Articles publicats (GRISIJ)

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    Open Access
    The participation of parents in the protection system: The case of the Spanish legislation
    (John Wiley & Sons, 2023) Massons Ribas, Anna; Balsells, M. Àngels; Cortada i Cortijo, Neus
    Working with the families of origin of children and adolescents (CA) who are in the CA protection system is essential to achieve reunification, which is the ultimate objective when planning foster care; it is a scientific, social and professional challenge that must be included in the legislation of each country. For this, it is essential that the laws consider and regulate the participation of families in decision-making during foster care and subsequent reunification processes. We analysed 22 laws enacted through Spanish legislation, both national and regional, that regulate the protection of children. The study focuses on analysing how the Spanish legislation contemplates the participation of parents during foster care and subsequent reunification. The Spanish legislative texts do not expressly, clearly and effectively include the participation of parents. They are limited to the punctual recognition of acts of notification and hearing and, where appropriate, of opposition to certain resolutions. Spain lacks a general legal framework that supports and guarantees the necessary participation of the family in the protection system. The focus on the recognition of the rights of CA in laws as a result of international pressure has relegated the legal protection of the rights of parents, mainly in their right to be heard.
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    Open Access
    La educación transmedia en el ámbito no formal: una revisión sistemática
    (2023) Erta Majó, Arnau; Vaquero Tió, Eduard
    La proliferación de medios de comunicación y la expansión de Internet ha propiciado la aparición y utilización de narrativas transmedia. Su aplicación en la educación, conocida como educación transmedia, ha sido investigada principalmente en ámbitos educativos formales. No obstante, desde la perspectiva de la ecología del aprendizaje destaca la importancia de todos los ámbitos educativos. Este estudio tiene el objetivo de conocer los antecedentes de la literatura científica sobre el uso de las narrativas transmedia en la educación no formal a partir de una revisión sistemática de la literatura científica con el fin de identificar y analizar tanto los Objetos Educativos Transmedia (OET) como de los Procesos Educativos Transmedia (PET), que se llevan a cabo en este ámbito educativo. Se realizó una revisión sistemática de la literatura siguiendo las orientaciones PRISMA (Page et al, 2021) a partir de cinco fases: 1) Búsqueda, 2) Filtrado, 3) Elegibilidad, 4) Clasificación y 5) Revisión y análisis. Tales fases resultaron finalmente en la revisión y análisis cualitativo de 29 documentos. El estudio expone el escaso desarrollo de PET en el ámbito educativo no formal, los cuales son a menudo adaptados del ámbito formal sin especial atención a las características del ámbito no formal. Desde un punto de vista ecológico, se reflexiona que la educación transmedia posee propiedades para potenciar los PET y diversificar oportunidades de aprendizaje, participación e implicación de distintos colectivos propios del ámbito educativo no formal. Se pone de manifiesto el interés de realizar investigaciones y proyectos orientados a la práctica en un campo poco explorado, donde la adaptación de los materiales a un entorno transmedia podría favorecer avances en múltiples colectivos para promover su desarrollo e inclusión social.
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    Open Access
    Factores clave para la reunificación familiar: análisis mediante un estudio de caso en acogimiento residencial
    (2022) Ortega Ortigoza, Daniel; Urrea Monclús, Aida; Rodríguez Rodríguez, Julio
    El acogimiento residencial es una medida temporal para la protección a la infancia y la adolescencia en riesgo social que ha de atender el interés superior del niño, es decir, se establece cuando se requiere la separación del niño sobre el núcleo familiar de origen y no es posible un acogimiento familiar. Una excesiva durabilidad de la medida puede aumentar las consecuencias psicosociales, educativas o familiares de la infancia y adolescencia tutelada. El objetivo de este artículo es poner de manifiesto, mediante un estudio de caso, el proceso de reunificación de un niño en acogimiento residencial, a partir del trabajo multidisciplinar entre los profesionales implicados. El artículo señala, además, algunas de las dificultades inherentes en el manejo de estas situaciones, así como los elementos facilitadores del proceso de reunificación. En conclusión, se destaca la importancia de reducir el tiempo del acogimiento residencial atendiendo al interés superior de la infancia, y la necesidad del trabajo multidisciplinar para facilitar el retorno a casa.
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    Open Access
    Psychoeducational instruments for socio-pedagogical intervention: validation of criteria employed in the situational test for socio-emotional competence development among young people (DCSE-J)
    (Sociedad Iberoamericana de Pedagogía Social, 2021) Urrea Monclús, Aida; Rodríguez Pérez, Sara; Sala Roca, Josefina; Zárate Alva, Nair Elizabeth
    Socio-emotional competences are fundamentally important for the psychological, social and academic development of young people, and especially those in highly vulnerable contexts. It is essential that Social Pedagogy socio-educational interventions with these young people take these competences into consideration. However, there are no copyleft diagnostical instruments in this area. In this study, we present a validation of the criteria employed in the situational test for Socio-emotional Competence Development among Young People (DCSE-J), a copyleft instrument designed for 12- to 18-year-old boys and girls and adapted for use with both young people who live with their families and in care centres. A total of 409 secondary school students were asked to take the test and identify peers whose behaviour showed signs of these competences. The results showed that those students nominated most often by their peers also scored highest in the test. It was also observed that girls were nominated more often and had higher test scores. In addition, the results showed the multidimensional nature of the test items and the multilevel interrelationship of the competences, meaning that the mastery of more complex competences requires the mastery of more basic ones. The results demonstrated the criterion validity of the test and that the DCSE-J test is a valid psycho-educational evaluation instrument for measuring socio-emotional competences among young people. This, in turn, allows for specific pedagogical intervention that addresses the specific socio-emotional competences of the group.
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    Open Access
    Relation between Learning Disabilities and Socioemotional Skills in Children and Adolescents: A Systematic Review
    (Horizon Research Publishing, 2021) Narváez Olmedo, Gabriela; Sala Roca, Josefina; Urrea Monclús, Aida
    The relationship of learning disabilities with social-emotional competencies has been a subject of extensive study in previous decades. It has been possible to identify that the decrease in socio-emotional competencies can hinder the development of the academic progress of students with learning disabilities. However, at present, the researches that address this issue have been comparatively scarce, and at certain points, it has been identified that they could be improved in future studies. Within the framework of this idea, this systematic and methodical review focuses on describing empirical studies that relate these two variables and, additionally, on analyzing and scrutinizing the results that most recent research have reached. This review has taken as reference databases such as Eric, Scopus, and PsycInfo, in the period from 2013 to 2018. The results show that, although most of the assessed studies acknowledge that children and adolescents with learning disabilities have lower socio-emotional competencies, it has not been possible to specify the causes of this relationship, besides, the various instruments used and the variety of theoretical explanations of the two variables studied, resulting in a lack of synchronicity in the explanation of these results. That is why it is necessary to deepen and expand the subject by manipulating other variables and fluctuations that could have an impact onthis relationship, like sex, the type of disabilities, age, and the cultural context in which the students operate, among others. The question of continuing with similar research to be carried out has been risen to modify the limitations discovered in terms of the instruments used, the variety of types of socio-emotional competences, the lack of specificity of learning disabilities, and especially in the systematic and longitudinal methodology which in turn provides the identification of more specific characteristics regarding the causal relationship of learning disabilities and socio-emotional competences.