Institutional caregiver experiences in child care

Abstract

Objective: to know the experience of institutional caregivers in child care. Method: qualitative research that used the Attachment Theory and the Symbolic Interactionism. Fifteen caregivers were interviewed, in 2015, in a child care institution based in a municipality in the south of Brazil. Data were analyzed through content analysis. Results: two categories emerged from the study: Embracing the children in the institution; Helping children adapt to institutionalization. Institutionalization imposes several social ills, such as abandonment and violence. These must be faced by caregivers, generating sadness and revolt. In addition, institutionalization leaves a mark on the child’s life, which belongs to no one, nor has his individuality and subjectivity preserved. Conclusion and Implications for practice: it is necessary to provide caregivers psychological support and Permanent Education so that they are supported in the work, improving the conditions of care offered to the child.

Educadores Sociais em Abrigos Destinados a Crianças e Adolescentes: revisão sistemática

“…Um estudo procurou conhecer a vivência no acolhimento infantil e as educadoras sociais ressaltaram que existem dificuldades para trabalhar com crianças provenientes de realidades que envolvem violência e abandono, e como isso, precisaram gerenciar a inserção da criança na instituição e os seus sentimentos perante a realidade vivenciada, o que gerou tristeza e revolta (Gabatz, Schwartz, & Milbrath, 2019). As cuidadoras necessitaram enfrentar essas questões e suas repercussões emocionais, aspectos que exigem preparo por meio da educação permanente e do suporte psicológico.…”

“…Também ficou evidenciado que a institucionalização foi percebida pelas cuidadoras como uma oportunidade para a criança interagir e desenvolver os aspectos físicos, emocionais e psicológicos (Gabatz, Schwartz, & Milbrath, 2019). Contudo, a instituição está longe de ser um lar, pois o ambiente familiar é o melhor lugar, já que representa o seu contexto, a cultura, a individualidade e sua identidade.…”

Institutional sheltering through the child’s perspective

“…This factor suggests that, even though in the institution their physical and emotional needs are met, they still want to return to their family life. Moreover, although the children's parents are often perpetuators of rights violations, they are still relevant affective figures (Gabatz et al, 2019;Lauz & Borges, 2013;Moreira, 2014).…”

“…Therefore, there is a disbelief from the workers of sheltering institutions regarding the possibilities of the families to create their offspring adequately (Lauz & Borges, 2013;Moreira, 2014). On the opposite direction there is a speech that highlights family living as positive and crucial for the healthy development of those subject It's common for the professionals to experience negative feelings towards the children's family members that acted violently, however, such point of view does not bring any benefits for the developing children (Gabatz et al, 2010;Gabatz et al, 2019). Hence, it is crucial to maintain a continuous capacitation process of all the professionals of the system that deal with those subjects for them to understand how beneficial it is for the children to have close relationship with their family, also on the other hand, how it is unfavorable to spread a negative point of view regarding their family .…”

“…For the author, the sheltering institution can be a context that promotes development, as long as it ensures to the subject in development the opportunity to move and explore the environment, with objects that allow him/her to engage in spontaneous activities, availability of educators who are receptive to interact with the children in varied activities, and the availability of a figure with whom the child can develop safe attachment. Therefore, sheltering institutions can be understood as promoters of development for they act as a support network for children and adolescents (Patias et al, 2017), granting their emotional and basic needs such as feeding (Gabatz et al, 2019), enable the presence of a main caregiver and ensure stability in care (Debnath et al, 2019). Thus, foster care educators are seen as protective and developmental figures for foster children (Pessoa et al, 2020).…”