Socio-educational Interventions Research Articles

The impact of technology on Brazilian social work: potentials and challenges in ethical and socio-educational intervention

The integration of technology into Brazilian social work has presented both potentials and challenges. Social workers, historically engaged in socio-educational interventions from various perspectives, have experienced changes in their working conditions and tools due to technological innovations, especially following the COVID-19 pandemic. The analysis presented reveals that while technology provides greater access to information and connections, it can also be used to amplify neoliberal influences, prioritising low-cost intervention methods at the expense of service quality and distancing professionals from the population they serve. Social work must adopt a critical and proactive approach, guided by its ethical-political project, to identify the challenges and possibilities of this process. Ignoring technological advances can lead to a detachment from social reality or submission to institutional and neoliberal demands. Methodologically, a systematic literature review and qualitative analysis of secondary data were employed, guided by contemporary critical perspectives within social work.

Evaluation of the Let's Focus! (Posem el Focus) Socioeducational Intervention: Promoting Healthy and Equitable Relationships in High Schools.

Gender-based violence is a worldwide problem. School-based socio-educational interventions could be effective in preventing gender-based violence. We assessed the effectiveness of the Let's focus! program, aimed at health and equitable interpersonal relationships among high school students. We conducted a quasi-experimental study in an intervention group (IG, n = 560) and a comparison group (CG, n = 366) of secondary school students in Terrassa, Spain between 2019 and 2021. Specifically, we performed an online questionnaire on sexism, acceptance of violence and machismo at baseline and after the intervention. We calculated multivariate linear regression models including satisfaction with the intervention, to evaluate the change in the variables' mean between CG and IG. In comparison to the CG, in the IG hostile and benevolent sexism, and acceptance of violence decreased from baseline to after-intervention, in the group of participants highly satisfied with the intervention (42.4%); machismo did not vary. The multivariate regression analyses showed that the intervention was effective in reducing hostile sexism (β = -6.40; CI95% (-11.92; -0.88)), benevolent sexism (β = -5.57; CI95% (-10.52;-0.61)), and acceptance of violence (β = -4.79; CI95% (-9.50; -0.09)) in highly satisfied students from the IG, in comparison to the ones from the CG, regardless of their age or gender. Let's Focus! was effective in reducing sexism and decreasing acceptance of violence among students that were highly satisfied with the intervention.

Stigma toward individuals with intellectual disabilities and severe mental disorders: analysis of postgraduate university students’ perceptions

PurposeThe purpose of this study is to delve into societal stigma surrounding severe mental disorders and intellectual disabilities, emphasizing gender differences and students’ proximity influence.Design/methodology/approachInvolving 572 Spanish master’s students, this nonexperimental study categorizes participants based on contact frequency, using Goratu and CAEE questionnaires to measure stigma.FindingsGender-based stigma differences are absent; however, increased contact correlates with lower stigma levels. Notably, greater closeness is associated with more positive attitudes toward intellectual disability, resulting in diminished stigma toward severe mental disorders.Practical implicationsThis research sheds light on the pervasive stigma faced by individuals with intellectual disabilities and severe mental disorders among postgraduate university students. Notably, the recognition of widespread stigma among individuals with higher education highlights a more significant societal problem. The findings underscore the urgent need for targeted interventions, especially in higher education contexts, to enhance understanding and reduce societal bias.Social implicationsBy identifying factors influencing stigma and emphasizing the importance of contact in fostering empathy, the study lays the groundwork for informed socioeducational strategies. These strategies have the potential to promote inclusivity, challenge stereotypes and contribute to the well-being and social integration of those affected by intellectual disabilities and severe mental disorders.Originality/valueThe findings highlight the efficacy of direct contact in reducing stigma and underscore the necessity for nuanced understanding. The study suggests fostering positive attitudes through increased contact can combat prejudice and promote social inclusion. Nevertheless, further research is crucial to explore factors influencing stigma reduction and design comprehensive socioeducational interventions addressing diverse cultural proficiencies. This study contributes valuable insights for mitigating stigma, fostering inclusivity and informing future interventions.

