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Constrained educational intervention: relationships between families and professionals who intervene in the home

Bernadette Tillard, Bernard Vallerie, Anna Rurka

Domestic educational interventions in France are, for the most part, judicially imposed on families. How do parents accept and perceive the professionals who intrude into their personal lives for the good of their children? We met with 15 families twice each at a one-year interval. The families all had in common that they were subjected to several simultaneous domestic interventions: from a specialized educator for an educational measure, and from a social and family intervention technician. The results show that families’ cooperation in this constrained context differed depending on the nature of the activity. This criterion was just one of a series of other known factors that were confirmed by the study.