Tertulias pedagógicas dialógicas sobre cercanía educativa óptima en una residencia de acogimiento general

Miguel Ángel Hurtado Romero; Rosana Palomares Mas; Esther Roca Campos; María José Chisvert Tarazona

doi:10.7179/PSRI_2024.45.12

Authors

Miguel Ángel Hurtado Romero Universidad de Valencia https://orcid.org/0009-0001-8835-3649
Rosana Palomares Mas Universidad de Valencia https://orcid.org/0009-0003-0216-4172
Esther Roca Campos Universidad de Valencia https://orcid.org/0000-0003-4500-8666
María José Chisvert Tarazona Universidad de Valencia https://orcid.org/0000-0002-5533-8100

DOI:

https://doi.org/10.7179/PSRI_2024.45.12

Keywords:

Interpersonal distance, professional ethics, social interaction, intervention, social pedagogy

Abstract

Residential foster care represents a valuable resource for girls, boys, and adolescents (GBA) exposed to situations of risk and neglect. The educational professionals in these residences require the establishment of meaningful relationships, emotional bonds, and resilience with GBA. In other words, they must provide good treatment while exercising positive and authoritative educational leadership. This paper delves into the perception and reflection of socio-educational professionals in a General Foster Care Residence regarding the construct of optimal educational proximity. The methodology involves participant observation of a proposed action through three dialogical pedagogical gatherings conducted with a group of ten educational professionals with over a year of experience in the center under study. Among the intervention results, the significance of ideology, emotional bonding, and institutional culture emerges as relevant factors in optimal educational proximity. It is concluded that educational professionals value reflection on this construct as a relevant aspect for educational action, benefiting the care of GBA. They believe it is a stable concept concerning ideological positioning, both of educational professionals and the institution and its culture, but much more dynamic when related to the context and the psycho-emotional strength experienced by these professionals. Dialogical pedagogical gatherings are demonstrated as an optimal educational approach for the training and reflection of professional figures in General Foster Care Residences.

Downloads

Download data is not yet available.

Author Biographies

Miguel Ángel Hurtado Romero , Universidad de Valencia

He holds a diploma in Social Work, a degree in Social Education, and a degree in Pedagogy. Currently, he is pursuing doctoral studies in Education. He has served as a Judicial Measures Educator in open environments and as a Middle Technician in the Family and Childhood Service at the Ontinyent City Council. A social worker and coordinator in a residence for dependent elderly individuals. His professional work since 2009 has been focused on minors, adolescents, and young people in situations of risk and vulnerability. From 2012 to the present, he has worked as a Social Educator and coordinator in a General Foster Care Residence for NNA at the Fundación Asilo San Juan Bautista.

Rosana Palomares Mas , Universidad de Valencia

Associate Professor in the Department of Teaching and School Organization at the University of Valencia. She holds a PhD in Education Sciences from the research and development program. Currently, she is pursuing doctoral studies in Social Sciences. She has a diploma in Social Education, a primary education degree with a specialization in Physical Education, and a degree in Social Work. She served as a coordinator for emancipation homes for former wards of the state at the FISAT Foundation in the Valencian Community from 2016 to 2022; social educator and director of Emancipation Homes at the FISAT Foundation from 2011 to 2022. She currently works as a Social Worker in these homes

Esther Roca Campos , Universidad de Valencia

Assistant Professor with a Doctorate at the University of Valencia. Her research focuses on Successful Educational Practices that enhance learning, values, emotions, and feelings in childhood, as well as teacher training, such as dialogic discussions. She is a member of CREA (Community of Research on Excellence for All), which collaborates with other institutions to coordinate the international network of School Communities of Learning, a network of over 9000 schools in 14 countries that apply dialogic discussions and other successful practices. She is the editor of the Multidisciplinary Journal of Educational Research, Q1 Scopus. She participates in R&D projects such as ALLWOMEN: Empowering all women through adult education for sustainable development. She is the chair of the first open-access platform for educational scientific evidence, "Adhyayana," exemplifying her commitment to the transfer of educational research into society.