A Composite Indicator of Polyvictimisation Through the Lens of the Ecological Model in Sub-Saharan Africa

Intimate partner violence (IPV) is a worldwide issue. One of the latest developments in its theoretical framework deals with the concept of polyvictimisation – the simultaneous occurrence of physical, emotional, and sexual abuse. However, the literature lacks an overall measure of violence for surveys. The aim of this research is to study IPV within the framework of the ecological model. A model-based composite indicator that takes into account the relationship between domestic abuse and individual characteristics of respondents, family dynamics, and community and societal traits is built using survey data. The data are from the Demographic and Health Survey collected in eleven African countries on women aged 15–49. The employed structural equation model shows the importance of individual characteristics while community and societal factors are less relevant. The composite indicator is also used for classification and ranking purposes, allowing areas where socio-educational interventions are more urgent to be identified.

Stigmatising young people with intellectual disability: Perceptions of the main stakeholders at a Spanish university

ABSTRACT Background One of the main challenges facing individuals with an intellectual disability is the stigma associated with the various obstacles that hinder their process of full integration. Despite the efforts made, more research is called for to explore the reference environments and reveal how public and self-stigma are perceived in higher education. This scientific paper’s overriding aim is to analyse how different university stakeholders (students, lecturers, and admin and service staff) perceive the presence of young people with intellectual disability. Method An ex post facto design has been used with a sample of 306 participants and a validated instrument for measuring the perception of individuals with an intellectual disability. Results Our findings reveal that women perceive less stigma than men, and when the analysis is broken down into the collectives involved, students with disability are clearly more conscious of public or self-stigma than their peers without any disability. Conlcusion The disparity between gender and roles underscores the need for socioeducational interventions to promote inclusion in higher education and address self-stigma, thereby fostering self-sufficiency and emotional wellbeing among young individuals with intellectual disabilities.

Perception of Gender Equality Among University Students: An Analytical Model

Gender equality is a fundamental principle of social justice that asserts that all individuals, regardless of their gender, should have equal rights, opportunities, and access to resources and power. Researching this phenomenon requires a deep understanding of the dimensions and factors that constitute it. The primary objective of this study is to propose a contextualized and comprehensive analytical model for conducting research related to gender equality. To achieve this, a thorough and systematic literature review was conducted using the PRISMA methodology. From a total of 511 articles located in major databases, 58 were selected. The categorization process led to the identification of 8 dimensions: labor and/or professional, co-responsibility and family reconciliation, education, health and emotions, culture and society, economy, gender-based violence, and freedom and autonomy, along with an open dimension labeled ‘other aspects.’ The final model integrates these dimensions, along with the inherent factors of each, with socio-demographic and ideological variables, resulting in a comprehensive and relevant model for studies on gender equality and subsequent socio-educational interventions based on these findings.

Healthy and Equitable Interpersonal Relationships, Health Inequalities and Socio-Educational Interventions: A Conceptual Framework for Action.

Interpersonal relationships undoubtedly have a bidirectional connection with the health of individuals and communities. Relational models based on equity contribute to well-being, while asymmetrical relationships based on hierarchies and differences of power negatively impact mental, physical, and social health. A conceptual framework for understanding the determinants of interpersonal relational models was developed. Structural determinants were identified as the combined action of systems of oppression, the socio-historical context that normalizes violence, and social stratification and segregation, consequences which included inequitable access to power, resources, and opportunities. Intermediate determinants include individual, psychosocial, behavioral, and community aspects. Structural and intermediate determinants impact health and health inequalities through multiple relational patterns that are simultaneously established and sustained by individuals and communities. The health impact of inequitable relational patterns includes: Reduced self-esteem; anxiety, stress, and depression; acceptance of violence; physical and sexual harm; suicide; and murder. This conceptual framework allows for the modification of relational models by influencing structural and intermediate determinants. Six areas of intervention have been identified: educative policies, school governance, physical and symbolic space, school curriculum, school-community relations, and socio-educative interventions to promote healthy and equitable relationships. Healthy and equitable relationships are associated with improved subjective well-being, health status and protection from violence. Socio-educational interventions that consider the elements of this conceptual framework may be effective in promoting healthy and equitable relational models.

