Publication: Proyectos de vida en adolescentes en riesgo de exclusión
social
Authors
Garcés Delgado, Yaritza ; Santana Vega, Lidia Esther ; Feliciano García, Luis Antonio
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.332231
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info:eu-repo/semantics/article
Description
Abstract
La configuración del proyecto de vida es un reto de todo ser humano. Los factores que condicionan la construcción del proyecto vital son diversos: escasa madurez, falta de identidad,
personalidad conflictiva, entorno sociofamiliar problemático, fracaso escolar, etc. La investigación
tiene como objetivo analizar el proceso de configuración de los proyectos de vida en adolescentes
en riesgo de exclusión social. Se realizó un estudio de casos múltiples con seis adolescentes con
trayectorias de exclusión acogidos al sistema de protección. En el estudio se utilizaron instrumentos y técnicas de recogida de información cualitativas (entrevistas semiestructuradas y diario
de campo) y cuantitativas (cuestionario) optando por una opción de metodología mixta. Los
resultados muestran que estos menores poseen dificultades para proyectar un futuro al margen
de los contextos de exclusión social en los que se han desarrollado. Los proyectos de vida son
construidos desde la inadaptación al sistema y sobre una base socioemocional deficiente, ocasionando la incapacidad de generar pensamientos y conductas asertivas para lograr alcanzar las
metas fijadas. Es necesario: a) trabajar con los adolescentes en riesgo de exclusión la adquisición
de estrategias socioemocionales, y b) prevenir las conductas intra e interpersonales conflictivas,
a través de acciones de atención/apoyo.
The configuration of the life design is a challenge for every human being. The factors that determine the construction of the life design are diverse: lack of maturity, lack of identity, conflictive personality, problematic social and family environment, school failure, etc. This study attempts to analyse the process of shaping life designs in adolescents at risk of social exclusion. A multi-case study was conducted with six adolescents presenting exclusion trajectories that were within the protection system. In the study, qualitative (semi-structured and diary field interviews) and quantitative (questionnaire) data retrieval tools and techniques were used, opting for a mixed methodology. The results show that these children have difficulties in projecting a future outside the contexts of social exclusion in which they have developed. Life designs are built from the maladjustment to the system and on a deficient social-emotional basis, making young people unable to generate assertive thoughts and behaviors to achieve the goals set. It is necessary to: a) work with adolescents at risk of exclusion to make them acquire social-emotional strategies, and b) prevent conflicting intra and interpersonal behaviour through care/support actions.
The configuration of the life design is a challenge for every human being. The factors that determine the construction of the life design are diverse: lack of maturity, lack of identity, conflictive personality, problematic social and family environment, school failure, etc. This study attempts to analyse the process of shaping life designs in adolescents at risk of social exclusion. A multi-case study was conducted with six adolescents presenting exclusion trajectories that were within the protection system. In the study, qualitative (semi-structured and diary field interviews) and quantitative (questionnaire) data retrieval tools and techniques were used, opting for a mixed methodology. The results show that these children have difficulties in projecting a future outside the contexts of social exclusion in which they have developed. Life designs are built from the maladjustment to the system and on a deficient social-emotional basis, making young people unable to generate assertive thoughts and behaviors to achieve the goals set. It is necessary to: a) work with adolescents at risk of exclusion to make them acquire social-emotional strategies, and b) prevent conflicting intra and interpersonal behaviour through care/support actions.
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Citation
Revista de Investigación Educativa, RIE, V. 38, n. 1, 2020, pp. 149-165
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