Olga Spitzer: an association without control Abuse of power and contempt for families: testimony

Olga Spitzer: an association without control

Abuse of power and contempt for families: testimony

Olga Spitzer is an association of public utility responsible for childhood protection actions. Its action is being implemented by the judge. It can instruct the association set up for example, an educational action in an open environment (AEMO). The AEMO principle is simple: specialized educators analyze the context of life and provide assistance and support to families that difficulties often physical, educational, lifestyle, or still many difficulties in the event of separation or divorce: they need to manage conflicts of loyalty.
In the latter case, the child is located in the heart of discord and is the robbery of one or both parents. Many facts various recent tell these situations where each parent delivers the child, hoping thus to take revenge on the other parent and do suffer. In this specific context, specialized educator endorses a role of mediator in exchanges that take place within the family and protective security and the integrity of the child. It neutralizes all factors that may interfere with the child wherever possible and protects individual rights.

Beliefs of the educator and the denial of families

The reality of the field is any different and dependent on the heterogeneous profile of these educators. Their actions being legitimated by justice power has no limit. They benefit from families undermined by problems they encounter to impose an ideal line according to their representation and to make judgments. Relationships created between individuals are highly variable and depend on precisely personality and professionalism of the educator. Mistrust to confidence, some educators prefer to work calmly with family. Other educators totally ignore family, placing in the top of it and imposed upon their ideas and their point of view. They completely deny family while the Act provides instead that family ties is preserved as a priority. In some cases the placement of the child is a disrespectful, because child can flourish and grow serenely and his family. Placement can be a threat to the family unit. But instead of helping a family, where possible, to solve its problems, educational internship placement or the placement in foster care appears to educator easy to implement solution.

Placement, easy solution

Indeed, educators are evaluated on their ability to find solutions to various matters entrusted to them by the Court. In these circumstances why frustrated trying to help families for months, why implement regular actions to accompany them to overcome these tests. All this time is impalpable and results evaluate not concretely. The temptation for the educator takes you directly to the placement of the child makes any sense. It must prepare and records. This part of the work is concrete and gives printing educator in this mission particularly, meets its core business and it. It totally opposes interviews and time listening and analysis of the situation with families. One may legitimately wonder about the fact that educators perceive a premium placement or else receive recognition in their hand in these missions. Educators must achieve this result. They then lose sight that a child is at the heart of their work and that any error of assessment will affect its future. Objectivity must be questioned, because although they have no relationship to the subject, they are encouraged to take action to achieve this result. The purpose of having more no direct or indirect connection with the property at this stage be child.

Abuses of power educators

In some cases, families have to bear in addition to their problems, the States of soul and susceptibilities of educators. They do not support their authority is challenged by families insofar as justice carried out at the AEMO due to their inability to manage only their situation. Yet despite this measure, families do not lose their critical spirit or their analytical capacity. But very often when they express it, educators feel abused and explain in their report to judge that the family is refractory to the judicial authority, and subject to the procedure. Educators full abuse their power. Olga Spitzer isn't under control A 2002 law allows families to speak about how they are subject. Families do not use this right. In addition, no control is performed in these associations to evaluate actions of educators. When families denounce abusive conduct, educators consider that this is part of the risk of their craft and made it difficult for families to question. Families are not heard, and sometimes are completely ignored and disqualified. In these circumstances how could families in difficulty ask for help and make meaningful associations calling support. How could they have confidence in these institutions?

Janette Rezgui _ sociologist of work and parent control