Usage of ICT among Social Educators—An Analysis of Current Practice in Spain

The objective of this study is to identify the usage of ICT tools among social educators within their professional activity. Technology among social educators is currently a very up-to-date topic. This is a professional group with its own characteristics that are different from those of teachers or other professionals in formal education. A mixed sequential two-phase method was proposed for the study: both quantitative and qualitative. In the first phase, the EdSocEval_V2 questionnaire was applied to a sample of 504 social educators from 17 autonomous communities. In the second phase, four focus groups were formed. The results presented reduced and basic usage of ICT: in management and administrative tasks and for communication with conventional tools. The COVID-19 pandemic has likewise increased the need for the use of ICT in socio-educational interventions, although their use for intervention among these groups is still very scarce. Training in and raising awareness of ICT among professionals for social interventions are priorities, as is the construction of a referential framework for professional training.

Las Intervenciones Socioeducativas en Estudiantes de Magisterio para Reducir el Estigma en la Salud Mental

This study examined the effect of three socio-educational interventions in teacher training students on the reduction of stigma: a serious game called Stigma-Stop, a program based on direct contact between students and people with mental health problems, and the broadcast of a documentary with a talk from a professional. The sample consisted of 120 undergraduates of the Degree in Teaching in Early Childhood Education and the Degree in Teaching in Primary Education of a Spanish university, with a pretest-posttest experimental design, the participants were randomly divided into three experimental groups and a control group. The results show a statistically significant reduction in stigma levels between the pretest and posttest in the three interventions, but not in the control group, which remained stable in both measurements. This showed that the three interventions were effective in reducing stigma, predominantly in the danger dimension and the total score.

Effects of Socio-educational Interventions on the Quality of Life of People with a Digestive Ostomy.

The creation of digestive stomata is associated with a change in people's lives. Causing a strong impact that influences all dimensions of life. This paper reports on the effects of socio-educational interventions on the quality of life (QOL) of people with a digestive ostomy. To describe the effect of a nursing intervention on the QOL of people with a digestive ostomy. A quasiexperimental study was conducted whose sample consisted of 12 people who were ostomized in a public hospital in Colombia. Participants were selected through convenience sampling and randomly assigned to the intervention group and the control group. For the control group, an educational process was carried out through a theoretical session with virtual mediation (educational video). The QOL was evaluated before and after the interventions through the Montreux questionnaire. The average age was 57(+7) years. No statistical differences were found between the groups in the QOL index or for any of the dimensions that make up QOL. Pretest and post-test analysis for each intervention separately showed improvement in two dimensions of QOL for each group; in the intervention group body image dimension (p = .017) and the positive coping dimension (p = .027). In the control group, the physical well-being dimension (p = .037) and social concerns dimension (p = .034). The personalized educational intervention or carried out through virtual pedagogical mediation, generated a clinically significant increase in the dimensions of QOL, without statistical differences. The study adds knowledge about the impact that digestive stomata have on the QOL, which is why it is necessary to establish specialized interdisciplinary teams to care for the person's new condition at home during the following months.

“NO ME GUSTA VENIR ACÁ” MEDIDAS ALTERNATIVAS EN EL SISTEMA PENAL JUVENIL

This article analyzes the meanings of the socio-educational interventions that are carried out in a territorial device in charge of the implementation of alternative measures to confinement and the judicial process in the juvenile penal system of the Province of Buenos Aires (Argentina) in the period 2018-2020. From a socio-anthropological and gender perspective, the perspective of the actors, mainly young people (men), is recovered. Based on participant observations, interviews and documentary analysis, the meanings around freedom of movement and also of expression, and the possibility of building one's own demand are highlighted. These meanings emerge from the link between the actors and nuance the reactive and disciplinary aspects of penal social control.

