This article explores the role of after‐school programmes (ASPs) in serving underserved families in Barcelona, Spain, during the lockdown phase of the COVID‐19 pandemic. Using a mixed‐method approach, this exploratory study surveyed 31 directors of ASPs administered by the Pere Tarrés Foundation. These ASPs serve almost 2000 children living under the federal poverty level in Catalonia, Spain. Results showed that the primary needs of children and their families revolved around: a digital divide that prevented them from accessing education remotely, financial difficulties, mental and behavioural problems and difficulty navigating pandemic‐related information. The study also explores the ASPs' contributions to address such needs, like engaging families, schools and social and health services to meet the urgent needs of the families, reinforcing school learning, providing support for managing emotions and providing guidance to families to help them better understand health information and gain access to available social and financial resources.
Aim: The aim of this study was to analyse experiences of a health promotion intervention implemented by the Therapeutic and Educational Unit at Villabona prison in Spain, which aimed to create drug-free spaces as part of a model of social rehabilitation. Design: As part of a larger participatory evaluation study concerning the efficacy of community education, qualitative data were collected from inmates and key informants associated with the unit. Methodology: Information was gathered from 68 informants via 32 in-depth interviews, 6 discussion groups and 4 life stories. Participants included 39 inmates, 10 prison professionals, 5 ex-prisoners, 11 stakeholders and 3 family members. Results: The unit provides a drug-free space that encourages healthy behaviours and strengthens formal and informal social ties to enhance protective factors. Conclusion: The educational and therapeutic model employed may provide a successful methodology for the promotion of health in penal system institutions. Drug-free opportunities to promote good health may be provided through inmates’ participation in therapeutic spaces and the process of change, alongside effective social and community support. The intervention described here offers a successful new social model of health promotion and education for prison inmates.
This article is based on the findings of a broader research project entitled "Childhood Participation and Citizenship Building", which examined the medium-term effects of intense experiences of participation in childhood within both the school environment and those of leisure-time and community education. The results presented in this article refer specifically to the memories subjects hold of their participation in these childhood experiences. The study combined quantitative (using a questionnaire) and qualitative approaches (conducting in-depth interviews). The results obtained contribute to strengthening the idea -explicit or implicit in all pedagogies that seek to promote child participation -that such participation is not only a right, but that it also contributes to the quality of educational experiences.
To analyse the effects of leisure-based community activities in improving neighbourhood support and social cohesion, data were collected in two neighbourhoods of Barcelona (Spain) through questionnaires and interviews. The results indicate that promoting neighbourhood support requires a different strategy from promoting participation in leisure-based activities aimed at developing social cohesion within a community. The study also suggests various useful strategies to strengthen the effects of leisure-based community activities. The strategies recommended revolve around networking, use of the public space, recognition of diversity and conflict management.
requerido de la motivación inicial del interno en su proceso de desistimiento. Para ello, se han creado unidades especializadas que han fomentado e impulsado el proceso de cambio. La implementación en Cataluña del Modelo de Participación y Convivencia ha supuesto un cambio significativo y de éxito en la intervención educativa penitenciaria.El artículo presenta un estudio comparativo de la reincidencia penitenciaria dentro de un mismo centro penitenciario, con datos obtenidos en dos momentos diferentes: con la aplicación de unidades especializadas, y, posteriormente con la generalización del modelo a través de criterios de universalidad adaptada. La aplicación de modelos universales mejora la calidad de vida, a la vez que mantiene los niveles de reincidencia, presentando datos importantes en la promoción de procesos de desistimiento y reincorporación social.
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