The influence of socio-affective relationship training on psychological well-being and autonomy in young people in the care system
DOI:
https://doi.org/10.7179/PSRI_2022.40.03Keywords:
Autonomy, care system, psychological wellbeing, social relationships, youthAbstract
Training for socio-affective relationships is a key part of the intervention approach for young people in the care system. This article presents results from a study investigating the effect of relationship training on the psychological well-being of young people in this group, in order to determine whether this intervention affects their autonomy/ independent living skills. To this end, we designed a descriptive, quantitative study within the framework of a larger project examining transitions by young people who have left care. Convenience sampling (a non-probability method) was employed. The sample consisted of 102 young male and female participants who completed the Psychological Well-being Scale[J1] and the Transition to Adulthood Autonomy Scale (EDATVA in Spanish). Inferential analysis was performed using the Kruskal-Wallis test. The results show that preparing these young participants for family and social relationships had a positive effect on their psychological welfare and autonomy. These findings underscore the need to implement socio-educational intervention strategies aimed at improving family and social relationships within this group.
Downloads
References
Addae, E. A. (2020). The mediating role of social capital in the relationship between socioeconomic status and adolescent wellbeing: evidence from Ghana. BMC Public Health, 20(20), 1-11. https://doi.org/10.1186/s12889-019-8142-x.
Ainsworth, M. D. S. & Bowlby, J. (1991). An ethological approach to personality development. American Psychologist, 46(4), 333-341
Asociación Médica Mundial (AMM) (21 de marzo de 2017). Declaración de Helsinki de la AMM. Principios éticos para las investigaciones médicas en seres humanos. https://bit.ly/2X6lSOC.
Ball, B., Sevillano, L., Faulkner, M. & Belseth, T. (2021). Agency, genuine support, and emotional connection: Experiences that promote relational permanency in foster care. Children and Youth Services Review, 121, 13-31. https://doi.org/10.1016/j.childyouth.2020.105852.
Bennett, J., Unrau, Y., Gray, L. & Dawson, A. (2020). A coaching model to support college students from foster care. Relational Child and Youth Care Practice, 33(2), 78-95.
Bernal, T., Melendro, M. & Charry, C. (2020). Transition to Adulthood Autonomy Scale for Young People: Design and Validation. Frontiers in Psychology, 11(457). https://doi.org/10.3389/fpsyg.2020.00457.
Bernal, T., Melendro, M., Charry, C. & Goig, R. (2020). La influencia de la familia y la educación en la autonomía de los jóvenes: una revisión sistemática. Bordón. Revista de Pedagogía, 72(2), 29-44. https://doi.org/10.13042/Bordon.2020.76175
Bluth, K., Campo, R. A., Futch, W. S. & Gaylord, S. A. (2017). Age and gender differences in the associations of self-compassion and emotional well-being in a large adolescent sample. J Youth Adolesc 46, 840-853. https://doi.org/10.1007/s10964-016-0567-2.
Burgos-Jama, M. M. & García-Ledeño, M. L. (2020). Los estilos de crianzas en el desarrollo socioafectivo de niños de 6 a 11 años. Dominio de las Ciencias. Revista Científica, 6(4), 732-750. https://dx.doi.org/10.23857/dc.v6i4.1502.
Bwalya, J. C. & Sukumar, P. (2019). The Relationship Between Social Capital and Children’s Health Behaviour in Ireland. SSRN. https://ssrn.com/abstract=3418320.
Cameron, C., Höjer, I., Nordenfors, M. & Flynn, R. (2020). Security-first thinking and educational practices for young children in foster care in Sweden and England: A think piece. Children and Youth Services Review, 119. https://doi.org/105523-105540.10.1016/j.childyouth.2020.105523.
Carvalho, J. M., Delgado, P., Montserrat, C., Llosada-Gistau, J. & Casas, F. (2021). Subjective Well-Being of Children in Care: Comparison between Portugal and Catalonia. Child and Adolescent Social Work Journal, 38, 81-90. https://hdl.handle.net/11328/3340.