Strumenti di valutazione per il case management degli interventi socio-educativi: un approccio basato sul capability framework

The case management approach in complex social-educational interventions envisages a final phase of outcome evaluation. Although crucial, the measurement of outcomes has not yet been acquired as a practice, partly because of the multidimensional nature of the needs addressed and the consequent difficulty in identifying appropriate tools. This article introduces an evaluation tool developed in the context of a project for the integrated care of vulnerable households, presenting the first results in the form of case studies. Inspired by the capability framework, the model is particularly suited to the ecosystemic approach of case management, as it can capture the complexity of beneficiaries’ needs and monitor the evolution of the different dimensions of their well-being. The experience presented in this article is significant because it introduces an innovative methodological framework for evaluating the outcomes of highly complex socio-educational interventions, which can potentially be applied in contexts other than the one analyzed.

Implementation of Service-Learning as a Strategy to Foster Intercultural Coexistence in the Local Community: A Case Study

Service-learning (SL) is a participatory teaching–learning methodology through which students learn certain content while also meeting a number of real social needs in their environment. The implementation of SL in different areas and educational stages has been extensively described. However, its potential as a community and intercultural development strategy at the local level has not been widely studied. Through a documentary analysis, the present work sought to understand the characteristics of socio-educational interventions, which, based on the service-learning methodology, aim at improving coexistence in local communities with a high degree of cultural diversity. A total of 18 projects were included in a community programme implemented in the municipality of Elche (Spain) between 2010 and 2016. They all focused or included the promotion of intercultural coexistence among their objectives. The study design was quantitative, with a descriptive and explanatory, univariate and bivariate analysis using the IBM Statistical Package for Social Sciences 26. The results showed that service-learning can contribute to the improvement of intercultural coexistence. Moreover, a number of SL basic, pedagogical and organisational components are enhanced when integrated into broader community development processes.

Identificación de necesidades psicosociales de un grupo de escolares españoles con problemas visuales: un estudio con metodología mixta

Abstract This study investigates the psychosocial needs of a group of schoolchildren with visual impairments. Based on a CUAN+CUAL mixed methods, it analyzed 26 children, with and without visual impairment, who attended a pediatric ophthalmology consultation with their parents. Several descriptive, mean and variance tests of independence between variables were performed using Pearson’s Chi-square (χ²) and Mann-Whitney U tests. The interviews conducted with the children and/or parents on the impact of their visual impairment on education, leisure activities and peer interaction, as well as the feelings derived from the impairment, underwent discourse analysis. Results show that schoolchildren with severe visual impairments experience greater difficulties regarding physical and emotional well-being, school performance, and peer interaction when compared with those without. These findings suggest the importance of developing comprehensive and joint health and socio-educational interventions to improve these areas.

Inclusive Leisure as a Resource for Socio-Educational Intervention during the COVID-19 Pandemic with Care Leavers

The COVID-19 pandemic has led to a reduction in leisure activities involving human contact. Social isolation has increased, particularly amongst vulnerable individuals with a fragile support network, as is the case with young people who have left care. The aim of the present research was to identify socio-educational proposals and interventions implemented during the pandemic pertaining to leisure as a form of promoting social inclusion of these young people. To this end, a qualitative study was carried out in which twenty semi-structured interviews were conducted with young people who had left care system, in addition to fifteen interviews with professionals working with this group when delivering socio-educational interventions. Discourse analysis revealed that isolation due to the health crisis had greater repercussions in normalised settings in which leisure activity was reduced with this increasing risk of social inclusion amongst these young people. Proposals and experiences emerging from this setting provide evidence that socio-educational interventions targeting leisure facilitate social inclusion. In this sense, future lines of research are suggested to optimise the outcomes of socio-educational interventions within this group.

Prevención de riesgo psicosocial en adolescentes: el rol de los Centros de Día de Menores en España

Resumen (analítico)El artículo analiza la función de los Centros de Día de Menores (CDM) como recursos especializados en la intervención socioeducativa con adolescentes en riesgo. Se trata de una investigación cualitativa, en la que se han integrado diferentes técnicas con el fin de triangular evidencias objetivas. En el plano metodológico participó una muestra de 30 profesionales, implementando diferentes técnicas: entrevistas y grupos de discusión. Los datos obtenidos se codificaron y categorizaron. Los resultados destacan la especificidad de los CDM como recurso de proximidad en el proceso de socialización y de acompañamiento progresivo, individualizado y flexible de adolescentes en riesgo. Las conclusiones inciden en la especialización del recurso en la atención a adolescentes que atraviesan procesos vitales complejos y en la consolidación del recurso como alternativa socioeducativa a la educación formal, utilizando en el territorio como generador de oportunidades. Palabras clave: Centros de Día de menores, adolescentes, riesgo social, prevención.

