A partir de una investigación acción, se busca identificar los elementos necesarios para incorporar el enfoque psicoeducativo a la gestión educativa de una residencia familiar en el sur de Chile. Se emplearon para la producción de datos, las técnicas cualitativas de entrevistas y taller diagnóstico participativo. Los resultados refieren que componentes del enfoque psicoeducativo tales como, su comprensión de la relación ayuda, las estrategias para utilizar la vivencia compartida y las herramientas de diagnóstico, planificación y evaluación, influyen positivamente en la gestión educativa del centro. Su incorporación requiere de un proceso sistemático y permanente en el tiempo, así como también que confluyan la presencia de criterios y condiciones para su apropiación como enfoque y metodología de intervención por parte del personal del centro.

From an action research it is sought to identify the necessary elements to incorporate the psychoeducational approach to the educational management of a Family Residence in the south of Chile. The qualitative techniques of interviews and participatory diagnostic workshop were used to produce data. The results refer to components of the psychoeducational approach such as, their understanding of the relationship helps, the strategies to use the shared experience and the tools of diagnosis, planning and evaluation, positively influence the educational management of the center. Its incorporation requires a systematic and permanent process over time, as well as the confluence of the presence of criteria and conditions for its appropriation as an approach and intervention methodology by the center’s staff.

From an action research it is sought to identify the necessary elements to incorporate the psychoeducational approach to the educational management of a Family Residence in the south of Chile. The qualitative techniques of interviews and participatory diagnostic workshop were used to produce data. The results refer to components of the psychoeducational approach such as, their understanding of the relationship helps, the strategies to use the shared experience and the tools of diagnosis, planning and evaluation, positively influence the educational management of the center. Its incorporation requires a systematic and permanent process over time, as well as the confluence of the presence of criteria and conditions for its appropriation as an approach and intervention methodology by the center’s staff.