María José Chisvert Tarazona , Universidad de Valencia

Professor of Organization and Management of Educational Institutions in the Department of Teaching and School Organization at the University of Valencia. She holds a PhD in Philosophy and Education Sciences and is a member of the Transitions research group (GIUV2013-093). Her research interests revolve around the accreditation of professional qualifications, vocational training and guidance, and school organization. She has been the principal investigator of a project funded by the University of Valencia (2013-2014) and of a contract funded by the Second Chance Schools aimed at deepening the understanding of the model of these organizations (2020-2021).

References

Barros-del Río, M.A., Álvarez, P. y Molina Roldán, S. (2020). Implementing Dialogic Gatherings in TESOL teacher education. Innovation in Language Learning and Teaching, 15(2) 169-180. https://doi.org/10.1080/17501229.2020.1737075

Barudy, J. y Dantagnan, M. (2005). Buenos tratos a la infancia: parentalidad, apego y resiliencia. Gedisa.

Cameron-Mathiassen, J., Leiper, J., Simpson, J. y McDermott, E. (2022). What was care like for me? A systematic review of the experiences of young people living in residential care. Children and Youth Services Review, 138. https://doi.org/10.1016/j.childyouth.2022.106524

Carvalho, H., Mota, C. P., Santos, B., Costa, M. y Matos, P. M. (2023). Is It Possible to Strengthen Bonds without Breaking Hearts? The Relational Paradox within Residential Care. Residential Treatment for Children & Youth, 40(1), 24-43. https://doi.org/10.1080/0886571X.2022.2043804

Costa, M., Tagliabue, S., Melim, B., Mota, C. P. y Matos, P. M. (2022). Adolescents’ attachment, quality of relationships with residential caregivers, and emotion regulation. Journal of Adolescence, 94(5), 703-717. https://doi.org/10.1002/jad.12057

De Riso, S. (2006). Característica de la Operación Psicológica y Actitud Psicológica Profesional. Encuadre y ámbito de Intervención. UNER. Facultad de Trabajo Social.

Ellis, K. y Curtis, P. (2021). Care (ful) relationships: Supporting children in secure care. Child & Family Social Work, 26(3), 329-337. https://doi.org/10.1111/cfs.12812

Flecha, R (2015). Successful Educational Actions for Inclusion and Social Cohesion in Europe. Springer.

Flecha Garcia, R., Roca Campos, E., Lopez de Aguileta, G. (2022). Scientific Evidence-Based Teacher Education and Social Impact. In: M.A. Peters (ed.). Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-8679-5_42

Flick, U. (2015). El diseño de la investigación cualitativa. Morata.

García Yeste, C., Gairal Casadó, R., Munté Pascual, A. y Plaja Viñas, T. (2018). Dialogic literary gatherings and out-of-home child care: Creation of new meanings through classic literature. Child & Family Social Work, 23(1), 62-70. https://onlinelibrary.wiley.com/doi/abs/10.1111/cfs.12384

Graham, A., Canosa, A., Wall, J. y Thomas, P. (2023). Child-safe organizations and the ethics of empowered inclusion. Children & Society, 37(6), 1719-1736 https://doi.org/10.1111/chso.12732

Green, R., Gregory R. y Robyn Mason (2006). Professional Distance and Social Work: Stretching the Elastic? Australian Social Work, 59(4), 449-461. https://doi.org/10.1080/03124070600986010

Holmes, L., Connolly, C., Mortimer, E. y Hevesi, R. (2018). Residential group care as a last resort: Challenging the rhetoric. Residential Treatment for Children & Youth, 35(3), 209–224. https://doi.org/10.1080/0886571X.2018.1455562

Landis, J. R. y Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://pubmed.ncbi.nlm.nih.gov/843571/

Lymberry, M. (2000). The retreat from professionalism. In Malin, N. (ed.) Professionalism, Boundaries and the Workplace (pp. 123–138). Routledge.