Dropout, Autonomy and Reintegration in Spain: A Study of the Life of Young Women on Temporary Release.

This study analyses the psycho-educational and social paths of women prisoners after the time they drop out of school as minors, based on different variables related to autonomy and their preparedness to face temporary release.MethodsQualitative and quantitative methods were used to analyse a national sample of 310 women prisoners (30.1% of the population) in 31 prisons through a mixed-mode questionnaire and interview. We analysed the significant association of variables related to dropout and obtained a log-linear model that relates dropout to recidivism and Roma culture. Work experience was analysed using the McNemar test, and variables influencing the participant’s job at the time of the study were analysed by applying cluster analysis.ResultsYoung women comprise 66.6% of individuals who drop of the education system as minors (primary 49.3% and secondary 22%). They drop out between the ages of 7 and 17, and have traits of greater vulnerability than those who stayed in school until adulthood. In this population, we find a significant association with various factors: belonging to Roma culture, having family members in prison and delinquent recidivism; and higher unemployment (43.4%) and low income before entering prison. This situation is increasing today. In prison, these women had more connection to education/training, which can improve their employability. They also encounter difficulties with personal security, decision-making, personal/professional dependence, planning for the future, administrative matters and handling information and communication technologies, job-seeking skills, etc. Their self-perceived strengths are, however, assuming responsibility, taking orders, respecting schedules and timetables, working on a team and feeling prepared to start a job, as well as having optimistic convictions about the future.ConclusionThe vulnerabilities and risk factors studied have a negative influence primarily on processes of personal, social and job autonomy in female minors who left the education system. Yet these minors show factors of protection and resilience. On temporary release at the time of the study, they face the consequences that their prison terms and incarceration have for their perceptions, attitudes, competencies and future prospects, as well as social marginalization and stigma. Early, coherent socio-educational interventions are thus needed to improve social integration-reintegration.

La doppia diagnosi ADHD e SUD

Frequentemente nei pazienti affetti da Disturbo da Uso di Sostanze (SUD) vengono riscontrate comorbidità psichiatriche, tra queste il Disturbo da Deficit di Attenzione e Iperattività (ADHD) appare tra le comorbidità meno diagnosticate benché più frequenti in letteratura. Diverse ricerche evidenziano che circa un terzo dei pz con ADHD presentano anche una condizione di Addiction.Nell'affrontare i soggetti affetti da questa comorbidità è importante sottolineare la rilevanza dell'assessment clinico al fine di individuare sintomi che frequentemente si sovrappongono e che rendono più complesso il trattamento. Una valutazione accurata deve inoltre tenere presente l'influenza che alcune sostanze d'abuso può esercitare sulle funzioni cognitive che a loro volta influenza il decorso dell'ADHD con frequente riduzione della compliance terapeutica e ripercussione sugli esiti finali.Il trattamento di questo tipo di comorbidità, che richiede una pluralità di interventi, tra cui anche interventi psicologici e socio-educativi, deve porre particolare attenzione alle terapie farmacologiche erogate e ai rischi connessi al loro misuso.Per la riuscita di qualunque trattamento si deve comunque prevedere l'impostazione di un setting altamente integrato nel quale gli interventi specifici vengano erogati contemporaneamente.

