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School Functioning of a Particularly Vulnerable Group: Children and Young People in Residential Child Care

A large proportion of the children and young people in residential child care in Spain are there as a consequence of abuse and neglect in their birth families. Research has shown that these types of adverse circumstances in childhood are risk factors for emotional and behavioral problems, as well as...

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Autores principales: González-García, Carla, Lázaro-Visa, Susana, Santos, Iriana, del Valle, Jorge F., Bravo, Amaia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5495853/
https://www.ncbi.nlm.nih.gov/pubmed/28725205
http://dx.doi.org/10.3389/fpsyg.2017.01116
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author González-García, Carla
Lázaro-Visa, Susana
Santos, Iriana
del Valle, Jorge F.
Bravo, Amaia
author_facet González-García, Carla
Lázaro-Visa, Susana
Santos, Iriana
del Valle, Jorge F.
Bravo, Amaia
author_sort González-García, Carla
collection PubMed
description A large proportion of the children and young people in residential child care in Spain are there as a consequence of abuse and neglect in their birth families. Research has shown that these types of adverse circumstances in childhood are risk factors for emotional and behavioral problems, as well as difficulties in adapting to different contexts. School achievement is related to this and represents one of the most affected areas. Children in residential child care exhibit extremely poor performance and difficulties in school functioning which affects their transition to adulthood and into the labor market. The main aim of this study is to describe the school functioning of a sample of 1,216 children aged between 8 and 18 living in residential child care in Spain. The specific needs of children with intellectual disability and unaccompanied migrant children were also analyzed. Relationships with other variables such as gender, age, mental health needs, and other risk factors were also explored. In order to analyze school functioning in this vulnerable group, the sample was divided into different groups depending on school level and educational needs. In the vast majority of cases, children were in primary or compulsory secondary education (up to age 16), this group included a significant proportion of cases in special education centers. The rest of the sample were in vocational training or post-compulsory secondary school. Results have important implications for the design of socio-educative intervention strategies in both education and child care systems in order to promote better school achievement and better educational qualifications in this vulnerable group.
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spelling pubmed-54958532017-07-19 School Functioning of a Particularly Vulnerable Group: Children and Young People in Residential Child Care González-García, Carla Lázaro-Visa, Susana Santos, Iriana del Valle, Jorge F. Bravo, Amaia Front Psychol Psychology A large proportion of the children and young people in residential child care in Spain are there as a consequence of abuse and neglect in their birth families. Research has shown that these types of adverse circumstances in childhood are risk factors for emotional and behavioral problems, as well as difficulties in adapting to different contexts. School achievement is related to this and represents one of the most affected areas. Children in residential child care exhibit extremely poor performance and difficulties in school functioning which affects their transition to adulthood and into the labor market. The main aim of this study is to describe the school functioning of a sample of 1,216 children aged between 8 and 18 living in residential child care in Spain. The specific needs of children with intellectual disability and unaccompanied migrant children were also analyzed. Relationships with other variables such as gender, age, mental health needs, and other risk factors were also explored. In order to analyze school functioning in this vulnerable group, the sample was divided into different groups depending on school level and educational needs. In the vast majority of cases, children were in primary or compulsory secondary education (up to age 16), this group included a significant proportion of cases in special education centers. The rest of the sample were in vocational training or post-compulsory secondary school. Results have important implications for the design of socio-educative intervention strategies in both education and child care systems in order to promote better school achievement and better educational qualifications in this vulnerable group. Frontiers Media S.A. 2017-07-04 /pmc/articles/PMC5495853/ /pubmed/28725205 http://dx.doi.org/10.3389/fpsyg.2017.01116 Text en Copyright © 2017 González-García, Lázaro-Visa, Santos, del Valle and Bravo. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
González-García, Carla
Lázaro-Visa, Susana
Santos, Iriana
del Valle, Jorge F.
Bravo, Amaia
School Functioning of a Particularly Vulnerable Group: Children and Young People in Residential Child Care
title School Functioning of a Particularly Vulnerable Group: Children and Young People in Residential Child Care
title_full School Functioning of a Particularly Vulnerable Group: Children and Young People in Residential Child Care
title_fullStr School Functioning of a Particularly Vulnerable Group: Children and Young People in Residential Child Care
title_full_unstemmed School Functioning of a Particularly Vulnerable Group: Children and Young People in Residential Child Care
title_short School Functioning of a Particularly Vulnerable Group: Children and Young People in Residential Child Care
title_sort school functioning of a particularly vulnerable group: children and young people in residential child care
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5495853/
https://www.ncbi.nlm.nih.gov/pubmed/28725205
http://dx.doi.org/10.3389/fpsyg.2017.01116
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