Abstract
The aim of this article is to outline and assess an educational intervention programme targeted at improving the skills of families and the personal and social development of children living in situations of grave social vulnerability. The sample comprised 10 families during the first phase of the intervention and six during the second. The design, intervention and assessment process of this study was carried out in two phases over a period of a year and a half. For both phases, three different groups—of men/fathers, women/mothers and children—were established. Study variables (parenting skills and children’s personal and social development) were evaluated before and after the intervention in every group, as well as during the entire process. The results, taking into account the improvements reported by all the participants (social workers, group monitors, fathers, mothers, children) show that inter-professional involvement and coordination at all phases of the intervention is vital in order to achieve small but significant improvements.
Résumé
Interventions éducatives destinées aux mineurs en situation de grande fragilité sociale et à leurs familles – Cette étude avait pour objectif de concevoir et d’évaluer un programme d’intervention éducative, visant à améliorer les compétences des familles et le développement sociopersonnel des enfants vivant dans des situations de grande fragilité sociale. L’échantillon comprenait dix familles pour la première phase de l’intervention et six pour la seconde. La procédure de conception, d’intervention et d’évaluation de l’étude s’est déroulée en deux étapes sur une période de 18 mois. Pour chacune des deux phases ont été formés trois groupes distincts – hommes/pères, femmes/mères et enfants. Les variables de l’étude (compétences parentales et développement sociopersonnel de l’enfant) ont été évaluées avant et après l’intervention dans chaque groupe, ainsi que pendant toute la procédure. Les résultats, qui intègrent les améliorations signalées par tous les participants (travailleurs sociaux, animateurs des groupes, pères, mères et enfants), établissent que l’engagement interprofessionnel et la coordination de toutes les phases de l’intervention ont été décisives pour apporter des améliorations modestes mais déterminantes.
Zusammenfassung
Sozial stark benachteiligte Minderjährige und ihre Familien als Zielgruppe von Bildungsinterventionen – Ziele dieser Arbeit sind die Konzeption und Bewertung eines Bildungsprogramms zur Verbesserung der Familienkompetenz und der sozialpersönlichen Entwicklung von sozial stark benachteiligten Kindern. Die Stichprobe umfasste 10 Familien in der ersten und 6 in der zweiten Phase der Intervention. Konzeption, Intervention und Bewertung dieser Studie wurden in zwei Phasen über einen Zeitraum von eineinhalb Jahren durchgeführt. Für beide Phasen wurden drei verschiedene Gruppen – Männer/Väter, Frauen/Mütter und Kinder – gebildet. Die Variablen der Studie (Elternkompetenz und die soziopersönliche Entwicklung der Kinder) wurden für jede Gruppe vor und nach der Intervention wie auch während des gesamten Prozesses evaluiert. Die Ergebnisse, unter Berücksichtigung der von sämtlichen Beteiligten (Sozialarbeiter(inne)n, Gruppenbeobachter(inne)n, Vätern, Müttern, Kindern) gemeldeten Fortschritte, zeigen, dass berufsübergreifende Beteiligung und Koordination in allen Phasen der Intervention unabdingbar sind, um kleine, aber signifikante Verbesserungen zu erzielen.
Resumen
Intervenciones educativas enfocadas en menores y sus familias que se encuentran en situaciones de grave vulnerabilidad social – El objetivo de este trabajo es diseñar y evaluar un programa de intervención educativa, orientado a mejorar las competencias de familias y el desarrollo socio-personal de niños que viven en situaciones de gran vulnerabilidad social. La muestra abarcó 10 familias en la primera fase de intervención y 6 en la segunda. El proceso de diseño, intervención y evaluación de este estudio tuvo lugar en dos fases a lo largo de un período de un año y medio. Para ambas fases se establecieron tres diferentes grupos: de hombres/padres, de mujeres/madres y de niños. Las variables el estudio (competencias parentales y desarrollo socio-personal de los niños) fueron evaluadas antes y después de la intervención en cada uno de los grupos, al igual que durante todo el proceso. Bajo consideración de las mejoras informadas por todos los participantes (trabajadores sociales, monitores de grupo, padres, madres, niños) los resultados muestran que la implicación y coordinación interprofesional en todas las fases de la intervención es vital para lograr mejoras pequeñas, pero importantes.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
André, C., & Lelord, F. (1999). L’Estime de soi. Paris: Odile.
