The voice of birth families to improve visits in foster care

In foster care, contact visits with birth families play an important role in relation to the child’s wellbeing, and they may impact on placement outcomes. However, the views of birth parents with respect to such visits have largely been unexplored. This research is part of a project financed by the regional government of Andalusia (SEJ-7106) regarding contact visits in foster care. This study aims to give voice to parents and gather their views about contact visits, including how they might be improved. Participants were 23 birth families who had contact visits with 35 children in non-kinship foster care. Semi-structured individual interviews were conducted in order to explore two key aspects: the parents’ opinions regarding the contact visits and the main areas they felt needed improving. The interviews were transcribed and the transcripts were examined using an inductive method of open coding to identify themes among participants’ responses. The main themes to emerge concerned their general view of contact visits and the organization of visits. The paper discusses the study’s implications of the findings for practice.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Features of birth families with foster children in Andalusia

The aim of the presentation is to describe the personal features of biological families whose children are in non-kinship foster care and with whom they have face-to-face contact in Málaga, Granada and Jaén (provinces of Andalusia, Spain). This study was funded by the research project Application of a psychoeducational intervention program to improve visits between foster children and their biological families (Reference EDU2016 77094-P). SPSS v.21.0 was used to carry out the descriptive and frequency analysis of socio-demographic information collected by the Child File Summary Form designed for this study. The results show the difficulties experienced by birth families to deal with the responsibility of parenthood. There is a high percentage of unemployment (54.5% mothers, 46.4% fathers), and a low level of education (61.7% uneducated mothers, 68.8% uneducated fathers). Furthermore, it is necessary to consider their diverse personal problems which undermine their competences to bring up and educate their children: substance abuse, mental health issues, mental disability and prison. Finally, the lack of relation between Social Services and birth families is highlighted. Knowing the circumstances of families at psychosocial risk permits to develop social policies that match with their specific necessities, by providing them the support and resources required, in line with Recommendation Rec(2006)19 of the Committee of Ministers to member states. Moreover, children and families’ rights have to be respected, such as their right to have contact to maintain and strengthen their affective bonds as part of their identity. These findings will contribute to design: (a) family intervention programs which allow parents to acquire the necessary parental skills; (b) support and educational tools for the social workers; and (c) projects to contribute to children’s well-being.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Evaluación de competencias genéricas instrumentales en la asignatura de Sistemas Operativos I

Una de las directrices emanadas del proceso de convergencia hacia el Espacio Europeo de Educación Superior (EEES) hace referencia al desarrollo de competencias transversales (genéricas) de nuestros estudiantes. Nos estamos refiriendo a aquellas habilidades instrumentales, personales y sistémicas que van más allá de las específicas de cada materia. En 2005, un grupo de profesores de la Universidad Politécnica de Madrid (UPM) constituimos el Grupo de Innovación Educativa DMAE-DIA que fue reconocido como tal por la UPM en 2006. Las líneas de actuación prioritarias del grupo son la evaluación de competencias transversales y el desarrollo de metodologías de aprendizaje activo. Desde entonces y en colaboración con dos profesoras del Departamento de Metodología de las Ciencias del Comportamiento de la Facultad de Psicología de la Universidad Complutense de Madrid estamos realizando evaluaciones sobre la adquisición de algunas de las citadas competencias. En este trabajo presentamos el procedimiento, los resultados y un análisis de los mismos en relación con la evaluación de una competencia genérica instrumental: la capacidad de organización y planificación del estudio. Se considera el estudio como una conducta psicopedagógica compleja, en la que se delimitan 3 fases: antes, durante y después. En este trabajo se han evaluado estrategias durante el estudio. Los sujetos del estudio fueron los alumnos de la asignatura de Sistemas Operativos I, en el curso académico 2006/2007. Como quedará puesto de manifiesto, nuestros estudiantes están en un percentil muy bajo en relación con esta competencia lo que influye sobremanera sobre el rendimiento académico final. En este trabajo también describimos algunas acciones que pensamos ejecutar para intentar paliar este problema