PROFESSIONAL PARENTING IN INSTITUTIONAL FOSTER CARE: PROPOSAL TO IMPROVE CARE OF CHILDREN FOSTERED IN CHILD PROTECTION CENTRES.
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| Title: | PROFESSIONAL PARENTING IN INSTITUTIONAL FOSTER CARE: PROPOSAL TO IMPROVE CARE OF CHILDREN FOSTERED IN CHILD PROTECTION CENTRES. |
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| Alternate Title: | PARENTALIDAD PROFESIONAL EN EL ACOGIMIENTO INSTITUCIONAL: PROPUESTA PARA MEJORAR LA ATENCIÓN A LOS NIÑOS ACOGIDOS EN CENTROS DE PROTECCIÓN. PARENTALIDADE PROFISSIONAL NO ACOLHIMENTO INSTITUCIONAL: PROPOSTA PARA MELHORAR A ATENÇÃO ÀS CRIANÇAS RECEBIDAS EM CENTROS DE PROTEÇÃO. |
| Authors: | SALA ROCA, Josefina1 Fina.Sala@uab.cat |
| Source: | Pedagogía Social. jul-dic2019, Issue 34, p91-103. 13p. |
| Subject Terms: | Public administration, Consumer affairs departments, Humanitarianism, Debate, Psychology |
| Abstract (English): | The studies conducted about children fostered in child protection centres find delays and issues in the majority of developmental areas which hamper their wellbeing and transition to independent living. These adverse effects have been partly attributed to the impoverished upbringing common in residential settings compared to family life. In this article, we propose a reconceptualisation of the role of the social educator as a professional parental figure as a way to overcome some of the limitations associated with institutional foster care. Through a literature review, the most important contributions supporting this proposal are examined. In the first part, the difficulties faced by fostered children and adolescents are analysed, along with the role played by residential foster care in these difficulties. After that, we explore the most significant functions of the professional parental figure, such as protection and stimulation of development, reparative affective bonds and guidance in resilience processes, and we compare them with the way institutional foster care has developed them. We propose replacing the concept of professional distance with that of optimal proximity, in which the social educator's personal experiences become teaching resources in their educational undertaking. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Los estudios realizados entorno a los niños acogidos en centros de protección observan retrasos y problemáticas en la mayoría de áreas del desarrollo que dificultan su bienestar y transición a la vida independiente. Estos efectos adversos se han atribuido, en parte, al empobrecimiento educativo que supone el entorno residencial respecto al familiar. En este artículo proponemos la reconceptualización del rol del educador social como figura parental profesional para superar parte de las limitaciones asociadas al acogimiento institucional. A través de una revisión narrativa se revisan las aportaciones más relevantes que apoyan esta propuesta. En una primera parte se analizan las dificultades de los niños y adolescentes tutelados y el papel que el acogimiento residencial tiene en ellas. Posteriormente exploramos las funciones más significativas de la figura parental profesional, como son la protección y estimulación del desarrollo, la vinculación afectiva reparadora y la guía de procesos de resiliencia, y las contrastamos con el desarrollo que el acogimiento institucional ha desarrollado en ellas. Proponemos sustituir el concepto de distancia profesional, por el de proximidad óptima, en el que las experiencias personales del educador son recursos de enseñanza en su labor educadora. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Os estudos realizados em torno de crianças acolhidas em centros de proteção observam atrasos e problemas na maioria das áreas de desenvolvimento, que impedem o seu bem-estar e a transição para a vida independente. Esses efeitos adversos foram atribuídos, em parte, ao empobrecimento educacional que representa o ambiente residencial relativo à família. Neste artigo propomos a nova conceitualização do papel do educador social, enquanto figura parental profissional, para superar parte das limitações associadas ao acolhimento institucional. Através de uma revisão narrativa, avaliam-se as contribuições mais relevantes que apoiam esta proposta. Numa primeira parte, são analisadas as dificuldades das crianças e dos adolescentes protegidos e o papel que o acolhimento residencial desempenha sobre eles. Mais tarde, exploramos as funções mais significativas da figura parental profissional, como a proteção e estimulação do desenvolvimento, o vínculo afetivo reparador e o guia dos processos de resiliência, e comparamos os mesmos com o desenvolvimento que o acolhimento institucional desenvolveu neles. Propomos a substituição do conceito de distância profissional, pelo de proximidade ideal, em que as experiências pessoais do educador são recursos de aprendizagem no seu trabalho educativo. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The studies conducted about children fostered in child protection centres find delays and issues in the majority of developmental areas which hamper their wellbeing and transition to independent living. These adverse effects have been partly attributed to the impoverished upbringing common in residential settings compared to family life. In this article, we propose a reconceptualisation of the role of the social educator as a professional parental figure as a way to overcome some of the limitations associated with institutional foster care. Through a literature review, the most important contributions supporting this proposal are examined. In the first part, the difficulties faced by fostered children and adolescents are analysed, along with the role played by residential foster care in these difficulties. After that, we explore the most significant functions of the professional parental figure, such as protection and stimulation of development, reparative affective bonds and guidance in resilience processes, and we compare them with the way institutional foster care has developed them. We propose replacing the concept of professional distance with that of optimal proximity, in which the social educator's personal experiences become teaching resources in their educational undertaking. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 11391723 |
| DOI: | 10.7179/PSRI_2019.34.07 |
