Rivista Italiana di Educazione Familiare https://oaj.fupress.net/index.php/rief <div> <p>The&nbsp;<strong>Italian Journal of Family Education</strong>&nbsp;(Rivista Italiana di Educazione Familiare –&nbsp;<strong>RIEF)</strong>&nbsp;is an “A-level” (in the Italian system, “Fascia A”) publication, which includes –national, and international – original papers peer-reviewed, on the subjects of family education, and parenting support. These topics are addressed in a pedagogical key, both theoretical and empirical, according to an interdisciplinary perspective, paying attention to the challenges of contemporary life, but also to the historical dimension of the educational processes, linked to the domain of the family.</p> <p>Founded in 2006, RIEF is a six-monthly international scientific journal, open-source, and it is one of the bodies supporting&nbsp;<strong>AIFREF</strong>&nbsp;international association. In this framework, RIEF accepts papers that originate from research of an academic slant in the field of parenting support, as well as contributions developed in synergy with local services. In fact, the journal is addressed not only to academics, lecturers, and researchers, but also to education and social-health professionals, teachers, and families themselves, having as goal the construction of a renewed, polychrome, and complex knowledge of parenting, and of the different pedagogical models and contexts of “being a family” today.</p> <p>RIEF accepts papers written in the following languages: Italian, English, French, Spanish, and Portuguese.</p> </div> en-US <p>Authors retain the copyright and grant the journal right of first publication with the work simultaneously licensed under a <strong>Creative Commons Attribution 4.0 International Public License (<a href="https://creativecommons.org/licenses/by/4.0/">CC-BY-4.0</a>)</strong>&nbsp;that allows others to share the work with an acknowledgment of the work's authorship and initial publication.</p> <p><a href="http://creativecommons.org/licenses/by/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons License"></a><br>This work is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a></p> clara.silva@unifi.it (Clara Silva) Wed, 13 Jul 2022 09:13:10 +0000 OJS http://blogs.law.harvard.edu/tech/rss 60 Promuovere il benessere di bambini e famiglie esposte alla marginalità. L’esperienza del Progetto “Ali per il futuro” https://oaj.fupress.net/index.php/rief/article/view/13253 <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;</p> Clara Silva, Caterina Segata, Bruno Riccio Copyright (c) 2022 Clara Silva, Caterina Segata, Bruno Riccio https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/13253 Wed, 06 Jul 2022 14:49:21 +0000 Strumenti di valutazione per il case management degli interventi socio-educativi: un approccio basato sul capability framework https://oaj.fupress.net/index.php/rief/article/view/12250 <p>The case management approach in complex social-educational interventions envisages a final phase of outcome evaluation. Although crucial, the measurement of outcomes has not yet been acquired as a practice, partly because of the multidimensional nature of the needs addressed and the consequent difficulty in identifying appropriate tools. This article introduces an evaluation tool developed in the context of a project for the integrated care of vulnerable households, presenting the first results in the form of case studies. Inspired by the capability framework, the model is particularly suited to the ecosystemic approach of case management, as it can capture the complexity of beneficiaries’ needs and monitor the evolution of the different dimensions of their well-being. The experience presented in this article is significant because it introduces an innovative methodological framework for evaluating the outcomes of highly complex socio-educational interventions, which can potentially be applied in contexts other than the one analyzed.</p> Marta Russo, Caterina Arciprete Copyright (c) 2022 Marta Russo, Caterina Arciprete https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/12250 Wed, 06 Jul 2022 14:54:55 +0000 Processi di tipizzazione di genere in famiglie con genitori migranti e a rischio di povertà educativa: un’esperienza formativa condotta nell’ambito del Progetto “Ali per il Futuro” https://oaj.fupress.net/index.php/rief/article/view/12238 <p>Gender typing is the process by which children acquire the values, motives and behaviours considered appropriate for their gender, in their particular culture. Parents have a significant impact on children’s gender typing because they may directly instruct children to behave in certain (gender typed) ways; or implicitly model and/or reinforce certain types of behaviour in children. Culture and society have also a great impact: indeed, there are variations between and within cultures in male/female roles and stereotypes, how they are accepted and how they affect behaviour. In any case, gender differentiation and gender-typing have profound social and personal consequences. For instance, access to education remains stereotypically gendered with consequences for educational poverty. Gender typing process were explored in a group of migrant parents at risk for educational poverty participating in a training experience within “Ali per il Futuro” Project.