The perspective of professionals vis-à-vis minors: fundamental for child welfare
Keywords:
minors, children, vulnerability, educationAbstract
The study starts from the understanding of the childhood as a vulnerable period. Thus, the way that the different professionals take action during that stage proves to be an essential aspect in order to boost their wellbeing. In this sense, this article examines two theoretical perspectives of vulnerable and unprotected minors, by making a distinction between child protection and child welfare. From now on, we state a case study developed in a Basque Country municipality. The focus of this study is the work conducted by the municipality’s social committee, as well as the committee’s social workers’ perspective of children and teenagers. For that purpose, we opted for a qualitative and participatory methodology, focused on document content analysis and semi-structured interviews. Finally, we conclude that the municipal social workers` perspective consists on a child welfare-based approach.Downloads
References
Bauman, Z. (2015). Ceguera moral: la pérdida de sensibilidad en la modernidad líquida. Madrid: Editorial Pardos Iberica.
Betancourt, T. S., Fawzi, M. C. S., Stevenson, A., Kanyanganzi, F., Kirk, C., Ng, L., Binagwaho, A. (2016). Ethics in community-based research with vulnerable children: Perspectives from Rwanda. Plos One, 11(9), 1-10. https://doi.org/10.1371/journal.pone.0163384
Castel, R. (2002). La metamorfosis de la cuestión social. Buenos Aires: Paidos Iberica.
Crea, T. M., Reynolds, A. D., Bunkers, K. M., & Bishop, C. M. (2018). Social service systems for vulnerable children and families in low- and middle-income countries: Establishing definitions and key components. International Journal of Social Welfare, 27(3), 305-315. https://doi.org/10.1111/ijsw.12306
Datta, D. (2013): Protecting rights of orphan and vulnerable children: No substitute for community action in Nyanza, Kenya. Community Development Journal, 48(1), 105-118. https://doi.org/10.1093/cdj/bss002
DECRETO 152/2017, de 9 de mayo, por el que se aprueba la actualización del Instrumento para la valoración de la gravedad de las situaciones de riesgo y desamparo en los Servicios Sociales Municipales y Territoriales de Atención y Protección a la Infancia y adolescencia en la Comunidad Autónoma del País Vasco (Balora). Recuperado de http://www.euskadi.eus/bopv2/datos/2017/07/1703354a.pdf
Equipo Coordinador del Programa Harimaguada (1997). Relación entre iguales. Cuadernos de pedagogía, 261, 44-48.
Fargion, S. (2006). Thinking professional social work: expertise and professional ideologies in social workers’ accounts of their practice. Journal of Social Work, 6(3), 255-273. https://doi.org/10.1177/1468017306071175
Fargion, S. (2007). Synergies and tensions in child protection and parent support: insights from the Italian case. Recuperado de https://socialwork.asu.edu/sites/default/files/haskell07.pdf
Flecha, R., Gomez, A., & Puigvert, L. (2011). Critical communicative methodology: Informing real social transformation through research. Qualitative Inquiry, 17(3), 235-245. https://doi.org/10.1177/1077800410397802
Freeman, M., & Nkomo, N. (2006). Guardianship of orphans and vulnerable children. A survey of current and prospective south African caregivers. Aids Care-Psychological and Socio-Medical Aspects of Aids/HIV, 18(4), 302-310. https://doi.org/10.1080/09540120500359009
Gana, C., Oladele, E., Saleh, M., Makanjuola, O., Gimba, D., Magaji, D., . . . Torpey, K. (2016). Challenges faced by caregivers of vulnerable children in cross river state and Abuja federal capital territory, Nigeria. Vulnerable Children and Youth Studies, 11(1), 24-32. https://doi.org/10.1080/17450128.2016.1151094
Goodman, M. L., Selwyn, B. J., Morgan, R. O., Lloyd, L. E., Mwongera, M., Gitari, S., & Keiser, P. H. (2016). Improved food quality, quantity and security among Kenyan orphans and vulnerable children: Associations with participation in a multisectoral community-based program, age, gender, and sexual risk. Food Security, 8(2), 427-442. https://doi.org/10.1007/s12571-016-0561-2
Hassan, A. O. (2013). Strengthening the capa city of community-based organisations to provide care and support to vulnerable children in southern Nigeria. Sexually Transmitted Infections, 89, A328-A328. https://doi.org/10.1136/sextrans-2013-051184.1027
Heimer, M., Nasman, E., & Palme, J. (2018). Vulnerable children's rights to participation, protection, and provision: The process of defining the problem in Swedish child and family welfare. Child & Family Social Work, 23(2), 316-323. https://doi.org/10.1111/cfs.12424
Herrera, M.M. (2006). La educación no formal en España. Revista de Estudios de Juventud, 74, 11-26.
