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Abstract
The emotional support and care service (SSAE) provided at 27 schools in the Barcelona Neighbourhood Plan is aimed at improving the integral development of children in the school environment through an approach that includes the emotional, social, physical and intellectual dimensions. This article describes the SSAE and presents an analysis of its implementation, after two years of operation. The paper takes into account: 1) changes that have affected the service; 2) facilitators and barriers found; and 3) proposals for improvement and the future. Reports from the centre were examined according to the document analysis methodology. The analysis shows that the SSAE promotes the development of socio-emotional skills and cohesion and coexistence in the classroom. The facilitators and barriers identified are broad-ranging and include factors at the level of the entire educational community. The conclusions include proposals for improvement and the future as regards: a) the philosophy and values of the centre; b) liaison, coordination and cooperation among workers; and c) definition, operation and evaluation of interventions. The service could be extended to other schools with different characteristics or needs.
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References
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(c) Educació social: revista d'intervenció sòcioeducativa, 2020
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