</p> Francesco Sulla, Arianna Pasetti, Ilaria Dall'Olio Copyright (c) 2022 Francesco Sulla, Arianna Pasetti, Ilaria Dall'Olio https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/12238 Wed, 06 Jul 2022 14:55:51 +0000 Favorire l’inclusione sociale delle bambine e dei bambini e dei loro genitori. L’esperienza di “Ali per il futuro” in Toscana https://oaj.fupress.net/index.php/rief/article/view/13042 <p>At present, many children live or risk to live a condition of educational poverty and, therefore, they do not enjoy<br>appropriate opportunities for growth, education, and instruction. In order to respond to this problem, some significant actions are promoted in Italy, such as the one realized by “Ali per il Futuro”: an experimental Project to fight educational poverty that is making a concrete contribution to the social inclusion of children and their parents in some Italian Regions: namely, Emilia-Romagna, Tuscany, Puglia, and Valle d’Aosta. The paper aims to analyze the experience of “Ali per il Futuro”, in particular in Tuscany, illustrating and reflecting about the role that “Arca” Cooperativa Sociale, one of the Project partners, has played in the inclusion, accompaniment and support of the families involved. From this experience, it emerges how the personalization of a family Project, the interdisciplinary approach between different professionalisms, the strong connection to the territorial network and the presence of educational services able to offer diversified and flexible responses represent a possible model of intervention and a good practice in the fight against educational poverty and in the social inclusion of families.</p> Elisa Lencioni, Lisa Giacomelli, Sura Spagnoli, Mattia Capecchi Copyright (c) 2022 Elisa Lencioni, Lisa Giacomelli, Sura Spagnoli, Mattia Capecchi https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/13042 Wed, 06 Jul 2022 14:57:00 +0000 Il Reddito di Cittadinanza come opportunità di formazione, capacity building e integrazione fra servizi. L’esperienza del corso nazionale per case manager https://oaj.fupress.net/index.php/rief/article/view/12239 <p>There is a wide agreement in the literature that educational poverty is considered as a multidimensional and complex phenomenon, as well as a predictor of social inequalities in adulthood. The Italian key-policy against poverty (in Italian, Reddito di Cittadinanza, since 2019) aims at facing this phenomenon through the activation, for some beneficiaries, of Pacts for social inclusion (PaIS). This policy is the more incisive the more the services, in particular those aimed at parenting support and children aged 0-3 years, are integrated and capable of enhancing different disciplines. By contextualising the reference framework to the notion of poverty, the paper presents the three-year training experience of case managers, the practitioners provided within the Reddito di Cittadinanza and involved in the co-construction, together with the beneficiaries, of the PaIS. The paper focuses on the Project work carried out during the course, highlighting its consistency with the theoretical and methodological framework of the Reddito di Cittadinanza, and the ability to respond to the challenges of educational poverty, in terms of participation of families with children from zero to three years old, integration and multidisciplinarity of services, planning, and precocity of interventions.</p> Andrea Petrella, Anna Zenarolla, Luisa Capparotto, Paola Milani Copyright (c) 2022 Andrea Petrella, Anna Zenarolla, Luisa Capparotto, Paola Milani https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/12239 Wed, 06 Jul 2022 14:58:04 +0000 Benessere e salute sociale delle famiglie vulnerabili nella fase post-pandemica: spunti e riflessioni per la formazione degli educatori 0-6 da una ricerca in Lombardia https://oaj.fupress.net/index.php/rief/article/view/12251 <p>In this paper, starting from some data that emerged from a research on the daily life of children and families during the Covid-19 pandemic (Mantovani et al., 2021; Picca et al., 2021), we open a reflection on the need to rethink the professional profile of 0-6 educators in an interdisciplinary sense to make the preventive and supportive action of fragile families more incisive. EU literature and documents have highlighted the pedagogical potential of multidisciplinary teams with respect to taking care of vulnerable families, underlining how interdisciplinary action increases the probability of intercepting signs of unease in an holistic and systemic way (Milani et al., 2015), avoiding the fragmentation of the support intervention, acting on resources and counteracting the spiral of disadvantage. The thesis here argued is that 0-6 educators can play a crucial role in this perspective, acting as territorial “sentinels” or “guarantors” of well-being by monitoring the social health conditions of families, but they must be trained to build bridges and weaving networks in an intersectional and multidisciplinary work perspective. A work at a micro level, starting from the ECE levels, which over time can trigger virtuous networks of collaboration to contrast the vulnerability of families at the meso- and macro- system level.