Prevention and Early Intervention in Vulnerability Context: Approach Tools Detection.

Author(s):

Cristina Sánchez(presenting / submitting)Pilar Gutiéz(presenting)Paloma Antón Ares Castellar López Guinea

Conference:

ECER 2013

Network:

05. Children and Youth at Risk and Urban Education

Format:

Paper

Session Information

05 SES 14, Parallel Paper Session

Paper Session

Time:

2013-09-13

15:30-17:00

Room:

D-313

Chair:

Neda Forghani-Arani

Contribution

Early Chilhood intervention and detection of the children who may be affected in their development, positively affects their development and prevent sequelae that would occur not make that speech. Therefore, we to highlight the importance of early childhood intervention and control of risk factors for the prevention and intervention with children from 0-6 years and the need to work from an interdisciplinary approach. . (Speck, Peterander et al. 1999; Sheehan, 1999; Blackman, 2003).

Early Chilhood intervention is the set of interventions aimed at children and the environment, which aims to respond as quickly as possible temporary or permanent needs presented by children with developmental disorders or at risk of suffering. They must consider the totality of the child and be planned by an interdisciplinary team. . (Libro Blanco de la A.T. 2000:13)

The Agency defines of early intervention as: "(...) set of interventions for young children and their families, offered on demand at a given time of a child's life, covering any action undertaken when a child needs special support to secure and enhance their personal development, strengthen family own skills, and promoting social inclusion of the family and the child. These actions will be provided in the child's natural environment, preferentially near his home, with a focus on interdisciplinary teamwork and family oriented "
In order to "ensure and enhance their personal development, strengthen family skills, promote their social integration .., these actions have to be provided in the child's natural environment, preferably locally, and have to be oriented towards the family and towards multidisciplinary work.” . (Agencia Europea, 2005, p.17)

Early Childhood Intervention provides recent scientific advances from different disciplines (neurology, education, rehabilitation, psychology, learning, child education, etc.) with a comprehensive, rigorous and systematic in which, from a socio-psycho -pedagogical raise children needs order to respond from all areas: education, health, family or care (Gútiez, Valle, Saenz-Rico, 1992)

Children who are in vulnerable contexts require primary attention services from health, social and education to enable them to normalized growth and development irrespective of their personal or family situation.
In early intervention, prevention and intervention in vulnerable contexts parent has great relevance for their impact on human development. Detecting the needs of children living in a social context unfavorable gaps are unable to live and suffer appropriate experiences negative situations, it is necessary to avoid finding subsequent alterations in their cognitive development and learning processes.
Early intervention is essential for the detection of risk factors facing parental mental vulnerability. (Gutiez y Sánchez, 2011)

Method

Studies show that children who are vulnerable to this situation with anxiety, excessive responsibility and uncertainty about the future. Children are considered "forgotten" (Wagenblass 2001) (OJ Dunn, Williams, 1998). WHO (2005) describes the increase of people with mental illness throughout his life. This is a negative impact on child development (Mattejat / Lisofsky 2001) The possibility of establishing tools for the prevention, detection, intervention and monitoring of risk factors and mental vulnerability in families, through which we can prevent future development difficulties, social and learning to facilitate the educational and social integration of children in their immediate environment. Qualitative analysis developed through the case study of participants in a workshop demo has allowed us to use the tool "Resilence Maps" created for the European project (www.strong-kids.eu) as a tool for the early detection risk factors needs support, development, and related resources in families through the concept of resilience. In this communication we present the outcomes of the simulation using the tool, from the critical reflection of the desing by 40 future education professionals has allowed us, in turn, validate it. (Gutiez, Sánchez, López, 2013)

Expected Outcomes

The results: Tool Design is: • “Adequate”. • “Interestingly”. • “Useful”. • “Straightforward”. As a data base tool: • “Organized approximates to knowledge, provides information”. • “Allows case classifications and progressively add data” Monitoring Tool / info: • “Facilitates reporting”. • “Lets you view the progress of a patient”. “Facilitates problem solving of people at risk”. Among other contributions highlight that made by one of the participants professional future "This program allows us to evaluate the progression that has a child, from the professional deficiencies have been detected in the child / a." "I found this part very positive practice. Lets learn how to set track the specific case of a child. " Therefore, the "Maps Resilence tools" is presented as a suitable diagnostic tool for future professionals who can determine the problem in a vulnerable context, allowing the estimation of the risk factors and vulnerable children living in parental mental vulnerability contexts.

References

Dunn, B. (o. J.): Growing up with a psychotic mother: a retrospective study. Woodburn Center for Community Mental Health. GAT, (2000). Libro blanco de Atención Temprana. Real patronato de Prevención y Atención a Personas con Minusvalía. Groteberg, E. (1996). The international resilience project: Promoting resilience in children. Online at:http://resilnet.uiuc.edu/library/grotb97a.html GURALNICK, M.J., BENNETT, F.C. (1989). Eficacia de una intervención precoz en niños minusválidos y en situación de riesgo. INSERSO. Madrid Gutiez, P; Sánchez, C & López, C. (2013). The practical application of a technological tool, "reslience tools" for children in context of risk and vulnerability. Procedia - Social and Behavioral Sciences. Paper. Accepted for publication. Gutiez, P. Y Sánchez, C (2011) Kids Strenghs: Niños en contextos de enfermedad mental. Revista entre Estudiantes. Educación, Cultura, y Ocio, Nº 168. Enero/Febrero `11. pp.16-20. Gutiez, P; Sánchez, C & Sierra, P. (2011) Intervención con niños en contextos de vulnerabilidad mental. Monográfico Revista Educacion Inclusiva. Vol. 4 n. 1:69-88. Kaplan, P. S., Bachorowski, J., Zarlengo-Strouse, P. (1999): Child directed speech produced by mothers with symptoms of depression fails to promote associative learning with 4-months old infants. Child development,70, 560-70. Peterander, F. (1999) El futuro de la intervención temprana: calidad y profesionalidad. IX Reunión Interdisciplinar sobre Poblaciones de Alto Riesgo de Deficiencias. Respuesta Global e Interdisciplinar en la Atención Temprana. Madrid. GENYSI. Pretis, M., Dimova, A. (2004). Frühförderung bei Kindern psychisch kranker Eltern. München: Reinhardt. Pretis, M (Dir) y Gutiez , P (Coord Spain) (2011) Proyecto Kids Strengths: kids in the context of mental disorders.http://www.strong-kids.eu Wagenblass, S. (2001): Biographische Erfahrungen von Kindern psychisch kranker Eltern. Praxis der Kinderpsychologie und Kinderpsychiatrie, 50, 513-524 WHO (2005) Mental health: facing the challenges, building solutions. Report from the WHO European Ministerial Conference. Europe. World Health Organization 2005. Williams, A. S. (1998): A group of adult daughters of mentally ill mothers: looking backwards and forwards.British Journal of Medical Psychology, 71, o. S

Author Information

Cristina Sánchez (presenting / submitting)

UNED (FACULTAD DE EDUCACIÓN), Spain

Pilar Gutiéz (presenting)

UCM (FACULTAD DE EDUCACIÓN), Spain

Paloma Antón Ares

UCM (FACULTAD DE EDUCACIÓN), Spain

Castellar López Guinea

UCM

DIDACTICA Y ORGANIZACIÒN ESCOLAR

MADRID

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