Kanamori, M., Carter-Pokras, O., Madhavan, S., Feldman, R., He, X., & Lee, S. (2015). Overweight status of the primary caregivers of orphan and vulnerable children in 3 southern African countries: A cross sectional study. Bmc Public Health, 15, 757. https://doi.org/10.1186/s12889-015-2061-2
Kasese-Hara, M., Nduna, M., Ndebele, M., & Pillay, N. (2012). Health and psychosocial welfare of caregivers and households of orphans and vulnerable children (OVC) from a low-income South African community. Journal of Psychology in Africa, 22(3), 435-439. https://doi.org/10.1080/14330237.2012.10820551
Kim, K. H. (2014). Community-involved learning to expand possibilities for vulnerable children: A critical communicative, sen's capability, and action research approach. Journal of Mixed Methods Research, 8(3), 308-316. https://doi.org/10.1177/1558689814527877
Khoo, E., Hyvonen, U., & Nygren, L. (2002). Child Welfare or Child Protection. Qualitative Social Work, 1(4), 451-471.
Krane, J., & Davies, L. (2001). Mothering and child protection practice: rethinking risk assessment. Child & Family Social Work, 5(1), 35-45. https://doi.org/10.1046/j.1365-2206.2000.00142.x
Larson, B. A., Wambua, N., Masila, J., Wangai, S., Rohr, J., Brooks, M., & Bryant, M. (2013). Exploring impacts of multi-year, community-based care programs for orphans and vulnerable children: A case study from Kenya. Aids Care-Psychological and Socio-Medical Aspects of Aids/hiv, 25, S40-S45. https://doi.org/10.1080/09540121.2012.729807
Lopez Sanchez, F. (2007). La escuela infantil: observatorio privilegiado de las desigualdades. Madrid: Editorial Grao.
Marchioni, M. (1999). Comunidad, participación y desarrollo. Madrid: Editorial Popular.
Messer, L. C., Pence, B. W., Whetten, K., Whetten, R., Thielman, N., O'Donnell, K., & Ostermann, J. (2010). Prevalence and predictors of HIV-related stigma among institutional- and community-based caregivers of orphans and vulnerable children living in five less-wealthy countries. Bmc Public Health, 10, 504. https://doi.org/10.1186/1471-2458-10-504
Messiou, K. (2012). Collaborating with children in exploring marginalisation: An approach to inclusive education. International Journal of Inclusive Education, 16(12), 1311-1322. https://doir.org/10.1080/13603116.2011.572188
Mnubi-Mchombu, C., Mostert, J., & Ocholla, D. (2009). Information needs and information-seeking behaviour of orphans and vulnerable children and their caregivers in Okahandja, Namibia. African Journal of Library Archives and Information Science, 19(1), pp. 39-52.
Muriuki, A. M., & Moss, T. (2016). The impact of para-professional social workers and community health care workers in Cote d'Ivoire: Contributions to the protection and social support of vulnerable children in a resource poor country. Children and Youth Services Review, 67, 230-237. https://doi.org/10.1016/j.childyouth.2016.06.018
O’Connell, M., Boat, T., & Warner, K. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. Washington, DC: The National Academies Press.
Parrilla, A., Sierra, S., & Muñoz, M. A. (2013). Proyectos educativos con vocación comunitaria. Revista de investigación en educación, 3(11), 15-31.