</p> Chiara Bove, Susanna Mantovani Copyright (c) 2022 Chiara Bove, Susanna Mantovani https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/12251 Wed, 06 Jul 2022 14:58:58 +0000 Tra Child Guarantee e “Patti educativi di comunità”. La rilevanza di approcci inclusivi basati su pratiche territoriali di contrasto alla povertà educativa minorile https://oaj.fupress.net/index.php/rief/article/view/12252 <p>This paper follows the recent EU Council Recommendation no. 1004 dated 14th June 2021) concerning the European Child Guarantee and investigates some aspects of child educational poverty. The pilot phase of implementation of the Child Guarantee in Italy is described through different levels of research and intervention models relating to specific paths such as the relaunch of family custody, social housing, and development of skills for the transition from school to work, contrast to educational poverty and support for families. The fight against child educational poverty requires the involvement of all levels of governance, public/private partnerships as well as a particular focus on territory. In this perspective, the “Community agreements for education” are an example of good practice characterized by a co-planning approach and the enhancement of the territorial dimension. Child Guarantee and Community agreements for education could become indispensable tools for the feasibility of policies aimed at tackling the phenomenon of child educational poverty.</p> Antonello Scialdone, Marco Marucci, Cristiana Porcarelli Copyright (c) 2022 Antonello Scialdone, Marco Marucci, Cristiana Porcarelli https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/12252 Wed, 06 Jul 2022 15:00:29 +0000 “Re.boot”: interventi di rafforzamento e qualificazione della rete dei servizi socioassistenziali dell’Area Metropolitana di Bologna a supporto di nuclei familiari con minori provenienti da Paesi terzi https://oaj.fupress.net/index.php/rief/article/view/12225 <p>The following paper describes the experience of the “Re.boot – Capacity Building Paths and Actions for Community Well-being” Project, funded by the Asylum, Migration and Integration Fund (in Italian, FAMI) 2014-2020. This Project aims to qualify and strengthen the system of social welfare services in the Metropolitan Area of Bologna in order to counteract situations of hardship and vulnerability of third-country nationals who belong to families or single parents with dependent minors. Through the description of the project design, the activities carried out and the multidisciplinary work teams, we will try to detail the actions to strengthen networking and support parenting. The operational presentation of two paths of taking charge will allow us to highlight the growing risk of marginalisation of foreign families residing in Italy, due to a dramatic disparity of access to the economic, social and cultural resources necessary for the development of their children.</p> Silvia Tarallini, Antonella Ciccarelli Copyright (c) 2022 Silvia Tarallini, Antonella Ciccarelli https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/12225 Wed, 06 Jul 2022 15:01:27 +0000 Ridurre le disuguaglianze sociali e culturali fin dai primi anni di vita. Buone prassi di contrasto alla povertà educativa negli Spazi Mamme di Roma e Brindisi https://oaj.fupress.net/index.php/rief/article/view/12241 <p class="p1"><span class="s1">The health emergency caused by the Covid-19 pandemic has considerably exacerbated situations at risk of social exclusion, leaving many families and children on the “margins”. Children seem to be paying the greatest consequence, in the first place, as they risk seeing their right to participate in quality education limited. In light of this premise, in this article we will present the results of a research-training experience carried out in partnership with Save the Children within Mothers’ Spaces in Rome and Brindisi, Italy, in order to illustrate how the educational action of these services can be a useful starting point for reflecting on educational actions capable of actively involving children and families and orienting post-emergency educational practices towards social inclusion. In particular, we will focus on the actions taken with regard to the 0-6 age group, which has been considered the one most at risk compared to the problems caused by the pandemic, focusing attention on activities to contain the Learning Loss caused by the prolonged closure of ECEC services during the lockdown. </span></p> Chiara Dalledonne Vandini, Arianna Lazzari, Annamaria Cosatti Copyright (c) 2022 Chiara Dalledonne Vandini, Arianna Lazzari, Annamaria Cosatti https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/12241 Wed, 06 Jul 2022 15:02:27 +0000 Figli/e orfani/e per femminicidio e famiglie affidatarie. Il ruolo educativo del tutor familiare nel complesso intreccio tra traumi, diritti e bisogni di sviluppo https://oaj.fupress.net/index.php/rief/article/view/12231 <p>Bereavement for mother’s death, by father, or, in any case, murdered by their agent of fatherly care, is a trauma that, for children and adolescents, risks to become insurmountable, unless specific interventions are activated, both at personal support level, and concerning life contexts, where they are placed. In particular, foster families find themselves in the situation of managing a complexity of sorrows and traumas, requiring a great capacity of relational models’ re-elaboration and of new situation’s handling. In this purpose, we consider it as fundamental to form a specific socio-educative professional figure, with interdisciplinary competences, with the role of family tutor, able to support and to accompany children, adolescents and family system. A highly specialised profile, dealing with bereavement handling and elaboration, with work of support and able to create the conditions for a significant undertaking into care, by the multi-professional team, and to make effective and operational the guarantees defined, in Italy, by Law n. 4/2018, for orphaned children and adolescents, due to domestic crimes and for foster families.