Barudy, J. (1998). El dolor invisible en la infancia. Una lectura ecosistémica del matrato infantil [The invisible pain of childhood. An eco-systemic reading of child maltreatment]. Barcelona: Paidós.
Barudy, J. (2001). El tratamiento de familias en donde se producen abusos y malos tratos infantiles [Dealing with families that abuse or maltreat their children]. Paper presented during a workshop held on Majorca, 22–23 November, 2001.
Barudy, J. (2005). La integración escolar como parte de un modelo de protección infantil basado en la promoción de la resiliencia [School integration as part of child protection measures designed to increase resiliance]. Paper presented during a conference entitled “Menores en edad escolar: conflictos y oportunidades” [School-age minors: conflicts and opportunities], held from 10–12 November, 2005.
Barudy, J., & Dantagnan, M. (2005). Los buenos tratos en la infancia [Good treatment during childhood]. Barcelona: Gedisa.
Belsky, J. (1980). Child maltreatment. An ecological integration. American Psychologist, 35(4), 320–335.
Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55, 83–96.
Belsky, J. (1993). Etiology of child maltreatment: A developmental-ecological analysis. Psychological Bulletin, 114, 413–433.
Birchall, E., & Hallet, C. (1995). Working together in child protection. London: HMSO.
Chaffin, M., Bonner, B. L., & Hill, R. F. (2001). Family preservation and family support programs: Child maltreatment outcomes across client risk levels and program types. Child Abuse and Neglect, 25(10), 1269–1289.
Constantino, J. N., Hashemi, N., Solis, E., et al. (2001). Supplementation of urban home visitation with a series of group meetings for parents and infants: Results of a “real-world” randomized, controlled trial. Child Abuse and Neglect, 25(12), 1571–1581.
Corby, B. (1999). The child at risk: Working with families and the child protection system. In K. Booth & K. Luker (Eds.), A practical handbook for community health: Working with children and their parents. Oxford: Blackwell.
Cylrunik, B. (2002). Los patitos feos [The ugly ducklings]. Barcelona: Gedisa.
DePanfilis, D., & Zuravin, S. J. (2002). The effect of services on the recurrence of child maltreatment. Child Abuse and Neglect, 26(2), 187–205.
Diéguez, N. G. & Noguerol, V. (2007). Infancia Maltratada [Maltreated childhood]. Madrid: Instituto de O rientación Psicológica, EOS.
Farmer, E., & Owen, M. (1995). Child protection practice. Private risks and public remedies: Decision making, intervention and outcome in child protection work. London: HMSO.
Grotberg, H. G. (2006). La resiliencia en el mundo de hoy [Resilience for today]. Barcelona: Gedisa.
Hoffmans-Gosset, M.-A. (2000). Apprendre l’autonomie, apprendre la socialisation [Learning to be independent, learning to socialise]. Paris: Chronique Sociale.
Maras, P. (2005). An international model for developing capacity for addressing the needs of ‘at risk’ youth: A French-English affaire? European Educational Research Journal, 4(2), 100–108.
Ott, L. (2003). Les enfants seuls: Approche educative [Solitary children: An educational approach]. Paris: Dunod.
Popkin, M.H. (1999). Padres activos hoy [Active fathers today]. Kennesaw, GA: Active Parenting Publishing.
Small, S., & Memmo, M. (2004). Contemporary models of youth development and problem prevention: Toward an integration of terms, concepts, and models. Family Relations, 53, 3–11.
Stake, R. (2003). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (2nd ed., pp. 134–164). Thousand Oaks, CA: Sage.
Sunderland, M. (2004). Helping children with feelings. Dublin: Speechmark.
Torres, B. (2001). La prevención del maltrato infantil Preventing child maltreatment. In F. López, I. Etxeberria, M.-J. Fuentes, & M.-J. Ortiz (Eds.), Desarrollo afectivo y social Emotional and social development (pp. 383–402). Pirámide: Madrid.
Zay, D. (2005). Preventing school and social exclusion: A French–British comparative study. European Research Journal, 4(2), 109–120.
Acknowledgments
The work undertaken here was funded by the University of the Basque Country (EHU06/49) and ARGABE.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
de la Caba Collado, M., Bartau Rojas, I. Educational interventions targeted at minors in situations of grave social vulnerability and their families. Int Rev Educ 56, 377–398 (2010). https://doi.org/10.1007/s11159-010-9171-y
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11159-010-9171-y