Child Maltreatment Prevention Service Cases are Significantly Reduced During the COVID-19 Pandemic: A Longitudinal Investigation Into Unintended Consequences of Quarantine

2021 ◽  
pp. 107755952110513
Author(s):  
Kelly M. Whaling ◽  
Alissa Der Sarkissian ◽  
Natalie Larez ◽  
Jill D. Sharkey ◽  
Michael A. Allen ◽  
...  
Keyword(s):  
New York ◽  
Child Maltreatment ◽  
Local Governments ◽  
Unintended Consequences ◽  
Community Members ◽  
School Closures ◽  
Service Accessibility ◽  
Child Maltreatment Prevention ◽  
Prevention Service ◽  
Youth At Risk

Unprecedented financial and emotional stress, paired with measures to slow the spread of COVID-19 (e.g., school closures), place youth at risk for experiencing increased rates of abuse. We analyzed data from New York City’s Administration for Children’s Services to investigate the frequency of child maltreatment prevention service case openings during this time. Longitudinal counts of case openings were compiled for January through June of the years 2014–2020. An independent samples Kruskal–Wallis H-test suggested that pre-quarantine case openings were significantly larger than case openings during quarantine. To account for the possible influence of other historical events impacting data, a secondary Kruskal–Wallis H-test was conducted comparing only the 4 months of quarantine data available to the 4 months immediately preceding quarantine orders. The second independent samples Kruskal–Wallis H-test again suggested that pre-quarantine case openings were significantly larger than case openings during quarantine. A Poisson regression model further supported these findings, estimating that the odds of opening a new child maltreatment prevention case during quarantine declined by 49.17%. These findings highlight the severity of COVID-19 impacts on child maltreatment services and the gap between demand for services and service accessibility. We conclude with recommendations for local governments, community members, and practitioners.

scholarly journals Reduced child maltreatment prevention service case openings during COVID-19

2020 ◽  
Author(s):  
Kelly Whaling ◽  
Alissa Der Sarkissian ◽  
Natalie A. Larez ◽  
Jill D. Sharkey ◽  
Michael A. Allen ◽  
...  
Keyword(s):  
New York ◽  
Child Maltreatment ◽  
Local Governments ◽  
Future Research ◽  
Community Members ◽  
School Closures ◽  
Research And Innovation ◽  
Global Pandemic ◽  
Child Maltreatment Prevention ◽  
Prevention Service

Abstract Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2; COVID-19), is a novel virus that has swept the world causing illness and death. Youth are at a heightened risk of experiencing increased rates of abuse given necessary measures required to slow the spread of the virus (e.g., indefinite school closures). We analyzed data from New York City’s Administration for Children’s Services (ACS) to investigate the frequency of child maltreatment prevention service case openings during this time of unprecedented stress. Two descriptive investigations were conducted. An examination of trend lines demonstrated that for 2013-2019, New York City’s new prevention case openings have consistently peaked in the month of March, for all seven years. New prevention case service openings in March 2020 do not peak, as they do in the preceding seven years. An independent samples t-test indicated that the frequency of case openings of March 2020 is significantly different than the frequency of case openings in March 2013-2019. Further, a Poisson regression model estimated that the odds of opening a new child maltreatment prevention case post-COVID-19 are 179% lower than opening a new child maltreatment case pre-COVID-19 (OR = -0.79, p < .001). These findings highlight the necessity of future research and innovation regarding child maltreatment prevention and intervention services during a global pandemic. This study has important implications for identification, prevention, and documentation for current support, and recommendations for local governments, community members, and practitioners are provided.

scholarly journals The Mirage of Housing Affordability: An Analysis of Affordable Housing Plans in New York City

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880921 ◽  
Author(s):  
Bakry Elmedni
Keyword(s):  
New York ◽  
New York City ◽  
Private Sector ◽  
Affordable Housing ◽  
Low Income ◽  
York City ◽  
Local Governments ◽  
Housing Affordability ◽  
Unintended Consequences ◽  
Major Player

In the opening of the 21st century, housing affordability was described by the U.S. Congress as the most urgent issue facing America. This article provides an analysis of how feasible Mayor de Blasio’s Five Borough Ten-Year Plan will be in providing adequate affordable housing to low-income residents in New York City (NYC). It examines three main topics: (a) the Plan’s focus on using the private sector to achieve public goals and whether this is likely to come with unintended consequences such as less focus on the needy and gentrification of struggling neighborhoods, (b) the role of the nonprofit sector, which has historically been a major player in housing policies in the NYC, and (c) how much influence or control a municipal government has on economic forces to avoid negative outcomes. The analysis reveals that while providing any number of affordable units is a positive thing, it is unreasonable to assume that this intervention alone can adequately address the housing affordability crisis in NYC. This article also exposes other emerging problems as the plan is being implemented. One major concern is that through tax credits and rezoning efforts to encourage private-sector development, the Plan may wind up benefiting housing developers and gentrifiers more than actually ameliorating the housing crisis in NYC. Housing affordability is a multifaceted issue which requires a multifaceted approach from federal and state governments working in tandem with local governments.

