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INTRODUZIONE - La presente ricerca è incentrata sul monitoraggio dell’efficacia dei progetti di Educazione Avventura con adolescenti difficili, in particolare del progetto “Lunghi cammini educativi”. A partire da un’analisi della letteratura sull’educazione esperienziale nature-based e in particolare sull’Adventure Education con adolescenti difficili, è stata progettata una rilevazione empirica attraverso cui sperimentare un metodo di monitoraggio finalizzato a cogliere la dimensione processuale (che nella ricerca nell’ambito resta spesso inesplorata, poiché sono maggiormente diffusi i metodi di monitoraggio cosiddetti “black-box”), utilizzando un sistema integrato di diverse tecniche di rilevazione. Le due principali domande che hanno guidato la ricerca sono state: 1.Quali processi educativi significativi si innescano e possono essere osservati durante l’esperienza? 2.Il metodo dell’intervista camminata, integrato ad altri metodi, è utile per individuare e monitorare questi processi? METODO - Collocandosi all’interno di un framework metodologico qualitativo (influenzato da riflessioni post-qualitative, paradigma delle mobilità e sguardo fenomenologico), la ricerca prende la forma di uno studio di caso singolo con due unità di analisi, e prevede la triangolazione di diversi metodi di raccolta dei dati: analisi documentale; osservazione partecipante nei cammini e nelle riunioni di équipe; interviste (prima, durante, dopo il cammino) con differenti tecniche: camminata, “image-elicited”, tradizionale, online. RISULTATI - L’analisi tematica abduttiva delle interviste e delle osservazioni conferma quanto già evidenziato dalla letteratura circa la centralità della dilatazione del campo d’esperienza e del lavoro su alcune life skills (in particolare, competenze personali e growth mindset). Emergono anche alcuni key findings inattesi: il notevole “peso” dello stile educativo dell’accompagnatore; la “scoperta” del ruolo della quotidianità all’interno dell’esperienza straordi, INTRODUCTION - The aim of this study is to monitor the effectiveness of Adventure Education projects with difficult adolescents, particularly the "Long Educational Walks" project. Starting from a literature review on nature-based experiential education and specifically on Adventure Education with difficult adolescents, an empirical study was designed in order to test a monitoring method aimed at capturing the processual dimension (which often remains unexplored in this research field, as so-called “black-box” monitoring methods are more common), using an integrated system of different research techniques. The two main questions that guided the research were: 1. What significant educational processes are triggered and can be observed during the experience? 2. Is the walking interview method, integrated with other methods, useful in detecting and monitoring these processes? METHOD - Within a qualitative methodological framework (influenced by post-qualitative reflections, mobilities paradigm, and phenomenological gaze), the research consists of a case study with two units of analysis, and triangulates different data collection methods: documentary analysis; participant observation during team meetings and during the walking experience; interviews (before, during, after the project) with different techniques: walking, image-elicited, traditional, online interviews. RESULTS - The abductive thematic analysis of the interviews and observations confirms what has already been highlighted in the literature about the effects of expanding the field of experience and working on certain life skills (especially, personal skills and growth mindset). Some unexpected key findings also emerge: the considerable “weight” of the adult guide’s educational style; the “discovery” of the role of everyday life aspects within the extraordinary experience; the need for awareness regarding the educational potential of the environment (natural and/or anthropic), for greater intentionality in the

The paper illustrates preliminary descriptive findings from the “Parenting and ICT” project, building on the literature review, previously reported on this issue of «RIEF». An online survey was administered to a sample of 302 Italian parents, concerning the incorporation of digital media within the family system. Three areas of descriptive results of this study are presented concerning: a) the use of and opinions on Parenting Facebook Groups; b) the use of and opinions on Parenting WhatsApp groups; c) the act of sharing photos of children on social media and opinions on this practice. Findings are further discussed, in light of the broader intensive parenting framework. Conclusions, limitations, and future implications, are then reported.

The paper illustrates the theoretical framework the “Parenting and ICT” research project is inscribed in. We first summarize the literature on parents’ use of digital media, with respect to peer-to-peer online interactions via parenting online groups, and sharing representations of one’s child on social media (i.e. sharenting). In doing so, the role of digital media, as arenas and tools to both practice and “perform” parenting through online peer communities, and by sharing representations of the offspring, is point out. The literature review aims at locating this study in the context of already existing works, paving the way for the development of our leading research questions as well.

The call for collaboration between the school and the family is a constant of many educational centers, however, its meaning is rarely defined and not always the measures adopted to support it at the pragmatic level are adequate, registering from both sides problematic situations of des-alliance. In this contribution, the coordinates of the educational alliance are analyzed, highlighting the latest advances and prefiguring resolution scenarios from a theoretical and methodological point of view. In particular, the most adressed topic that appears with more and more force in the dynamics between families and educational and school services: The use of the progenitors of new communication technologies. These new forms of relationship, although they have positive aspects, are characterized by a communication little filtered, very immediate and, often, emotional, having an impact on the educational relationship, generating more problems and urging the need for a type of project-action from the educational institutions., La llamada a la colaboración entre escuela y familia es una constante de muchos centros educativos, sin embargo, raramente se define su significado y no siempre las medidas de apoyo pragmático son adecuadas, registrándose desde ambas partes situaciones problemáticas de des-alianza. En esta contribución se analizan las coordenadas de la alianza educativa destacando los últimos avances y prefigurando escenarios de resolución desde un punto de vista teórico y metodológico. En particular, se aborda una temática que se presenta cada vez con más fuerza en las dinámicas entre familias y centros educativos: se trata del uso por parte de los progenitores de las nuevas tecnologías de comunicación. Estas nuevas formas de relación, aunque tienen aspectos positivos, se caracterizan por una comunicación poco filtrada, muy inmediata y, a menudo, emocional, repercutiendo a la relación educativa, generando más problemas y haciendo urgente algún tipo de proyecto-acción por parte de las instituciones educativas.