Chase, E. (2020). Transitions, capabilities and wellbeing: How Afghan unaccompanied young people experience becoming ‘adult’ in the UK and beyond. Journal of Ethnic and Migration Studies, 46(2), 439-456. https://doi.org/10.1080/1369183X.2019.1584704
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159. https://doi.org/10.1037/0033-2909-112-1-155
Cuenca, M. E., Campos, G. & Goig, R. M. (2018). El tránsito a la vida adulta de los jóvenes en acogimiento residencial: el rol de la familia. Educación XX1, 21(1), 321-343. https://doi.org/10.5944/educxx1.20201.
Dahlhaus, C. & Schlösser, T. (2021). The Interplay of Social Status and Trust: A Critical Review of Concepts, Operationalizations, and Findings. Review of General Psychology, 25(2), 203-220. https://doi.org/10.1177/10892680211007405
De-Juanas, A., García-Castilla, F.J. & Ponce de León, A. (2020). El tiempo de los jóvenes en dificultad social: utilización, gestión y acciones socioeducativas. Revista Española de Pedagogía, 78(277), 477-495.
De-Juanas, A., Limón, R. & Navarro, E. (2013). Análisis del bienestar psicológico, estado de salud percibido y calidad de vida en personas adultas mayores. Pedagogía Social. Revista Interuniversitaria, 22, pp. 153-168 https://doi.org/10.7179/PSRI_2013.22.02
Delgado, P., Carvalho, J. M., Montserrat, C. & Llosada-Gistau, J. (2020). The subjective well-being of Portuguese children in foster care, residential care and children living with their families: Challenges and implications for a child care system still focused on institutionalization. Child Indicators Research, 13(1), 67-84. https://doi.org/10.1007/s12187-019-09652-4.
Díaz, D., Rodríguez-Carvajal, R., Blanco, A., Moreno-Jiménez, B., Gallardo, I. & Valle, et al. (2006). Adaptación española de las escalas de bienestar psicológico de Ryff. Psicothema 18, 572–577.
Díaz-Esterri, J., De-Juanas, Á., Goig-Martínez, R. & García-Castilla, F.J. (2021). Inclusive Leisure as a Resource for Socio-Educational Intervention during the COVID-19 Pandemic with Care Leavers. Sustainability 13, 8851. https://doi.org/10.3390/su13168851.
Ferguson, C. J. (2009). An effect size primer: a guide for clinicians and researchers. Professional Psychology: Research and Practice 40, 532-538. https://doi.org/10.1037/a0015808
Fernández-Simo, D. & Cid-Fernández, X. M. (2018). Análisis longitudinal de la transición a la vida adulta de las personas segregadas del sistema de protección a la infancia ya la adolescencia. Bordón. Revista de Pedagogía, 70(2), 25-38. https://doi.org/10.13042/Bordon.2018.54539
Friedman, E. M., Ruini, C., Foy, R., Jaros, L., Sampson, H. & Ryff, C. D. (2017). Lighten UP! A community-based group intervention to promote psychological well-being in older adults. Aging & mental health, 21(2), 199-205. http://doi:10.1080/13607863.2015.1093605.
García-Moya, I., Brooks, F., Morgan, A. & Moreno, C. (2015). Subjective well-being in adolescence and teacher connectedness: A health asset analysis. Health Educ J 74, 641-654. https://doi.org/10.1177%2F0017896914555039.
Gao, J. & McLellan, R. (2018). Using Ryff’s scales of psychological well-being in adolescents in mainland China. BMC psychology, 17(6), 2-8. https://doi.org/10.1186/s40359-018-0231-6.
Goig, R. M. & Martínez, I. (2019). La transición a la vida adulta de los jóvenes extutelados. Una mirada hacia la dimensión” vida residencial”. Bordón. Revista de pedagogía, 71(2), 71-84. https://doi.org/10.13042/Bordon.2019.67905.