Child Maltreatment Prevention in Saudi Arabia: Are we Ready?

2012 ◽  
Author(s):  
Maha Almuneef ◽  
Mohamed Qayad ◽  
Majid AlEissa ◽  
Fadia AlBuhairan
Keyword(s):  
Saudi Arabia ◽  
Child Maltreatment ◽  
Child Maltreatment Prevention

PAR Method

2010 ◽  
Vol 3 (3) ◽  
pp. 355-375 ◽  
Author(s):  
Michelle Billies
Keyword(s):  
New York ◽  
Low Income ◽  
Critical Consciousness ◽  
Design Method ◽  
Participatory Action ◽  
Community Members ◽  
Context Analysis ◽  
Gender Nonconforming ◽  
The Social ◽  
And Gender

The work of the Welfare Warriors Research Collaborative (WWRC), a participatory action research (PAR) project that looks at how low income lesbian, gay, bisexual, transgender, and gender nonconforming (LG-BTGNC) people survive and resist violence and discrimination in New York City, raises the question of what it means to make conscientization, or critical consciousness, a core feature of PAR. Guishard's (2009) reconceptualization of conscientization as “moments of consciousness” provides a new way of looking at what seemed to be missing from WWRC's process and analysis. According to Guishard, rather than a singular awakening, critical consciousness emerges continually through interactions with others and the social context. Analysis of the WWRC's process demonstrates that PAR researchers doing “PAR deep” (Fine, 2008)—research in which community members share in all aspects of design, method, analysis and product development—should have an agenda for developing critical consciousness, just as they would have agendas for participation, for action, and for research.

Bringing the Real World of Science to Children: A Partnership of the American Museum of Natural History and the City University of New York

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Anthony G Picciano ◽  
Robert V. Steiner
Keyword(s):  
United States ◽  
New York ◽  
Natural History ◽  
Local Governments ◽  
Compulsory Education ◽  
Development Program ◽  
The United States ◽  
American Museum ◽  
The World ◽  
The City

Every child has a right to an education. In the United States, the issue is not necessarily about access to a school but access to a quality education. With strict compulsory education laws, more than 50 million students enrolled in primary and secondary schools, and billions of dollars spent annually on public and private education, American children surely have access to buildings and classrooms. However, because of a complex and competitive system of shared policymaking among national, state, and local governments, not all schools are created equal nor are equal education opportunities available for the poor, minorities, and underprivileged. One manifestation of this inequity is the lack of qualified teachers in many urban and rural schools to teach certain subjects such as science, mathematics, and technology. The purpose of this article is to describe a partnership model between two major institutions (The American Museum of Natural History and The City University of New York) and the program designed to improve the way teachers are trained and children are taught and introduced to the world of science. These two institutions have partnered on various projects over the years to expand educational opportunity especially in the teaching of science. One of the more successful projects is Seminars on Science (SoS), an online teacher education and professional development program, that connects teachers across the United States and around the world to cutting-edge research and provides them with powerful classroom resources. This article provides the institutional perspectives, the challenges and the strategies that fostered this partnership.

Community-based? Asian American Students, Parents, and Teachers in the Shifting Chinatowns of New York and Los Angeles

2012 ◽  
Vol 10 (2) ◽  
pp. 99-117 ◽  
Author(s):  
Benji Chang ◽  
Juhyung Lee
Keyword(s):  
New York ◽  
Public Schools ◽  
Los Angeles ◽  
Asian American ◽  
Community Members ◽  
Asian American Students ◽  
Education Experience ◽  
American Students ◽  
Community Organizers ◽  
Holistic Vision

This article examines the experiences of children, parents, and teachers in the New York and Los Angeles Chinatown public schools, as observed by two classroom educators, one based in each city. The authors document trends among the transnational East and Southeast Asian families that comprise the majority in the local Chinatown schools and discuss some of the key intersections of communities and identities within those schools, as well as the pedagogies that try to build upon these intersections in the name of student empowerment and a more holistic vision of student achievement. Ultimately, this article seeks to bring forth the unique perspectives of Chinatown community members and explore how students, families, teachers, school staff and administrators, and community organizers can collaborate to actualize a more transformative public education experience.

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