Parton, N. (2009). Challenges to practice and knowledge in child welfare social work: from the «social» to the «informational»? Children and Youth Services Review, 31(7), 715-721. https://doi.org/10.1016/j.childyouth.2009.01.008
Patel, D., Matyanga, P., Nyamundaya, T., Chimedza, D., Webb, K., & Engelsmann, B. (2012). Facilitating HIV testing, care and treatment for orphans and vulnerable children aged five years and younger through community-based early childhood development play centres in rural Zimbabwe. Journal of the International Aids Society, 15, 17404. https://doi.org/10.7448/IAS.15.4.17404
Piaget. J., Konrad. L. & Erikson. E (1982). Juego y desarrollo. Barcelona: Editorial Crítica.
Prilleltensky, I. (2010). Child wellness and social inclusion: Values for action. American Journal of Community Psychology, 46(1-2), 238-249. https://doi.org/10.1007/s10464-010-9318-9
Reynaert, D., Bouverne-De Bie, M., & Vandevelde, S. (2010). Children’s rights education and Social work: contrasting models and understandings. International Social Work, 53(4), 443-456. https://doi.org/10.1177/0020872809355367
Roose, R., & Bouverne-De Bie, M. (2007). Do children have rights or do their rights have to be realised? The United Nations Convention on the Rights of the Child as a frame of reference for pedagogical action. Journal of Philosophy of Education, 41(3), 431-443. https://doi.org/10.1111/j.1467-9752.2007.00568.x
Roose, R., & Bouverne-De Bie, M. (2008). Children’s rights: A challenge for Social work. International Social Work, 51(1), 37-46. https://doi.org/10.1177/0020872807083914
Spratt, T. (2001). The Influence of child protection orientation on child welfare practice. The British Journal of Social Work, 31(6), 933-954. https://doi.org/10.1093/bjsw/31.6.933
Skovdal, M., Robertson, L., Mushati, P., Dumba, L., Sherr, L., Nyamukapa, C., & Gregson, S. (2014). Acceptability of conditions in a community-led cash transfer programme for orphaned and vulnerable children in Zimbabwe. Health Policy and Planning, 29(7), 809-817. https://doi.org/10.1093/heapol/czt060
Tellado, I., López-Calvo, L., y Alonso-Olea, M. J. (2014). Dialogic design of qualitative data collection for researching the mirage of upward mobility. Qualitative Inquiry, 20(7), 856-862. https://doi.org/10.1177/1077800414537207
Tonucci, F. (2017). A modo de introducción...La diversidad como valor en una escuela que cambia. Aula Abierta, 46, 9-12.
Thurman, T. R., Jarabi, B., & Rice, J. (2012). Caring for the caregiver: Evaluation of support groups for guardians of orphans and vulnerable children in Kenya. Aids Care-Psychological and Socio-Medical Aspects of Aids/hiv, 24(7), 811-819. https://doi.org/10.1080/09540121.2011.644229
Tuot, S., Sopheab, H., Oum, S., & Connelly, C. (2012). HIV-related orphans and vulnerable children: Schooling, nutrition and community support among three provinces in Cambodia. Journal of the International Aids Society, 15, 234-234.
UNICEF (2006). Convención sobre los derechos del niño. Madrid: UNICEF.
Vreeman, R., Kamaara, E., Kamanda, A., Ayuku, D., Nyandiko, W., Atwoli, L., . . . Braitstein, P. (2012). Community perspectives on research consent involving vulnerable children in western Kenya. Journal of Empirical Research on Human Research Ethics, 7(4), 44-55. https://doi.org/10.1525/jer.2012.7.4.44
Yakubovich, A. R., Sherr, L., Cluver, L. D., Skeen, S., Hensels, I. S., Macedo, A., & Tomlinson, M. (2016). Community-based organizations for vulnerable children in South Africa: Reach, psychosocial correlates, and potential mechanisms. Children and Youth Services Review, 62, 58-64. https://doi.org/10.1016/j.childyouth.2016.01.016
Zheng, Y, & Guo, H. (2014). The research on community-based rescue and protection system for the most vulnerable children in Chengdu - the case study of Yulin East Road Community. In X, Zhu & S Zhao (Ed.). Proceedings of 2014 International Conference on Public Administration (10th), Vol II.
Downloads
Published
How to Cite
Issue
Section
License
Copyright Notice
Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment) signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).
3.png)
_(2).png)
2.jpg)
