{"id":1636,"date":"2013-03-18T20:03:12","date_gmt":"2013-03-18T19:03:12","guid":{"rendered":"https:\/\/antigua.revista.infad.eu\/?page_id=1636"},"modified":"2014-01-16T15:27:11","modified_gmt":"2014-01-16T15:27:11","slug":"revista-infad-2012-no1-volumen-2-pp-323-330","status":"publish","type":"page","link":"https:\/\/antigua.revista.infad.eu\/index.php\/publicaciones\/revista-infad-2012\/revista-infad-2012-no1-volumen-2-pp-323-330\/","title":{"rendered":"Revista INFAD 2012 >> N\u00ba1 >> Volumen 2 >> pp. 323-330"},"content":{"rendered":"<table width=\"95%\" border=\"0\" cellspacing=\"0\" align=\"center\">\n<tbody>\n<tr>\n<td style=\"text-align: left;\" valign=\"center\" width=\"50%\" height=\"17\"><strong>Revista INFAD\u00a02012<\/strong><\/td>\n<td valign=\"center\" width=\"50%\" height=\"17\">\n<p style=\"text-align: right;\" align=\"right\"><strong>ISSN EDICI\u00d3N EN PAPEL:\u00a00214-9877<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" height=\"20\">N\u00ba1, Vol. 2, pp.\u00a0323-330<\/td>\n<td style=\"text-align: right;\" valign=\"center\" height=\"20\">doi: \u00a0en tr\u00e1mite<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table width=\"95%\" border=\"0\" cellspacing=\"0\" align=\"center\">\n<tbody>\n<tr>\n<td valign=\"top\" width=\"50%\" height=\"20\"><a title=\"El estilo educativo de los adultos como indicador de buen pron\u00f3stico en el acogimiento familiar. pp. 323-330\" href=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/INFAD_010224_323-330.pdf\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" alt=\"pdf\" src=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/pdf.gif\" width=\"18\" height=\"17\" \/><\/a>\u00a0<a title=\"El estilo educativo de los adultos como indicador de buen pron\u00f3stico en el acogimiento familiar. pp. 323-330\" href=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/INFAD_010224_323-330.pdf\" target=\"_blank\">\u00a0Ver PDF<\/a><\/td>\n<td style=\"text-align: right;\" valign=\"center\" width=\"50%\" height=\"20\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p style=\"text-align: center;\"><strong style=\"font-size: 1.5em; text-align: center;\"><em>El estilo educativo de los adultos como indicador de buen pron\u00f3stico en el acogimiento familiar<\/em><\/strong><\/p>\n<p style=\"text-align: right;\">M\u00aa Jos\u00e9 Moral Valderas \/ Rocio Sospedra Aguado \/<br \/>\nRosa J. Molero Ma\u00f1es \/ Yolanda Sabater Barrocal. pp. 323-330<\/p>\n<blockquote><p><strong>Abstract<\/strong><\/p>\n<p style=\"text-align: justify;\">The extended family (that one with a kinship connection to the minor) and the foster family (that one with no kinship with the minor) are two structures that offer a resource of protection for minors who can\u2019t stay under the care of their parents.<br \/>\nOne indicator that points out a positive forecast for a particular case of foster care is the educa-tional style that is put into practice. Keeping this in mind, our goal is to compare the educational pat-terns of both types of families in order to proof the vulnerability of one of those types of families, against the other. The extended family usually comes as a resource for avoiding feelings such as rootlessness. The resources both types of family have are very different, and this strengthens even more the vulnerability of the aforementioned type of family (usually grandparents, who already faced many problems to raise their own children).<\/p>\n<p style=\"text-align: justify;\">It is therefore somehow obvious that most extended families use as a pattern for raising their children inappropriate educational styles, in opposition to foster families, that tend to use assertive and democratic educational patterns.<\/p>\n<p style=\"text-align: justify;\"><strong>Keyword<\/strong>:\u00a0Foster care, extended family, foster family, educational style profile, minors, protec-tion system, vulnerability.<\/p>\n<\/blockquote>\n<p style=\"text-align: justify;\"><a title=\"El aprendizaje temprano de la violencia en el contexto familiar. pp. 313-322\" href=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/INFAD_010224_313-322.pdf\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" alt=\"pdf\" src=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/pdf.gif\" width=\"18\" height=\"17\" \/><\/a>\u00a0<a title=\"El aprendizaje temprano de la violencia en el contexto familiar. pp. 313-322\" href=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/INFAD_010224_313-322.pdf\" target=\"_blank\">\u00a0Ver PDF<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Revista INFAD\u00a02012 ISSN EDICI\u00d3N EN PAPEL:\u00a00214-9877 N\u00ba1, Vol. 2, pp.\u00a0323-330 doi: \u00a0en tr\u00e1mite \u00a0\u00a0Ver PDF El estilo educativo de los [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":278,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-full.php","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center 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