Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19
1.1. Increased Domestic Violence and Child Abuse during Confinement
1.2. Keeping Supportive Relationships Alive through Schools during Confinement
1.3. School-Based Programs to Prevent Child Abuse
2. Materials and Methods
2.1. School Selection Criteria
2.2. Data Collection and Analysis
2.2.1. Communicative Focus Groups (CFGs)
2.2.2. Interviews with a Communicative Approach
2.2.3. CFG WhatsApp Group
2.2.4. Table of Collaborative Register
3.1. Dialogic Workspaces with Students, Teachers and Volunteers
“The online dialogic workspaces are a moment of connection between classmates in which other people participate, the teacher maintains quality interactions that allow them to continue learning together with their friends, having a dialogic space that gives purpose, motivates and cheers them up. It allows us to open up a public space in the homes”.(PP1)
“It is made clear to families and children that we do not put children aside. In this way, we can also see them and notice how they are doing, their mood, their expression. We continue fostering the learning process together with emotional support”.(PP1)
“Something happened to us today in 4th of primary. A girl that usually annoys another [boy] in the class eliminated him from the videoconference. The rest reported it immediately, and I was able to intervene. We recalled the principles that guide our relationships, we remembered that we will not allow anyone to ill-treat anybody else. It is very important because it might be that in other spaces where they connect, without us there, they reproduce the rejection in these behaviours”.(PP1)
3.2. Dialogic Gatherings
“We talk about very important issues that the children are concerned with now during confinement and what is going on in an egalitarian environment of absolute respect so that they feel free to tell how they feel. The rest of the people usually offer advice and assistance as it is a space in which we promote solidarity”.(TP3)
3.3. Class Assembly or Mentoring
“It is important that the assemblies go on in order to report violence, to allow them to express how they are living these days, about the relations of friendship and maybe to have a space to report violence”.(PP2)
3.4. Dialogic Pedagogical Gatherings with Teachers and Community
“It is an action that helps us learn and transform our educational practice. It is a very important moment because we share learning, we meet and we reflect upon how to improve our actions in these moments. We have now read the chapters about the prevention of violence and friendship of one of the guides from the Child Study Center of Yale University. We have been able to think about the importance of doing [these actions] very well if situations of violence arise among our students in their families during confinement. We have also talked about the importance of maintaining relationships of friendship between children because this is a constraint in their lives, how to keep promoting healthy relationships, helping them to choose their friends well, continuing to accompany them in these moments”.(PE1)
3.5. Mixed Committees and Community Networks
3.6. Dynamisation of Social Networks with Preventive Messages and the Creation of a Sense of Community
5. Expected Impact of Open Doors Actions
Conflicts of Interest
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Roca, E.; Melgar, P.; Gairal-Casadó, R.; Pulido-Rodríguez, M.A. Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19. Sustainability 2020, 12, 4685. https://doi.org/10.3390/su12114685
Roca E, Melgar P, Gairal-Casadó R, Pulido-Rodríguez MA. Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19. Sustainability. 2020; 12(11):4685. https://doi.org/10.3390/su12114685Chicago/Turabian Style
Roca, Esther, Patricia Melgar, Regina Gairal-Casadó, and Miguel A. Pulido-Rodríguez. 2020. "Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19" Sustainability 12, no. 11: 4685. https://doi.org/10.3390/su12114685