</p> Maria Rita Mancaniello Copyright (c) 2022 Maria Rita Mancaniello https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/12231 Wed, 06 Jul 2022 15:03:07 +0000 Quando un bambino si ammala. Accompagnare i genitori nell’esperienza di malattia https://oaj.fupress.net/index.php/rief/article/view/11308 <p>Hospitalization is an alteration of daily family and social relationships for children and their parents. It is an alienating experience that places children and adults in front of feeling of loneliness, fear, and boredom, depending on the disease that led to a pediatric ward, the characteristics of the family and the temperament of the subjects. Families and children need support from competent professionals present in the pediatric ward, including teachers, prepared to welcome their requests, respecting the peculiarities that make a family different from the other, a boy and a boy different from the others. The paper therefore focuses on the issue of accompanying families in the path of hospitalization, highlighting the relationship with health care staff and teachers of the school in hospital.</p> Germana Mosconi, Francesca Linda Zaninelli Copyright (c) 2022 Germana Mosconi, Francesca Linda Zaninelli https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/11308 Wed, 06 Jul 2022 15:03:57 +0000 The invisible role of feminine caregivers in Palestine. The Emancipatory Research process as a path towards well-being https://oaj.fupress.net/index.php/rief/article/view/9467 <p>The paper aims to analyse the well-being of feminine caregivers in Palestine. In order to do that it explores the outcomes of the preliminary step of the Emancipatory Research (ER) carried out in the “PARTICIP-ACTION” Project (financed by the Italian Agency for Development Cooperation – Ministry of Foreign and International Cooperation, promoted and carried out by EducAid – Inclusive Education and Social Innovation for International Cooperation). The ER is a bottom-up process that promotes a progressive involvement of vulnerable groups of people as researchers at first hand. In case herein considered, the researchers are 30 feminine caregivers of relatives with disability. Starting from their own point of view and their own personal experience, they first selected and then investigated a few dimensions of well-being deemed essential for them to reach a good quality of life.</p> Alessia Cinotti, Giulia Righini Copyright (c) 2022 Alessia Cinotti, Giulia Righini https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/9467 Wed, 06 Jul 2022 15:04:56 +0000 Los mecanismos de la radicalización y la historia de vida como recurso para la prevención https://oaj.fupress.net/index.php/rief/article/view/10479 <p>Al no tener en cuenta las verdaderas relaciones de poder que gestionan la vida de las personas, acabamos manipulando las emociones, generando caos y violencia, alimentando formas especializadas de racismo cada vez más poderosas y agresivas. Se puede establecer un patrón de exclusión promoviendo la distancia entre las personas, construyendo un sujeto no integrable y una interiorización silenciosa de la inferioridad. Este trabajo descriptivo-exploratorio con enfoque cualitativo toma como punto de partida una historia de vida. Es la voz de una mujer que ha vivido el drama de la radicalización dentro de su propia familia. A través de su relato, explica que, si bien el islam radical sigue siendo un peligro, también lo son el racismo y la islamofobia, alimentando los mecanismos de una espiral de construcción de la imagen del otro como “enemigo”.</p> Donatella Donato, Maria García Rovira, Patricia Lledó Cabrera, Clara Teixidó Orriols Copyright (c) 2022 Donatella Donato, Maria García Rovira, Patricia Lledó Cabrera, Clara Teixidó Orriols https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/10479 Wed, 06 Jul 2022 15:06:06 +0000 Educare a identità multiple. Il ruolo cruciale delle madri migranti arabo-musulmane nel prevenire la radicalizzazione https://oaj.fupress.net/index.php/rief/article/view/10557 <p>Radicalization is a fairly recent issue of pedagogical reflection that can make a contribution in particular on the subjective, psychological and identity dimensions. The paper focuses on the analysis of the identity dimension, starting from a conceptualization of identity in a processual, dynamic, multiple perspective. It is then highlighted how the families with an immigrant background are in a position of risk but also of possibility within the dynamics of belonging/identity. Theoretical references on a culturally-informed concept of family and gender roles, together with data emerging from an ethnographic research conducted in Milan with immigrant mothers of Arab-Muslim origin, show how the latter can implement creative strategies of cultural transmission and education to multiple identities able to prevent radicalization. Supporting the mothers and their strategies is an important pedagogical, political and social task that requires adequate parenting support initiatives.