"Conducir la escuela secundaria bonaerense" | Clase 14: Alicia Stolkiner

Introduction to Alicia Stolkiner's Work

Background and Expertise

• Alicia Stolkiner introduces herself as a psychologist with a master's degree in clinical psychology, specializing in public health and mental health.

• She has been a professor at the University of Buenos Aires (UBA) for 30 years, creating the Public Health Mental Health chair during curricular reforms.

• Stolkiner holds honorary doctorates from the National University of Mar del Plata and the Autonomous University of Entre Ríos, where she also directs a master's program focused on childhood and youth.

Conceptualizing Mental Health

• Stolkiner emphasizes that mental health should not be viewed as separate from physical health; both are interconnected within complex health issues.

• She critiques the tendency to view mental illness solely as an individual biological issue, arguing that psychological suffering is broader than just "mental illness."

Understanding Psychological Suffering

Broader Context of Suffering

• The term "psychological suffering" encompasses macro-social factors, territorial aspects, and individual experiences rather than being limited to clinical definitions.

• An example from the pandemic illustrates how bruxism (teeth grinding), often seen by dentists rather than mental health professionals, reflects underlying societal stressors.

Community and Institutional Roles

• Stolkiner discusses how community institutions like schools play crucial roles in shaping individuals' lives and their subjective well-being.

Accessibility in Education

Defining Accessibility

• The concept of accessibility has traditionally focused on observable factors such as distance to services or economic barriers but can be expanded into symbolic dimensions.

• Accessibility is not just about entering an institution but also about receiving essential tools for personal development within educational settings.

Importance of Institutional Support

• It’s vital for institutions to provide ongoing support after initial access; this includes fostering an environment where students feel welcomed and valued.

• The dialogue between educational institutions and their surrounding communities significantly impacts student performance and overall well-being.

Understanding the Family-School Relationship

The Deterioration of Family-School Relations

• The relationship between families and schools is perceived as deteriorating, similar to the strained interactions between populations and health services.

• This deterioration reflects a crisis in representation from both institutions and families, leading to unclear mandates and broken connections.

Historical Context of School-Family Dynamics

• The speaker recalls their experience in a normal school founded by Sarmiento, where family involvement was organized but limited to specific calls from the school.

• There was an institutional separation where families were outside the school's functions, creating a complicity that has since changed.

Accessibility Challenges for Families

• Emphasizes the importance of school leadership in enhancing accessibility and understanding current family challenges.

• Quick penalization responses are discouraged; instead, there should be efforts to understand family situations without assigning blame.

Case Study: Neonatal Intensive Care Unit Experience

• A pediatrician observed that some mothers did not visit their critically ill newborns due to overwhelming personal circumstances.

• Research revealed that neonatal intensive care disrupts mother-baby bonds, particularly for mothers facing significant life challenges.

Social Fragmentation and Violence

• Current societal conditions have led to broken social pacts and increased violence among children, parents, teachers, and authorities.

• Mental health care for adults responsible for children is crucial; they must provide open support channels for youth.

Reimagining School Structures

New Roles within Educational Settings

• There's a need for schools to redefine roles among various adult figures present in classrooms today.

Intervention of Schools in Rural Communities

The Role of Schools in Rural Areas

• The discussion highlights the importance of schools in rural areas, emphasizing their multifaceted roles within the community. It suggests that there are valuable lessons to be learned from these experiences.

• The speaker expresses a personal insistence on understanding how educational institutions can effectively engage with local actors and communities, particularly in rural settings.

• Acknowledgment is made regarding the richness of the experience shared during the conversation, indicating a fruitful exchange of ideas and perspectives among participants.

• The appreciation for collaborative efforts between schools and community members is noted, suggesting that such partnerships can enhance educational outcomes and community development.