Gómez-López M., Viejo C. & Ortega-Ruiz R. (2019). Well-Being and Romantic Relationships: A Systematic Review in Adolescence and Emerging Adulthood. International Journal of Environmental Research and Public Health. 16(13): 2415. https://doi.org/10.3390/ijerph16132415.
González-García, C., Bravo, A., Arruabarrena, M. I., Martín, E., Santos, I. & Del Valle, J. F. (2017). Emotional and behavioral problems of children in residential care: Screening detection and referrals to mental health services. Children and Youth Services Review, 73, 100-106. https://doi.org/10.1016/j.childyouth.2016.12.011.
Goyette, M. (2010). El Tránsito a la Vida Adulta de los Jóvenes Atendidos desde los Servicios Sociales. Revista Interuniversitaria de Pedagogía Social, 17, 43-56. https://doi.org/10.7179/PSRI_2010.17.04.
Häggman-Laitila, A., Salokekkilä, P. & Karki, S. (2018). Transition to adult life of young people leaving foster care: A qualitative systematic review. Children and Youth Services Review, 95, 134-143. https://doi.org/10.1016/j.childyouth.2018.08.017.
Hassall, A., van Rensburg, E. J., Trew, S., Hawes, D. J. & Pasalich, D. S. (2021). Does Kinship vs. Foster Care Better Promote Connectedness? A Systematic Review and Meta-Analysis. Clinical Child and Family Psychology Review, 1-20. https://doi.org/10.1007/s10567-021-00352-6.
Holt-Lunstad, H. & Smith, T. (2012). Social Relationships and Mortality. Social and Personality Psychology Compass 6(1), 41-53. https://doi.org/10.1111/j.1751-9004.2011.00406.x.
Holopainen, L., Lappalainen, K., Junttila, N. & Savolainen, H. (2012). The role of social competence in the psychological well-being of adolescents in secondary education. Scandinavian Journal of Educational Research, 56(2), 199-212. https://doi:10.1080/00313831.2011.581683.
Inguglia, C., Ingoglia, S., Liga, F., Coco, A. L. & Cricchio, M. G. L. (2015). Autonomy and relatedness in adolescence and emerging adulthood: Relationships with parental support and psychological distress. Journal of Adult Development, 22(1), 1-13. https://doi.org/10.1007/s10804-014-9196-8.
Jimeno-Jiménez, M. (2017). La figura del educador social como tutor de apego en los hogares tutelados para menores en situación de protección. RES: Revista de Educación Social, (25), 236-244.
Keyes, C. L., Ryff, C. D. & Shmotkin, D. (2002). Optimizing Well-Being: The Empirical Encounter of Two Traditions. Journal of Personality and Social Psychology, 82, 1007-1022. doi: https://doi.org/10.1037/0022-3514.82.6.1007.
Kleijberg, M., Ahlberg, BM., Hilton, R. & Tishelman, C. (2020). Death, loss and community-perspectives from children, their parents and older adults on intergenerational community-based arts initiatives in Sweden. Health Social Care in the Community, 28(6), 2025-2036. https://doi-org.dti.sibucsc.cl/10.1111/hsc.13014
Klocke, A., & Stadtmüller S. (2019). Social capital in the health development of children. Child Indic Res, 12(4), 67–85. https://doi.org/10.1007/s12187-018-9583-y.
Kothari, B. H., Blakeslee, J. & Miller, R. (2020). Individual and interpersonal factors associated with psychosocial functioning among adolescents in foster care: A scoping review. Children and youth services review, 118, 105454. https://doi.org/10.1016/j.childyouth.2020.105454
Lammers, J., Stoker, J. I., Rink, F., & Galinsky, A. D. (2016). To have control over or to be free from others? The desire for power reflects a need for autonomy. Personality and Social Psychology Bulletin, 42, 498–512. https://doi.org/10.1177/0146167216634064.
Larsen, M., Goemans, A., Baste, V., Wilderjans, T. F., & Lehmann, S. (2021). Predictors of quality of life among youths in foster care a 5 year prospective follow-up study. Quality of life research, 30(2), 543-554. https://doi.org/10.1007/s11136-020-0641-z.