L’objectif de cette recherche est de mieux comprendre les stratégies parentales concernant la transmission identitaire et culturelle et l’éducation des enfants issus de couples mixtes en Italie quand le couple parental est formé par une personne autochtone et une personne originaire d’un pays d’Afrique sub-saharienne, à partir d’une perspective écologique. Nous sommes partis du postulat que le point de vue des parents fournissait les informations utiles à une approche compréhensive de notre objet. En considérant les parents en tant qu’agents et acteurs, porteurs d’un savoir expérientiel, nous avons envisagé l’analyse de leurs discours comme un moyen efficace pour construire des connaissances valides sur les nouveaux citoyens italiens. Le choix d’une approche qualitative axée sur la narration s’est avéré adapté aux objectifs de la recherche., The aim of this research is to better understand parental strategies concerning the transmission of culture and identity, as well as the education of children from a mixed couple in Italy when one of the parents is Italian and the other comes from Sub-Saharian Africa, from an ecological perspective. We assumed that parents' viewpoint may provide meaningful information for a comprehensive approach to our subject. By considering parents as agents and actors, we considered the analysis of their stories, collected by interviews through a narrative-driven qualitative approach, as a useful way to build a valid knowledge about new Italian citizens.

This research involves some key elements about the projections and representations of parents about the parent-child relationship in sport, the management of emotional experiences related to success/failure, the expectations and motivational aspects related to the parents to engage their children in sporting activities. We wanted to investigate the projections and representations of parents about: the parent-child relationship in sport in particular the management autonomy, the management of emotional experiences related to performance, the success/failure, the expectations of parents to find in the instructor/coach support educational experience of raising children; processing successes and failures; motivational aspects related to the choice of parents to engage their children in sporting activities; parental opinion on the educational value motor activity in school for the individual child and for the group class. The instrument used for data collection is a questionnaire, anonymously, from 384 parents of children attending primary schools involved in the projects of physical education in school Consorzio Vero Volley in the Lombardy region.

Families in crisis, parents that are absent, distracted, prone to delegate, that do not meet their responsibilities and are unable to set limits and rules for their children: the negative stereotype of “family unable to educate” seems well established and socially shared by many operators of facilities for early childhood. To avoid judgmental attitudes that may further weaken the educational role of families and hinder the development of a cooperative relationship, so that develops mutual distrust between teachers / teachers and parents, this research aim to understand the perspectives of parents on a number of elements characterizing the "daily life of education" in the family. With the detection carried out through focus groups and questionnaires, we tried to focus on the perspectives of parents of children ages 0-6, on some issues including: what gets stuck and obstacts the parental governance; how functions are shared by the pair; the coordinates of the social network that can support families in their task; the state of health of the educational relationship; what is commonly assumed for “good education”.

This paper presents data collected by researchers A. Gigli e S. Demozzi from the Department of Education at the university of bologna as part of the University’s strategic project “Definitions of guidelines for use with paediatric patients affected by congenital haemorrhagic disorders: medical psychosocial, educational and ethical aspects”. The main aim of the work was to analyses the point of view of teachers regarding the scholastic experience of children with congenital haemorrhagic disorders, their relationships with teachers and peers, and the relationship between schools and families. In order to monitor these questions a survey was carried out in 2008 which involved teachers from nursery, primary and secondary schools in the Province of Bologna who teach in classes with a child suffering from congenital haemorrhagic disorders. Semi structure interviews were used to meet the following objectives: to verify whether there were “distorted” representations of the pathologies and the existence of prejudices; to analyse the information process through which teachers are informed about the situation of a child and about congenital haemorrhagic disorders; to describe the weak and strong points which may influence, positively or negatively, the family-school relationship; to investigate whether there were prejudices reading the cognitive ability of the children; to see whether teachers felt the illness influenced the quality of relationships at school, looking at aspect of communication, in particular; to check if there were problems regarding integration with peers; to check whether there were strategies which help improve integration and carrying out classroom activities, games, and sports; to reveal the training and information needs of teachers. The article presents a critical reading of the data from a pedagogical viewpoint and refers to categories of reflection in educational science. The work integrates with S. Demozzi’s work “ Childhood and congenital haemorrha

The research moves from the assumption that the crèche should be a privileged place for building up, through an educational action, an alliance between adults with children’s harmonious development at heart. In order to form this alliance and to give strength to the educational care quality, it wuold be a good idea to understand and take care of the running of possible relational problems between parents and educators. The research has tried to find out educators’ representation of the “new parents”: contemporary men and women who bear deep social and cultural changes. The principal aim was to point out some prejudice and stereotype about parents’ educational capacity and to stress the attention on possible relational problems and aspects marked by conflicts. The research wanted to investigate educators’ perception about relational problems with parents, and to point out if they wuold be able to identify them, if they wuold deny, refuse or handle them.

The crisis of the family, at least as it is understood traditionally, is a concept that has been taken on board by public opinion. It is undergoing a redefinition of roles, values, relationships. The author makes a number of considerations of a pedagogical nature. Firstly we need to re-evaluate in a positive way the aptitude of women for looking after he needs of others, and in offering emotional support within the family unit.