Taking care of and growing up in fragility: families, children and adolescents in situations of vulnerability

REVISION

As will be seen in these pages, there are currently boys and girls who grow up in families in situations of serious material deprivation, with difficulty in following educational processes adequately and are exposed to stressful life and family dynamics (uncertainty about the future, loss of parents, work, serious family conflicts or loss of home, etc.). In these adverse structural conditions, fathers and mothers must be able to exercise parenthood, making an extra effort.

It is important to be aware of these situations and of the factors that increase the chances that children and adolescents immersed in these circumstances will suffer from poverty, vulnerability or social exclusion in the future. And it is also important to learn to look from the children and adolescents themselves.

INDEX

• Presentation………………………………………………………………………………………………………………………………… ……………………………………………………………………………… 13
• 2. Executive summary………………………………………………………………………………………………………… …… ……… …………………………………………….. fifteen
• 3. Approach and objectives……………………………………………………………………………………………………………… ……… …………………………………………. twenty-one
  • 3.1. Living conditions: structural factors……………………………………………………………………………………………………. 22
  • 3.2. Psychosocial factors and psychoemotional factors:
    Experience and experience of vulnerability…………………………………………………………………………………………………… 24
  • 3.3. Operational scheme of the dimensions of analysis: considerations
    for analysis………………………………………………………………………………………………………………………… ………………………………………………………….. 25
  • 3.4. Goals ………………………………………………………………………………………………………………………………… ………… ………………………………………………………………………… 27
• 4. Context: vulnerability and poverty of families with children,
  girls and teenagers. Intergenerational transmission
  of poverty. The outbreak of COVID-19………………………………………………………………………………………… 31
  • 4.1. Special affectation in Catalonia and Spain of poverty and social exclusion
    of families with children and adolescents………………………………………………………………………………………….. 31
  • 4.2. Lower spending on the social protection of minors in Catalonia and Spain
    and less capacity to reduce poverty……………………………………………………………………………………. 36
  • 4.3. The intergenerational transmission of poverty…………………………………………………………………………………… 41
  • 4.4. Context: pandemic and parenthood……………………………………………………………………………………………………………… …… … ..43
• 5. Parenting in situations of vulnerability……………………………………………………………….. 47
• 5.1. Parenting, positive parenting and parenting approach in Cáritas………………. 47
• 5.2. Parental observation model…………………………………………………………………………………………………… 50
• 5.3. The parenting of fathers and mothers in vulnerable situations………………………….. 52
• 5.4. Parenthood experienced by children and adolescents and comparison
  with the perception of their parents……………………………………………………………………………………………………………… …. .56
• 5.5. Loneliness perceived by children and adolescents………………………………………………………………………… 59
• 5.6. Summary and reflections…………………………………………………………………………………………………………………… … ………………………………………. 59
• 6. Socio-economic profile of families with children and adolescents
  accompanied by the Cáritas Diocesana de Barcelona……………………………………………………………….. 61
  • 6.1. Nationality and migration experience…………………………………………………………………………………………………………………… 61
  • 6.2. Education and employment situation………………………………………………………………………………………… …… ……………………. 62
  • 6.3. Family income and situations of poverty………………………………………………………………………………………………….. 65
  • 6.4. Residence conditions…………………………………………………………………………………………………………………… … ………………………… 66
  • 6.5. Summary and reflections…………………………………………………………………………………………………………………… … ………………………………………. 69
• 7. Concept and experience of family and social network…………………………………………………………………….. 71
  • 7.1. The concept of family……………………………………………………………………………………………… …… ………………… ……………………. 71
  • 7.2. Family characteristics and family coexistence………………………………………………………….. 74
  • 7.3. Social networks and communities………………………………………………………………………………………… …… ……………………… . 77
  • 7.4. The social network and parenting……………………………………………………………………………………………………………… …… ………………………..80
  • 7.5. Summary and reflections…………………………………………………………………………………………………………………… … ………………………………………….. 81
• 8. Emotional well-being, vulnerability and parenting…………………………………………………………. 83
  • 8.1. Emotional well-being …………………………………………………………………………………………………… …… …………………… ……………. 83
  • 8.2. Methodology for observing emotional well-being……………………………………………………………….. 86
  • 8.3. The emotional well-being of fathers and mothers in vulnerable situations
    and their sons and daughters……………………………………………………………………………………………………………… ……… ……………………………………………….. 88
  • 8.4. Family psycho-emotional well-being and structural determinants……………………. 94
