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Educadoras-es Familiares

EDUCADOR FAMILIAR: LOS AUTOINFORMES

Un autoinforme es un mensaje verbal que un persona emite acerca de cualquier manifestación propia. Los autoinformes han sido bastante criticados, achacándole el no ofrecer suficientes garantías científicas. En la actualidad, y gracias a que es el único medio de acceder a los contenido cognitivos (tanto internos como externos) del sujeto, comienza a emplearse con mayor frecuencia.

Educación familiar y niños con un desarrollo aventajado:

Generalmente se piensa que la educación de un hijo con aptitudes extraordinarias es muy fácil; pero tan sólo sus familias, investigadores, profesores, etc. saben las dificultades que presenta la educación de estas personas. Una aureola de estereotipos circundan alrededor del superdotado, considerándolo niñ@ que sobresale en todas las áreas del desarrollo, maduros emocionalmente y con un gran autocontrol, que están adaptados socialmente, que son independientes, responsables y capaces de enfrentarse a cualquier presión de un modo constructivo. Las investigaciones han demostrado que se puede hablar también de sobredotación sin que se den todas estas características. También puede formar parte del estereotipo del superdotado una cierta inadaptación social.

METODOLOGÍA DEL TRABAJO CON FAMILIAS MULTIPROBLEMÁTICAS: EL TRABAJO EN RED PROFESIONAL

Es importante no olvidar que la familia tiene que estar informada de la coordinación y enfoque común de los servicios, lo cual dará una coherencia y credibilidad a cada uno de los mismos.

FAMILIAS EN RIESGO DE EXCLUSION SOCIAL

La tensión es la característica más sobresaliente e inunda todo el contexto familiar. Son familias que se mueven por impulsos y la inconstancia, y tienen un funcionamiento educativo de goma elástica con sus hijos: pasando de no dar respuesta delante de una acción a emitir una respuesta desproporcionada y violenta, sin que la reacción tenga relación con la gravedad de la acción realizada. Los adultos oscilan entre la coacción o respuestas irritadas y explosivas, y actúan con indiferencia delante de las manifestaciones de los hijos. Los padres no suelen explicar el por qué de sus actuaciones, ya que no están justificadas por ningún criterio educativo, sino que están en función del impulso o de la desesperanza paterna.

PROGRAMAS DE EDUCACION FAMILIAR

Dentro de la creación de un servicio, como puede ser el caso de la instauración del programa de Educación Familiar, debemos de tener en cuenta que es de vital importancia la constitución de una documentación que nos permita hacer un trabajo de investigación y de evaluación del programa.

Educador Familiar: Protocolos de derivación

En el proceso de intervención, se deben de respetar una serie de protocolos de derivación, para que nuestra actuación no solape o no interrumpa la actuación de otros profesionales que se encuentren trabajando con esa familia. Por ello, es muy necesario la realización de un organigrama de actuación para además de no solapar, centrar nuestro trabajo en el área educativa al que pertenece y no realizar actuaciones en vano, o que no son de nuestra intervención.

Educador Familiar: la visita domiciliaria:

¿Cómo podemos hacer que la familia se ubique y comprenda la relación educativa que se le plantea?. Pues bien, será importante que tenga presente los motivos que le llevan a iniciar un trabajo educativo con el/la Educador/a/a Familiar (de ahí el requerimiento de un contrato o compromiso) y que se le ayude a clarificar las expectativas que tiene en relación con el trabajo de este profesional. Todo esto se lleva a cabo normalmente en los centros de Servicios Sociales y supone el primer contacto con la familia. Durante la presentación familia-educador/a el/la Trabajador/a Social indica cuál es el papel del Educador/a y los objetivos fijados. En este primer contacto todos escuchan lo mismo para evitar de esta forma malentendidos. Es una entrevista formal en la que se intercambia información de lo que sabe cada uno del otro. Este primer contacto sirve también para concretar la primera visita al domicilio: cuando, con quién y para qué.

LA ORIENTACIÓN EN CONTEXTOS NO TERAPÉUTICOS:

EL CONTEXTO EDUCATIVO-FORMATIVO Y EL ASESORAMIENTO FAMILIAR

El contenido específico sobre Orientación Familiar es amplio y diverso; si bien, cabría decir que los mismos han estado demasiado enfocados en el nivel más complejo de la Orientación, el nivel terapéutico. La Orientación Familiar contiene otros dos niveles, además del indicado, que son el nivel educativo y el nivel de asesoramiento. Aunque estos dos niveles existen, han estado muy solapados por el tercer nivel.
Curso Educador Familiar
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