Scientific literature indicates that children who are in the child protection system, particularly in residential care, have a range of specific and developmental needs. From the resilience paradigm, social dimension has been... [ view full abstract ]
Scientific literature indicates that children who are in the child protection system, particularly in residential care, have a range of specific and developmental needs.
From the resilience paradigm, social dimension has been considered as key element to build resilience. Recent empirical consensus in the literature recognizes the important role played by the presence of a significant person in this process of building resilience. This significant figure has been named Mentor of Resilience.
Similarly, different approaches in psychology and education have outlined the importance of interpersonal relationships for human development, appreciating that interaction is a core developmental ingredient. From the socio-educational perspective, the quality of the professional-child relationship is considered to be a key predictor of successful intervention.
Considering the adversity these children face, and taking into account educative and resilience contributions, it is relevant to consider the potential of significant figures as sources of support to enhance resilience.
This presentation is part of a larger study, so here we focus on these aims: 1) to understand the significant relationship between child in residential care and the social educator and 2) to set some practice guidelines in order to promote that social educator becomes a Mentor of Resilience.
This research is based on qualitative methodology, taking the interpretative paradigm to understand the phenomenon in complex perspective. Data were gathered in two phases, each of which had different participants and strategies. In the first phase, participants were be twenty former youth who had been long-time periods of his life in residential care. Data collection was conducted through the lifeline (LIVIFS), the ecomap (ECOFS) and in-depth interview (in-depth interview FIGSIG). The second phase focuses on three of the twenty participants, with which involved another in-depth interview (in-depth interview DESRESIL). Additionally, the three professionals, as selected by the youth as the significant figures in their formal network, were interviewed (in-depth interview PROFFS). Data was analyzed using content analysis based on bottom up and top down system. Atlas.ti v.6.0 software was used to support the analysis of the interview content.
The results indicate that despite their vulnerable situation, youth can identify figures of their social network that provided significant support during foster care. In the majority of the cases, the key significant figure within the formal network is the social educator of the residential care. In this regard, we focus on educational relationships with the social educator, capturing the significance of the relationship, and identifying educational and resilient content that professionals provide to encourage the resilience in children. Finally, we recommend a set of socio-educational guidelines for professionals who work with children in residential care, in order to provide a positive impact on their direct practice.
As conclusions, our results are consistent with other investigations, and they contribute in multiple areas: a) a new way to understand educational relationship, pointing out the significance, the promotion of resilience and the processes it can generate; b) the verification of the social educator as a key piece in child resilience success and c) the potential of the mentor of resilience.