</p> Alessandra Mussi Copyright (c) 2022 Alessandra Mussi https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/10557 Wed, 06 Jul 2022 15:07:01 +0000 Per una “linea femminile” nei servizi educativi a sostegno della famiglia e della genitorialità: il contributo di bell hooks al rapporto tra intersezionalità e presidio del setting pedagogico https://oaj.fupress.net/index.php/rief/article/view/10428 <p>In this paper, we analyse the possible contribution of bell hooks’s “engaged Pedagogy” to the educational services geared towards family and parenting support. On the one hand, we discuss bell hooks’s interpretation of families and education through an intersectional perspective, outlining a possible “Pedagogy of resistance” as a point of view of interpretation and intervention with regard to educational services supporting families and parenting. On the other hand, we apply different materialistic, neo-structuralist and complexity theories in discussing the dynamic and problematic character of contemporary families. In doing so, the Home Education service is analyzed as a connecting service (between families, school and social fabric) oriented towards recovery, prevention, and education.</p> Alessandro D'Antone, Lavinia Bianchi Copyright (c) 2022 Alessandro D'Antone, Lavinia Bianchi https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/10428 Wed, 06 Jul 2022 15:08:09 +0000 “Don’t complain and do it properly”: ‘Pedagogicalized parents’ and the morality of doing homework https://oaj.fupress.net/index.php/rief/article/view/10579 <p>In the last decades, pedagogical studies and policies in western countries have proposed parental involvement in education as the formula for maximizing students’ success and increasing social equality. In the building of the family-school partnership, a crucial role is commonly attributed to parent-assisted homework. Therefore, parental involvement in homework has increased and the model of the “involved” and “pedagogically competent” parent has become common. Analyzing video-recorded parent-child interactions during homework, this paper illustrates how parents make relevant and educate their children to moral horizons concerning homework, education, and schooling. The moral beliefs evoked by the parents in the study are significantly aligned with the school culture. Parent-assisted homework therefore becomes a particularly relevant arena for children’s socialization into the cultural and moral horizons of the school system. Yet a socio-pedagogical issue emerges: if the school relies heavily on the family for homework activities, what happens to those children who cannot rely on school-aligned, pedagogically competent parents?</p> Vittoria Colla Copyright (c) 2022 Vittoria Colla https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/10579 Wed, 06 Jul 2022 15:08:59 +0000 Benessere, resilienza e prosocialità: il loro intreccio in alcune trame familiari https://oaj.fupress.net/index.php/rief/article/view/9828 <p>In the wake of the Covid-19 pandemic emergency, the world of education and training quickly came to the family’s side, designing and implementing new methods of teaching/learning/evaluation and educational support, including at a distance. Nevertheless, statistics reveal a worrying increase in the level of discomfort, incomprehension and frustration experienced in family relationships at the time of Covid. These critical issues have prompted the international pedagogical community to intensify theoretical and practical research on the family, creating new spaces for reflection and comparison of a multidisciplinary nature, to address the current historical moment. The aim of scholars is not limited to a critical reading of what is happening in family relationships and the effects that the pandemic is producing now and will produce in the future, but also aims to understand the deep reasons, hidden in the folds of existence, that can make some families particularly vulnerable compared to others. If, in fact, for some types of families and parental figures the health crisis seems to have had and still has particularly harsh and disorientating consequences, such as to overwhelm the intra-family relations that form and sustain the fabric of our society, for others the same has not been true. Alongside vulnerable families, there are, in fact, some positive family situations, which seem to be resisting the pandemic crisis and which do not show particularly obvious signs of collapse and/or implosion. Faced with this lack of homogeneity in their experiences, the question arises: what can affect the resilience and well-being of families, given the same socio-cultural and economic conditions, in crises such as the present one? To answer this question, we conducted a qualitative and quantitative exploration of 156 families on four continents – Europe, America, Asia and Africa – between 2020 and 2021. This paper therefore describes the investigative pilot, presenting for the first time the results obtained.</p> Viviana De Angelis, Michele Lucivero, Luigi Sparapano Copyright (c) 2022 Viviana De Angelis, Michele Lucivero, Luigi Sparapano https://creativecommons.org/licenses/by/4.0 https://oaj.fupress.net/index.php/rief/article/view/9828 Wed, 06 Jul 2022 15:09:48 +0000