities of success. The proposal to face this is an intervention that is comprehensive, coordinated, flexible, systemic and suited to the different families.

Referencias bibliográficas

  • Abela, J. A., García-Nieto, A., y Corbacho, A. M. P. (2007). Evolución de la teoría fundamentada como técnica de análisis cualitativo (vol. 40). Madrid: CIS.
  • Bendit, R., y Stokes, D. (2004). Jóvenes en situación de desventaja social: políticas de transición entre la construcción social y las necesidades de una juventud vulnerable. Revista de Estudios de Juventud, 65, 11-29.
  • Biehal, N. (2005). Working with adolescents at risk of out of home care: the effectiveness of specialist teams. Children and Youth Services Review, 27, 10, 45-59.
  • Biehal, N. (2008). Preventive services for adolescents; exploring the process of gchange. British Journal of Social Work, 38, 444-461.
  • Casas, F. (1998). Infancia, perspectivas psicosociales. Barcelona: Paidós Ibérica.
  • Díaz-Gibson, J., y Civís, M. (2011).Redes Socioeducativas promotoras de Capital Social en la comunidad: Un marco teórico de referencia. Cultura y Educación, 23 (3), 415-429.
  • Fleming, C. B., Catalano, R. F., Haggerty, K. P., y Abbott, R. D. (2010). Relationships between level and change in family, school, and peer factors during two periods of adolescence and problem behavior at age 19. Journal of youth and adolescence, 39 (6), 670-682.
  • García-Ruiz, M., Rodrigo, M. J., Hernández-Cabrera, J. A., Maiquez, M. L., y Dekovic, M. (2013). Resolution of parent--child conflicts in the adolescence. European journal of psychology of education, 28 (2), 173-188.
  • Glasser, B. G., y Strauss, A. L. (1967).The development of grounded theory. Chicago, IL: Alden.
  • Helker, K., y Wosnitza, M. (2016) The interplay of students’ and parents’ responsibility judgements in the school context and their associations with student motivation and achievement. International Journal of Educational Research, 76, 34-49.
  • Hicks, L., y Stein, M. (2010). A multi-agency guide for professionals working together on behalf of teenagers. London: Department for Children, Schools and Families (DCSF).
  • Loziaga, F. (2011) Parentalidad positiva. Las bases de la construcción de la persona. Educación Social. Revista de Intervención Socioeducativa, 49, 70-88.
  • Martín-Quintana, J. C., Alemán, J. A, Marchena, R., y Santana, R. (2015). Educación parental y competencias parentales para prevenir el abandono escolar temprano. Bordón. Revista de Pedagogía, 67 (4), 73-92.
  • Melendro, M. (2014). Young People with Social Difficulties (NI-NI'S): Socio-educational Intervention. Procedia-Social and Behavioral Sciences, 116, 1211-1216.
  • Piñero, E., Arense Gonzalo, J. J., y Cerezo, F. (2013). Contexto familiar y conductas de agresión y victimización entre escolares de educación secundaria. Bordón. Revista de Pedagogía, 65 (3), 109-129.
  • Rees, G., Gorin, S., Jobe, A., Stein, M., Medforth, R., y Goswami, H. (2010). Safeguarding Young People: Responding to young people aged 11 to 17 who are maltreated. The children’s society. Recuperado de: http://www.york.ac.uk/inst/spru/pubs/pdf/safeguarding.pdf.
  • Requena, M. (2010). Los cambios familiares en España y sus implicaciones. Revista del Ministerio de Trabajo y Asuntos Sociales, 2, 47-67.
  • Rodríguez-Bravo, A. E., Melendro, M., y De-Juanas, Á. (2014) Obstáculos, limitaciones y alternativas en la intervención con adolescentes en riesgo, en F. J. Del Pozo Serrano y C. P. Peláez, Educación Social en situaciones de riesgo y conflicto en Iberoamérica (pp. 214-223). Madrid: Universidad Complutense de Madrid.
  • Steinberg, L. (2010). Adolescence. New York, NY: McGraw-Hill Humanities.
  • Sternberg, K. J., Baradaran, L. P., Abbott, C. B. Lamb, M. E., y Guterman, E. (2006). Type of violence, age, and gender differences in the effects of family violence on children´s behavior problems: A mega-analysis. Developmental Review, 26, 89-112.
  • Thornberry, T. P., Henry, K. L., Ireland, T. O., y Smith, C. A. (2010). The causal impact of childhoodlimited maltreatment and adolescent maltreatment on early adult adjustment. Journal of Adolescent Health, 46 (4), 359-365.
  • Ubieto, J. R. (2012). La construcción del caso en el trabajo en red. Teoría y práctica. Barcelona: EdiUOC.
  • Van der Giessen, D., Branje, S. J. T., Frijns, T., y Meeus, W. J. H. (2013). Dyadic Variability in MotherAdolescent Interactions: Developmental Trajectories and Associations with Psychosocial Functioning. Journal of Youth and Adolescence, 42 (1), 96-108.
Fuente de los datos: Dialnet