Kenny K., Fernandez, E. y Spangaro, J. (2022). Relationship-Based Practice in Therapeutic Residential Care: A Double-Edged Sword, The British Journal of Social Work, 52(2), 663–681. https://doi.org/10.1093/bjsw/bcab018

Moore, T., McArthur, M., Death, J., Tilbury, C. y Roche, S. (2017). Young people’s views on safety and preventing abuse and harm in residential care: “It’s got to be better than home”. Children and Youth Services Review, 81, 212-219. https://doi.org/10.1016/j.childyouth.2017.08.010

Moore, T., McArthur, M., Death, J., Tilbury, C. y Roche, S. (2018). Sticking with us through it all: The importance of rustworthy

relationships for children and young people in residential care. Children and Youth Services Review, 84, 68-75. https://doi.org/10.1016/j.childyouth.2017.10.043.

Nieto, M. (2017). Sobre el Concepto de Cercanía Óptima. Margen Edición, 84, 1-4. https://www.margen.org/suscri/margen84/nieto-84.pdf

Osmond, J. (2005). The knowledge spectrum: A framework for teaching knowledge and its use insocial work practice. British Journal of Social Work, 35(6), 881-900. https://doi.org/10.1093/bjsw/bch280

Pinheiro, M., Magalhães, E., Calheiros, M.M. y Macdonald, D. (2022). Quality of Relationships Between Residential Staff and Youth: A Systematic Review. Child and Adolescent Social Work Journal. https://doi.org/10.1007/s10560-022-00909-6

Roca-Campos, E., Renta-Davids, A. I., Marhuenda-Fluixá, F. y Flecha, R. (2021). Educational impact evaluation of professional development of in-service teachers: The case of the dialogic Pedagogical Gatherings at Valencia “on giants’ Shoulders”. Sustainability, 13(8), 4275. https://www.mdpi.com/2071-1050/13/8/4275

Roche, S., Flynn, C. y Mendes, P. (2021). ‘They became my second family’: Children’s relational lives and relationship-based practice in residential care in the Philippines. Child & Family Social Work, 26(4), 652-663. https://doi.org/10.1111/cfs.12846

Rodríguez, J. A., Luis, J., Ruiz, L. y Oliver, E. (2020). On the Shoulders of Giants: Benefits of Participating in a Dialogic Professional Development Program for In-Service Teachers. Frontiers in Psychology, 11, 506411. https://doi.org/10.3389/fpsyg.2020.00005

Rodríguez-Oramas, A., Zubiri, H., Arostegui, I., Serradell, O. y Sanvicén-Torné, P. (2020). Dialogue with educators to assess the impact of dialogic teacher training for a zero-violence climate in a nursery school. Qualitative Inquiry, 26(8-9), 1019-1025.

Sala-Roca, J. (2019). Professional Parenting in institutional foster care: Proposal to improve care of children fostered in child protection centers. Pedagogía Social. Revista Interuniversitaria, 34, 97-109. https://doi.org/10.7179/PSRI_2019.34.07

Soldevila, A., Peregrino, A., Oriol, X. y Filella, G. (2013). Evaluation of residential care from the perspective of older adolescents in care. The need for a new construct: optimum professional proximity. Child & Family Social Work, 18(3), 285-293. https://doi.org/10.1111/j.1365-2206.2012.00843.x

Stake, R. (2021). Investigación con estudio de casos. Morata.

Vacarezza, A. (2008). Una Cuestión de Distancia. Revista Margen, Periódico de Trabajo Social y Ciencias Sociales. 48. https://www.margen.org/suscri/margen48/vacarez.html

Van Manen, M. (2016). El tacto en la enseñanza. El significado de la sensibilidad pedagógica. Paidós.