Lucktong, A., Salisbury, T. T., & Chamratrithirong, A. (2018). The impact of parental, peer and school attachment on the psychological well-being of early adolescents in Thailand. International Journal of Adolescence and Youth, 23(2), 235-249. https://doi:10.1080/02673843.2017.1330698.
Magee, C., Guhn, M., Schonert-Reichl, K. A., & Oberle, E. (2019). Mental well-being among children in foster care: The role of supportive adults. Children and Youth Services Review, 102, 128-134. https://doi.org/10.1016/j.childyouth.2019.05.005.
Martín, E., González P., Chirino E., & Castro J.J. (2020). Inclusión social y satisfacción vital de los jóvenes extutelados. Pedagogía Social. Revista Interuniversitaria, 35 101-111. https://doi.org/10.7179/PSRI_2020.35.08.
Martín, E., González-Navasa, P., & Domene-Quesada, L. (2021). Entre dos sistemas: los jóvenes tutelados en acogimiento residencial con medidas judiciales. Anuario de Psicología Jurídica, 31, 55-61. https://doi.org/10.5093/apj2021a5
Mansilla, M., Olaya, C., & Picazo, M. (2018). ¿Qué papel tiene el apego en la aparición de dificultades y fortalezas en menores en acogimiento residencial? Psychology, Society & Education, 10(2), 163-171. https://doi:10.25115/psye.v10i1.712
Melendro, M., Campos, G., De-Juanas Oliva, A., García-Castilla, F.J., Goig, R.M., Martínez, I. & Rodríguez-Bravo, A.E. (2019). Cuestionarios EVAPA (Evaluación de la Autonomía Personal). Registro Territorial de la Propiedad Intelectual de la Comunidad de Madrid, Nº M-004026/2019.
McDowall, J. J. (2016). Create’s advocacy for young people transitioning from care in Australia. In Young people transitioning from out-of-home care (pp. 285-308). Palgrave Macmillan.
Moore, T., McArthur, M., Death, J., Tilbury, C., & Roche, S. (2018). Sticking with us through it all: The importance of trustworthy 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.
Osher, D., Cantor, P., Berg, J., Steyer, L. & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development. Applied Developmental, 24(1), 6-36. https://doi.org/10.1080/10888691.2017.1398650.
Páez, J., De-Juanas, A., García-Castilla, F.J. & Díaz, M. J. (2020). A study about social values and psychological well-being in young people: implications for educational social work. Social Work Education 39(6), 721-736. https://doi.org/10.1080/02615479.2020.1793935
Pulido-Acosta, F., & Herrera-Clavero, F. (2018). Relaciones entre rendimiento e inteligencia emocional en secundaria. Tendencias Pedagógicas, 31, 165-186. https://doi:10.15366/tp2018.31.010
Refaeli, T., Benbenishty, R., & Zeira, A. (2019). Predictors of life satisfaction among care leavers: a mixed-method longitudinal study. Children and Youth Services Review, 99, 146-155. https://doi.org/10.1016/j.childyouth.2019.01.044.
Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2018). Daily well-being: The role of autonomy, competence, and relatedness. In H. T. Reis (ed.), Relationships, Well-Being and Behaviour (London, UK: Routledge), 317–349. https://doi.org/10.1177/0146167200266002.
Ryff, C. D. (2014). Psychological well-being revisited: Advances in the science and practice of eudaimonia. Psychotherapy and psychosomatics, 83(1), 10-28. https://doi.org/10.1159/000353263.
Saenz de Jubera, M., Alonso, R. A., Ponce-de-León, A. & De-Juanas, A. (2019). Perfil de las familias españolas en las que conviven tres generaciones. Caurensia. Revista anual de Ciencias Eclesiásticas, 14, 452-473.
Sánchez-Queija, I. & Oliva, A. (2003). Vínculos de apego con los padres y relaciones con los iguales durante la adolescencia. Revista de Psicología Social, 18(1), 71-86. https://doi:10.1174/02134740360521796.