Socio-educational interventions as complementary strategies to improvement clinical parameters of Type 2 diabetes mellitus

Type 2 diabetes mellitus (T2DM) is one of the most prevalent chronic diseases amongthe elderly, which impairs their functionality and the quality of life. Since high levels of socialisolation are observed in the elderly population, we hypothesized that low social support network (SSN) could have negative effects in clinical evolution of T2DM. Therefore, the practiceof socio educational activities could contribute to a favorable disease control and improvement of T2DM clinical parameters.AimsWe evaluated, cross-sectionally and retrospectively, the relationship of SSN size withmetabolic parameters of TD2M and the influence of socio-educational activities (i.e. crafts,jewelry, fitness, literacy, dance, guitar, singing, ballroom dancing, theater, yoga, flamenco,among others) in changes of the glycemic and lipid indexes in elderly patients (> 60 yearsold).MethodsSix clinical parameters, fasting blood glucose (FBG), glycated hemoglobin (HbA1c),circulating triglycerides, HDL, LDL and total cholesterol levels were compared with socialsupport network (SSN) which was measured in 89 T2DM patients by minimal map of relationship in older people (MMRI). The same parameters were compared between the grouppracticing socio educational activities (n = 23) and non-practicing group (n = 33). The changes in values were established between two phases: 2001 to 2009 (before) and 2010 to 2011(after), in both groups. The results were analyzed in two ways: a) vertical comparison ofthe averages of each individual clinical parameter; and b) horizontal comparison of total improvement rate (TIR), resulting from the sum of the individual improvement rate (iIR). Tocalculate iIR, clinical improvement received an arbitrary value (0.25) whereas no clinicalimprovement was ascribed a 0 value.ResultsWe observed a discrete positive correlation between SSN size and glycemic control improvement of elderly T2DM patients. When socio-educational interventions are evaluated, weobserved a significant improvement in HbA1c levels of up 34.5% (odds ratio=4.25; 95% CI,1.17 - 15.45; p = 0.0535) in elderly diabetics practicing socio educational activities. However,the fasting glucose and total cholesterol values had no significant improvement. In the otherhand, the horizontal analysis showed a significant difference between IMT means from elderly diabetics practicing socio educational activities when compared to the control group (p =0.03). It was observed a greater number of cases of clinical improvement over 50% (IMT 0.75and 1.0) in the socializing group (66% vs 36%).ConclusionsOur results suggested an apparent relationship between high SSN and practices of socio educational activities with significantly improvement of glicaemic control elderly T2DMpatients. We speculated that enhancing social support affects direct or indirectly some health-related variables, although potential pathways activated by social and educational components to regulating glucose metabolism remains unclear. However, our data are suggestingthat inclusion of socio-educational elements as non-pharmacological strategies for glicaemiccontrol may contribute for an effective management of T2DM in public health.

Conceptualización y características sociodemográficas/clínicas de las personas con VIH que residen en centros residenciales

Dentro de las 150000 Personas con VIH (PVIH) que se estima que hay actualmente en España, hay un colectivo de PVIH que residen en centros residenciales, por carecer de las capacidades necesarias para afrontar las exigencias del funcionamiento diario. No obstante, no hay una definición clara y poco se sabe de las características sociodemográficas y clínicas de este colectivo. Se llevó a cabo una revisión bibliográfica sobre las PVIH que residen en centros residenciales, y se administró una ficha de datos sociodemográficos y clínicos a 60 PVIH que residen en centros residenciales y a 60 PVIH con vivienda estable, comparándose dichas características entre ambos grupos mediante la prueba exacta de Fisher, la prueba chi de los cuadrados y la prueba t Student. Se propone el término de PVIH en situación de vulnerabilidad social, como una conceptualización que reconoce la potencionalidad y capacidad de aprendizaje de este colectivo de PVIH. Las PVIH en situación de vulnerabilidad social muestran menores recuentos de linfocitos T-CD4 (X2 ≤ .05), son mayoritariamente hombres (F ≤ .05), presentan un menor nivel de estudios (X2 ≤ .05), la gran mayoría están desempleadas (F ≤ .05), participan en menor medida en voluntariados (F ≤ .05) y presentan una mayor asistencia a cursos o clases (F ≤ .05). Los hallazgos sugieren que las PVIH en situación de vulnerabilidad social muestran unas características propias, que son el punto de partida para el desarrollo de intervenciones socioeducativas que mejoren su Calidad de Vida.