Parentalidad profesional en el acogimiento institucional
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 reside...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | español |
| OAI Identifier: | oai:ddd.uab.cat:271513 |
| Acceso en línea: | https://ddd.uab.cat/record/271513 https://dx.doi.org/urn:doi:10.7179/PSRI_2019.34.07 |
| Access Level: | acceso abierto |
| Palabra clave: | Child protection Parent education Professional parenting Residential foster care Foster children Educación parental Parentalidad profesional Acogimiento residencial Infancia tutelada Protección a la infancia Educação parental Parentalidade profissional Acolhimento residencial Infância protegida Proteção da infância |
| Sumario: | 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. |
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