Preventing Child Marginalization: A Guide to Social Intervention
The programs are designed to act on drug dependence, psychopathology, urgent material needs, neglect and lack of protection of minors, etc. Regime may be care, outpatient treatment or regime through residential. The three types of interventions have other conditions: the presence of specialized personnel, rigorous but flexible designs and innovations must be global. Between the social partners in the intervening at the level of prevention: the family, which is the first agent of socialization, this prevention must begin to solve social problems or general before trying to change the personal level, working with foster families is that join the network of socio-cultural services offered by the district and municipality. School is an ideal place to carry out interventions to prevent the marginalization of children as it is the school for excellence. A primary prevention level, the major task is the same education school, a task that in itself is a preventive and therapeutic. The formation of healthy, responsible, confident, active and autonomous is an eminently preventive action. The role of secondary school is to provide answers to specific individuals who have been initiated in maladaptive behaviors. The early detection and treatment of social problems is the effective way for transmission, or at least control. Tertiary intervention is the proper treatment, TB requires a commitment from the school. Accepting the possibility that the subject with specific problems can continue their studies as an aid for recovery and social integration. Requires a strong and healthy school community, capable of integrating maladjusted individuals within it, the acceptance of community involvement in the school. Care institutions, which are the context in which it develops the child’s life to problems of maladjustment or deprived of a proper social environment. Professional roles played by social education is the educator and their functions are to: provide the necessary elements for the child shall not be trapped by successive events and reach heights of freedom, not only with respect to the others but tb as regards the ownership of their own impulses and environment. Social-based team, in its structure and job profiles, is presented as an essential element to facilitate a compaction of care and prevention services in the area of children and their functions are: to strengthen community life, detection of needs information and advice, establishing channels of coordination between services, from a community work, through direct contact with reality professionals social.
“The only purpose of punishment is the prevention of evil, never push anyone to the right.” – Horace Mann
“It’s impossible to educate children wholesale, the school can not be a substitute for individual education.” – Alexis Carrel
“Children need more models than critics.” – Joseph Joubert
Preventive Action on Child Exclusion
Marginalization and mismatches are two phenomena of dialectical, in the sense that social exclusion creates maladjustment and in turn, causes maladjustment exclusion, creating a circular situation. Any treatment or intervention that tends to prevent or avoid child marginalization or diversion, has to try to form and create in boys and girls attitudes of participation, collaboration, community, critical thinking, and creativity, not merely adaptive or domesticating.
It can be defined, therefore, that intervention with children has a dual perspective of action:
- Facilitate situations that help to structure the personality of the boy or girl, enhancing their autonomy and increasing their skill level.
- Correct social situations that are structured around their personality.
On care for children and young people the Children’s Act of the CV, the law 7/94 determines the framework of powers between government, distinguishing levels of intervention. The Royal Academy dictionary defines prevention as the preparation or provision made in advance to avoid a risk, in this case, child marginalization.
Child marginalization occurs when children suffer because of structural wedges, suffer serious deficiencies in various aspects, which prevent full development as individuals, and also come from a hostile environment, unable to provide access to social resources.
Designing a preventive program in the field of children forces us to take account of the socialization process in which they are embedded along the personal and social development within the various instances of socialization (family, school, neighborhood).
The three levels of preventive action are:
Primary Prevention:
Try to take out a policy of creating and strengthening the mechanisms of socialization that exists within the community, preventing new cases. The programs should always keep an analysis of reality, enhance socialization skills of the children, organizing the community around children, provide opportunities for youth leadership, support for children to develop at school, community centers, etc.
Secondary Prevention:
Go to individuals or groups in which it has detected the appearance of problems of marginalization, with the aim that there are no more. The programs at this level are: creation of services, which minimize abandonment, home help, childcare, activities with other institutions to identify risk situations, support for schools and youth centers, to carry out their task well socializing, action in the street with risk groups, maintaining circuits work and school reintegration.
Tertiary Prevention:
Its purpose is to avoid not only the appearance of marginalization, but its complications and sequelae.