Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19

Roca, Esther; Melgar, Patricia; Gairal‐Casadó, Regina; Pulido-Rodríguez, Miguel Ángel

doi:10.3390/su12114685

Cited by 47 publications

(70 citation statements)

References 45 publications

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“…Among other impacts, DLGs contribute to improving students' prosocial behavior [51], to promoting the inclusion of students with learning disabilities [33], and to improving the quality of school coexistence [31]. Moreover, DLGs have recently been reported successful in helping students better deal with the confinement situation they faced during COVID-19 lockdown in Spain [52].…”

Section: The Impact Of Successful Educational Actions In Transformingmentioning

confidence: 99%

Propelling Children’s Empathy and Friendship

et al. 2020

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Schools play a crucial role in creating supportive and safe environments, and positive feelings are key in fostering such environments. Schools as Learning Communities, based on the dialogic participation of the whole community, are improving social cohesion. However, the underlying processes leading to such transformations remain underexplored. This article suggests that successful educational actions (SEAs) implemented in a school as a learning community, analyzed in this case study, promote positive feelings such as friendship and empathy, contributing to a safe and supportive environment. The purpose of this study was to analyze how SEAs generate friendship and empathy and their impact in the environment in a school as a learning community in Spain. To that end, the methods used were interviews with 18 students and 10 teachers, and reviews of two documentary films featuring the school. Results suggest that SEAs generate friendship and empathy among many children by promoting mutual support and sharing narratives in such dialogic settings. In addition, developing friendship and empathy contributes to reducing violent behaviors and promoting more inclusive attitudes among many students. This study concludes by providing insights on how SEAs can contribute to safe and supportive environments through fostering friendship and empathy.

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Section: The Impact Of Successful Educational Actions In Transformingmentioning

confidence: 99%

Propelling Children’s Empathy and Friendship

et al. 2020

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“…Moving from the Global South to the Global North, in the US, England, and Wales, several authors address the racial and ethnic inequalities linked to COVID-19 [9,10] or the impact on learning opportunities [11]. At the same time, challenging issues such as child abuse are also at the core of preventive actions in the COVID-19 pandemic [12].…”

Section: Introductionmentioning

confidence: 99%

Social Work during the COVID-19 Crisis: Responding to Urgent Social Needs

et al. 2020

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Social work during the COVID-19 crisis has faced one of the most challenging times to cover urgent social needs in an uncertain scenario. This study analyzes the immediate responses in social work to vulnerable groups in the first 15 days of the pandemic in Barcelona, one of the most affected areas worldwide by COVID-19. The sample for this qualitative study includes 23 semi-structured interviews with social workers from different fields of intervention, from general approaches (primary care) to specific ones (health, ageing, homeless, and justice). The data analysis followed the communicative methodology, including transformative and exclusionary dimensions, and the analytical categories focused on the impact of the COVID-19 pandemic on social services users, the organizational responses of social workers, and the impact of the interventions to cover urgent social needs of attendees. The interventions have been accompanied by an improvement in communication channels with vulnerable groups, ensuring an understanding of the situation of families and individuals, and covering the most urgent social needs. The study shows the key role of social workers from diverse social attention tools and their contribution to the sustainability of social services with a long-term impact.

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“…Much has been written, in both popular and academic press, about the heightened risk of child abuse and neglect during the COVID-19 pandemic ( Boserup, McKenney, & Elkbuli, 2020 ; Bryant, Oo, & Damian, 2020 ; Campbell, 2020 ; Griffith, 2020 ; Jonson-Reid, Drake, Cobetto, & Ocampo, 2020 ; Latsch, Eberitzsch, & Ofelia Brink, 2020 ; Leslie & Wilson, 2020 ; Posick, Schueths, Christian, Grubb, & Christian, 2020 ; Roca, Melgar, Gairal-Casadó, & Pulido-Rodríguez, 2020 ; Roje Đapić, Buljan Flander, & Prijatelj, 2020 ; Stewart, 2020 ; Teo & Griffiths, 2020 ; Usher, Bhullar, Durkin, Gyamfi, & Jackson, 2020 ; Woodall, 2020 ; World Health Organization, 2020 ). Although the impact of the pandemic on child maltreatment is not yet clear, there is substantial reason to be concerned about rising rates and severity of abuse and neglect.…”

Section: Introductionmentioning

confidence: 99%

"Oh, this is actually okay": Understanding how one state child welfare training system adapted to the COVID-19 pandemic

Schwab‐Reese

Drury

Allan

et al. 2020

Child Abuse & Neglect

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Background Training for new and existing child protection system (CPS) caseworkers is critical to developing and maintaining a competent workforce that effectively works towards safety, permanency, and wellbeing outcomes for children in the system. The COVID-19 pandemic required a shift to virtual training to continue training CPS professionals safely. Objective The purpose of our project was to determine if there were differences in learning outcomes between learners who completed training in the usual delivery methods (Pre-COVID) and the fully virtual delivery methods (Post-COVID). We also sought to understand any factors that facilitated or impeded successful virtual training during the pandemic. Participants and setting Caseworkers-in-training completed learning and satisfaction assessments through standard continuing quality improvement efforts. Training facilitators, course developers, and leadership completed qualitative interviews. Methods We assessed quantitative differences in one US state in learner knowledge, satisfaction, and behaviors before and during the COVID-19 pandemic and conducted a qualitative thematic analysis of interviews with training system employees. Results Overall, there were limited differences in learner outcomes before and after the transition to virtual training delivery. Across the employee interviews, three main themes emerged: organizational culture facilitated the transition, external constraints caused challenges during the transition, and there were opportunities to evolve training practices positively. Conclusions The shift to a virtual learning environment had little impact on learner knowledge or satisfaction. Employee perspectives indicated that the pre-COVID investment in organizational culture has substantial dividends for performance during the crisis.

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Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19

Cited by 47 publications

References 45 publications

Propelling Children’s Empathy and Friendship

Propelling Children’s Empathy and Friendship

Social Work during the COVID-19 Crisis: Responding to Urgent Social Needs

"Oh, this is actually okay": Understanding how one state child welfare training system adapted to the COVID-19 pandemic

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