Deal with the well-being of childhood. A priority of the teams of the Neighborhood Plan in the educational centers of the city of Barcelona

Authors

  • Guillermo Gorostiza Technician of the Inclusive Education Area (Consortium of Education of Barcelona)
  • Marta Comas Head of the Innovation Area (Consortium of Education of Barcelona)

DOI:

https://doi.org/10.32093/ambits.v0i50.1227

Keywords:

Community systemic intervention, Emotional education, Social integration, Interdisciplinary work, School coexistence

Abstract

The Consortium of Education of Barcelona within the Plan of neighborhoods of the city, promotes measures dedicated to the welfare of children and their families, and by extension to the rest of the educational community, introducing new professional profiles of the psychosocial field in 38 public primary schools and secondary with high levels of complexity. The program will last three years and is in the middle of its development. A professional contribution is proposed that broadens the teaching view with other disciplines such as emotional education, social work and systemic theory. These profiles are described and they reflect on the ways of doing, the synergies that they can generate and the interdisciplinary work they aim to do. As a result of the meeting of the first year a kind of decalogue of the new model of care is elaborated. Finally, the Restorative Global Approach is proposed as a strategy to transfer to the centers.

References

Albertí, M.; Pedrol, M. (2017). L’enfocament restauratiu en l’àmbit educatiu. Quan innovar l’escola és humanitzar-la. Educació Social. Revista d’Intervenció Socioeducativa, 67, 46-70

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Collet, J., i Tort, A. (2017). Escola, famílies i comunitat. Barcelona: Editorial Octaedro.

Geddes, H. (2010). El apego en el aula. Barcelona: Graó.

OCDE (2010). La Naturalesa de l’aprenentatge. http://transformacioeducativa.cat/recursos-recomanats/la-naturalesa-de-l-aprenentatgeocde-2010

Riera, R. (2010) La connexió emocional. Barcelona: Editorial Octaedro.

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Published

2019-05-24

Issue

No. 50 (2019): May 2019

Section

Educational Psychology and Counselling

License

The authors maintain their copyright and give the right to the first publication of the work to the journal, registered under a Creative Commons Attribution-Non Commercial-NoDerivs license. This license allows others to download the works and to share them with others as long as they credit the author, but it does not allow for any kind of modification or commercial use.