  • 8.5. The effects of other psycho-emotional determinants on well-being
    family psychoemotional………………………………………………………………………………………………………… ………… ……… ……………. 95
  • 8.6. Family psycho-emotional well-being and parenting…………………………………………………………………………………….. 96
  • 8.7. Summary and reflections…………………………………………………………………………………………………………………… … ………………………………………….. 97
• 9. Resilience and parenting……………………………………………………………………………………………… … ………………… ……………. 99
  • 9.1. The concept of resilience……………………………………………………………………………………………… …… ………………… …………. 99
  • 9.2. Observing and measuring resilience………………………………………………………………………………………………………… 102
  • 9.3. The resilience of fathers and mothers in vulnerable situations
    and their sons and daughters……………………………………………………………………………………………………………… ……… ……………………………………………. 105
  • 9.4. Effects of psycho-emotional determinants on resilience………………………………………… 108
  • 9.5. Summary and reflections…………………………………………………………………………………………………………………… … ………………………………………. 109
• 10. Socioeconomic conditions and transmission
  Intergenerational poverty…………………………………………………………………………………………………………………… …..111
  • 10.1. Presentation………………………………………………………………………………………………………………………………… ………………………………………………………………. 111
  • 10.2. Precariousness, severe exclusion and intergenerational transmission…………………….. 114
  • 10.3. The childhood lived and projected by fathers and mothers in situations of
    vulnerability………………………………………………………………………………………………………………………………… ……………………………………………………….. 117
  • 10.4 Parenting and childhood lived and projected……………………………………………………………………………………………….. 122
  • 10.5 Summary and reflections……………………………………………………………………………………………………………… …… ………………………………………….. 123
• 11. Resources and socio-educational opportunities……………………………………………………………………………… 125
  • 11.1. Presentation………………………………………………………………………………………………………………………………… …………………………………………………………………… 126
  • 11.2. Perception of educational opportunities, schooling and continuity
    of studies ……………………………………………………………………………………………………………… ……… ……………………………………………………… 128
  • 11.3. Socio-educational opportunities: educational and extracurricular leisure time ……………. 131
  • 11.4. Educational and socio-educational opportunities and parenting experience… 133
  • 11.5. Summary and reflections…………………………………………………………………………………………………………………… … …………………………………… 136
• 12. Conclusions and challenges…………………………………………………………………………………………………… ………………… ………………………… 139
  • 12.1. The context of structural deficit in the living conditions of families
    with boys, girls and adolescents in vulnerable situations
    with the violation of the fundamental rights of children, it adds difficulties
    to the exercise of parenthood and is maintained from generation to generation. 139
  • 12.2. The predisposition to adequately exercise parenting is not
    It depends on the socioeconomic level of the parents. The partecipation
    in the community, shared leisure, healthy leisure and
    the accompaniment of children’s education are key elements that
    promote the exercise of positive parenting………………………………………………………………………….. 141
  • 12.3. Families with children and adolescents accompanied by
    The Diocesan Caritas of Barcelona experiences higher levels of social stress,
    which generates higher levels of psycho-emotional suffering.
    It is urgent to strengthen ourselves with more resources and strategies for
    its accessibility and maintenance support for emotional well-being
    of families and children…………………………………………………………………………………………………… ………… …… …………… 142
  • 12.4. There is a positive relationship and virtuous circle between increasing well-being
    emotional, availability of sufficient and satisfactory social networks e
    increased resilience………………………………………………………………………………………………………………………… … ………………………………………………….. 143
  • 12.5. Show of families accompanied by the Cáritas Diocesana de Barcelona
    high levels of resilience and above the population average.
    The connection with the reference community increases the resilience capacity………. 144
  • 12.6. A childhood filled with socio-educational opportunities reinforces quality
    relational and therefore parental, therefore the
    contribution of free time and healthy free time to relational quality
    of society, above all in the strengthening of affective functions
    and protection of children and adolescents, betting on education
    from the integral view to 360º………………………………………………………………………………………………………… ……… ………146
• 13. Methodology………………………………………………………………………………………………………………………… … ……………………………………………………………….. 151
• 14. Glossary…………………………………………………………………………………………………………………… ……… …………………………………………………………………………………………….. 157
• 15. Bibliography…………………………………………………………………………………………………………………… ……… ……………………………………………………………………. 161