2026-06-08T11:26:32Zhttps://docta.ucm.es/rest/oai/requestoai:docta.ucm.es:20.500.14352/214782023-07-13T02:22:28Zcom_20.500.14352_14col_20.500.14352_22
Docta Complutense
advisor
Macías Gómez, Escolástica
author
Fernández Muelas, Elisa
2023-06-18T02:51:17Z
2023-06-18T02:51:17Z
2016-11-29
https://hdl.handle.net/20.500.14352/21478
The reality of children living in foster homes is clearly linked to the professionals that surround them both in the educational and residentialsphere. These are children who in all aspects of their livesat all hours, are exposed to the professionalism of those who work with them and not the affection of a family; their development is fully mediated by institutions. It is therefore a priority that teachers have specific training on children living infoster care, that general government (Education and Social Services) provide guidelines for action agreed to allow the coordination between the different professionals involved with children in foster care, considering the complexity of this coordination, as there are many institutions involved with these children: Social Services, schools, foster residences foster ... among others. Educational professionals have an important role in this intervention process, being their good professional work the one that favors a tight development of children in the educational field, but this intervention takes place generally from the ignorance of the specific situation faced by children living inresidential care and from the failure of the educational administration into sharing protocols, time and space, necessary for a proper coordination. In the event children incustody, and because of the uniqueness of their situation and the importance of a good intervention, there should be no space for improvisation.In addition intervention with children in residential care has to be based on a training and intervention from the complementary roles that is to be structured, systematic and evaluated in a continuously way by the professionals involved.We understand that the principle of equality in education requires to offer these minors an opportunity based on an appropriate intervention with formed professionals, knowledgeable and with the time and the necessary conditions...
spa
Análisis de la respuesta educativa desde la escuela a los menores en acogimiento residencial: un estudio de caso en la Comunidad de Madrid
doctoral thesis
URL
https://docta.ucm.es/bitstreams/c7415d25-d416-428e-8e09-cf2e5c90fad2/download
File
MD5
40d2f14548cdf87010b376fb5964f6ee
3272341
application/pdf
T38093.pdf
URL
https://docta.ucm.es/bitstreams/725a5f13-778d-499a-9a57-c8469610e741/download
File
MD5
f4832bc4ad82d30a56d8f45ddbbfafff
509506
text/plain
T38093.pdf.txt