Tahkola, E. M., Metsäpelto, R. L., Ruohotie‐Lyhty, M. & Poikkeus, A. M. (2021). Relationships of young adults with foster care backgrounds: Tensions and management strategies. Child & Family Social Work, 26(3), 358-369. https://doi.org/10.1111/cfs.12816
Toyoshima, A., & Sato, S. (2019). Examination of the effect of preference for solitude on subjective well-being and developmental change. Journal of Adult Development, 26, 139-148. https://doi:10.1007/s10804-018-9307-z
Trahan, M. H., Morley, R. H. & Shafer, K. (2021). Father-Adolescent Relationship Closeness: A Path Analysis of Family Factor Associates with Father-Adolescent Engagement and Relationship Quality. Child and Adolescent Social Work Journal, 38, 265-282. https://scholarsarchive.byu.edu/facpub/4421
Van Petegem, S., Soenens, B., Vansteenkiste, M. & Beyers, W. (2015). Rebels with a cause? Adolescent defiance from the perspective of reactance theory and self−determination theory. Child Development 86, 903–918. https://doi.org/10.1111/cdev.12355
Vizoso, C. M. (2019). Resiliencia, optimismo y estrategias de afrontamiento en estudiantes de Ciencias de la Educación. Psychology, Society & Education, 11(3), 367-377. https://doi.org/10.25115/psye.v10i1.2280
Viner, R. (2017). How to Measure Enabling and Supportive Systems for Adolescent Health, Innocenti Research Briefs, 2017(08), 1-16.
Wesley, B. C., Pryce, J. & Samuels, G. M. (2020). Meaning and essence of child well-being according to child welfare professionals. Child and Adolescent Social Work Journal, 37(4), 425-441. https://doi.org/10.1007/s10560-019-00638-3.
White, K. R., Rolock, N., Marra, L., Faulkner, M., Ocasio, K. & Fong, R. (2021). Understanding wellbeing and caregiver commitment after adoption or guardianship from fostercare. Journal of Public Child Welfare, 15(1), 105-130. https://doi.org/10.1080/15548732.2020.1850601.
Wood, M. & Selwyn, J. (2017). Looked after children and young people’s views on what matters to their subjective well-being. Adoption & Fostering, 41(1), 20-34.https://doi.org/10.1177/0308575916686034
Young, R. (2017). Personal autonomy: Beyond negative and positive liberty. London, UK: Routledge.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Pedagogía Social. Revista Interuniversitaria
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright and right to archive
The published version of the articles can be self-archived by their authors in open access institutional and thematic repositories. However, Pedagogía Social. Revista Interuniversitaria must authorize partial or global reutilisation on new papers or publications.
Published papers must be cited including the title of the journal Pedagogía Social. Revista Interuniversitaria, issue, pages and year of publication
Ethical responsibilities
Pedagogía Social. Revista Interuniversitaria does not accept any material that has been previously published in other documents or publications. Authors are responsible for obtaining the required permissions for partial or global reproduction any material from other publications, and to correctly quote its origin.
Pedagogía Social. Revista Interuniversitaria is obliged to detect and report fraudulent practices.
Only those who have intellectually contribute to the development of the paper must appear as authors.
The journal expects authors to declare any commercial partnership that might entail a conflict of interest with respect to the submitted article.
Authors must mention in the article, preferably in the “methodology” section, that the procedures used during the samplings and controls have been made after getting informed consent.
The journal will not use any received contribution in a way other than the goals described in these guidelines.
Copyright Notice
© Pedagogía Social. Revista Interuniversitaria. Papers published in both the printed and online versions of this Journal are property of Pedagogia Social. Revista Interuniversitaria, being required to cite the source in any partial or total reproduction.
Unless otherwise stated, all content of this electronic journal is distributed under "Creative Commons Attribution-Non commercial 3.0 Spain" (CC-by-nc) license for use and distribution. The informative version and the legal text of this license is available here. This has to be expressly stated in this way when necessary.