Assessing socio-educational actions for young people in care transitioning programes to adult life




Assessment, care system, intervention, life skills training, project, social education, youth


There is a sizeable corpus of research on the difficulties experienced by young people in care as they transition to adult life. This provides a robust scientific basis for the design and implementation of policies and programs supporting this process. Assessment ca­pacities have increased significantly, with more detailed profiles of youths in care and better evaluations of the programs and projects being carried out. This study evaluates the training methods that are being developed by socio-educational action programs and projects. We adopted a participative and systematic approach using quantitative, exploratory, descriptive, and correlational methodology. The study included young people in residential facilities, young people living independently, and their reference educators. Three instruments were used: the EVAP test battery (Assessment of Personal Autonomy) to analyze basic sociode­mographic data, dimensions having to do with the home life and situation of youths in state care, and their abilities and expectations; EDATVA (Transition to Adulthood Autonomy Scale for Young People); and the the Ryff Scale for Psychological Well-Being. The sample included 99 reference educators in addition to 384 young people aged 17 to 23 (100 with residential support and 284 living independently). Results show that projects focusing on the transition to adulthood, and on life and relationship skills, have been successful in helping young people enter the adult world feeling satisfied with their lives. At the same time, the dimensions involv­ing family relationships and household management will require targeted attention if these projects are to be more effective.

Author Biographies

Miguel Melendro Estefanía, Universidad Nacional de Educación a Distancia UNED

Profesor titular de la Facultad de Educación de la UNED. Director del Máster en Acción socioeducativa con colectivos vulnerables: familia, infancia, adolescencia y juventud. Codirector del grupo de investigación
internacional TABA. Inclusión social y Derechos Humanos. Ha sido Vicerrector adj. de Transferencia de Investigación, Vicedecano de Investigación, Internacionalización y Posgrados de la Facultad de Educación y Coordinador del Máster Universitario en Intervención Educativa en Contextos Sociales de la UNED. Ponente en más de un centenar de seminarios, congresos y conferencias. IP e investigador en proyectos nacionales e internacionales sobre acción socioeducativa con infancia, adolescencia y juventud en dificultad social, con más de un centenar de publicaciones. Investigador invitado en universidades de Bélgica, Portugal, Canadá, México, Argentina, Colombia y Brasil.

Ana Eva Rodríguez-Bravo, Universidad Nacional de Educación a Distancia UNED

Ana Eva Rodríguez Bravo profesora del Departamento de Teoría de la Educación y Pedagogía Social de la UNED (España). Doctora en Ciencias de la Educación y Licenciada en Pedagogía por la Universidad Complutense de Madrid. Miembro del grupo de investigación TABA, International Research sobre Inclusión Social y Derechos Humanos. Su experiencia e intereses investigadores se vinculan al ámbito de la infancia, adolescencia y juventud en dificultad social, habiendo participado diversos proyectos competitivos internacionales y nacionales, contratos de trasferencia de conocimiento con entidades sociales del Tercer Sector y siendo autora de artículos, libros y capítulos de libro publicados en revistas y editoriales de impacto.

Mª Pilar Rodrigo-Moriche, Universidad Autónoma de Madrid

Maestra, pedagoga, máster TIC en Educación y Formación y doctora en Educación. Profesora de la Universidad Autó­noma de Madrid, miembro de los grupos de investigación TABA International Research y EMIPE; y de las redes de excelencia OcioGune y Red Española de Juventud y Sociedad 2.0. Sus líneas investigadoras son juventud y ocio como desarrollo humano, centrándose en la actualidad en el empoderamiento juvenil, la evaluación de programas para adolescentes y jóvenes en dificultad social y la inclusión de máximos. Experiencia profesional durante más de dos décadas en centros de educación infantil, áreas de juventud, organizaciones de integración social y laboral, organiza­ciones para personas con discapacidad intelectual y como formadora y preparadora experta de profesionales educativos del ámbito escolar y social.

María José Díaz Santiago, Universidad Complutense de Madrid

Profesora Contratada Doctora interina en el Departamento de Sociología Aplicada de la Facultad de Ciencias Eco­nómicas y Empresariales, Universidad Complutense de Madrid. Forma parte de los grupos de investigación Charles Babbage en Ciencias Sociales del Trabajo, UCM; en la UNED, los grupos de investigación TABA Internacional Research sobre inclusión social y derechos humanos y el Grupo de Investigación Intervención Socioeducativa (ISE). Sus líneas de investigación se centran en el ámbito del trabajo y empleo, las personas jóvenes y el género. Pertenece a las redes de excelen­cia iberoamericana Láquesis e INTRAC Spain-Global INTRAC y OcioGune. Es Vicepresidenta de la Asociación Madrileña de Sociología y vocal en el Comité de Investigación de Sociología del Trabajo (FES).


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