scholarly journals Professionals’ Digital Training for Child Maltreatment Prevention in the COVID-19 Era: A Pan-European Model

2022 ◽  
Vol 19 (2) ◽  
pp. 885
Author(s):  
Cristina Crocamo ◽  
Bianca Bachi ◽  
Riccardo M. Cioni ◽  
Henrike Schecke ◽  
Irja Nieminen ◽  
...  
Keyword(s):  
Child Maltreatment ◽  
Training Programme ◽  
Digital Learning ◽  
Children And Families ◽  
Subjective Experiences ◽  
Interactive Approach ◽  
Digital Platforms ◽  
Technological Developments ◽  
Main Barrier ◽  
Learning Frameworks

The responsiveness of professionals working with children and families is of key importance for child maltreatment early identification. However, this might be undermined when multifaceted circumstances, such as the COVID-19 pandemic, reduce interdisciplinary educational activities. Thanks to technological developments, digital platforms seem promising in dealing with new challenges for professionals’ training. We examined a digital approach to child maltreatment training through the ERICA project experience (Stopping Child Maltreatment through Pan-European Multiprofessional Training Programme). ERICA has been piloted during the pandemic in seven European centers involving interconnected sectors of professionals working with children and families. The training consisted of interactive modules embedded in a digital learning framework. Different aspects (technology, interaction, and organization) were evaluated and trainers’ feedback on digital features was sought. Technical issues were the main barrier, however, these did not significantly disrupt the training. The trainers perceived reduced interaction between participants, although distinct factors were uncovered as potential favorable mediators. Based on participants’ subjective experiences and perspectives, digital learning frameworks for professionals working with children and families (such as the ERICA model nested in its indispensable adaptation to an e-learning mode) can represent a novel interactive approach to empower trainers and trainees to tackle child maltreatment during critical times such as a pandemic, and as an alternative to more traditional learning frameworks.

Who Is and Is Not Served by Child Protective Services Systems? Implications for a Prevention Infrastructure to Reduce Child Maltreatment

2020 ◽  
Vol 692 (1) ◽  
pp. 182-202
Author(s):  
Kristen S. Slack ◽  
Lawrence M. Berger
Keyword(s):  
Child Welfare ◽  
Child Maltreatment ◽  
Child Protective Services ◽  
Child Welfare System ◽  
Community Response ◽  
Welfare System ◽  
Child Safety ◽  
Children And Families ◽  
Protective Services ◽  
Child Maltreatment Prevention

The majority of alleged abuse or neglect reports to the U.S. child welfare system are either screened out prior to an investigation (i.e., at the “hotline” stage) or investigated only to be closed with no finding of immediate child safety concerns. Yet while many of these children and families are at risk of subsequent incidents of child maltreatment or child welfare system involvement, they are not systematically offered services or benefits intended to reduce this risk at the point that child protective services (CPS) ends its involvement. This article provides an overview of the “front end” of the child welfare system, commonly referred to as CPS, highlighting which families are served and which are not. We then argue for a systematic and coordinated child maltreatment prevention infrastructure that incorporates elements of “community response” programs that several U.S. states have implemented in recent years. Such programs are focused on families that have been reported to, and sometimes investigated by, CPS, but no ongoing CPS case is opened. We further argue that such programs need to pay particular attention to economic issues that these families face.

scholarly journals The place for children's centres for New Zealand children

2007 ◽  
Vol 31 (1) ◽  
pp. 123 ◽  
Author(s):  
Karen J Hoare ◽  
Denise L Wilson
Keyword(s):  
New Zealand ◽  
Child Maltreatment ◽  
Child Poverty ◽  
The United States ◽  
Children And Families ◽  
Head Start Program ◽  
The United Kingdom ◽  
Rights Of The Child ◽  
United Nations Convention ◽  
Children’S Centres

This paper examines the experience of poverty and child maltreatment among New Zealand?s children as compared with international statistics. New Zealand was a signatory to the United Nations Convention on the Rights of the Child in 1993, yet indicators suggest that implementation of the Articles of the Convention is limited. In the league of Organisation for Economic Co-operation and Development countries it ranks 23rd out of 26 for child poverty and 24th out of 27 for the child maltreatment death rate. A case will be made for coordination of existing and new services for children and families through a dedicated children?s centre, modelled on the United Kingdom?s Sure Start and Children?s Centre program that was modelled in part on the Head Start program of the United States. The paper reports on Wellsford, a rural community north of Auckland, which has embraced the children?s centre concept and is investigating ways to obtain funding to implement the idea.

scholarly journals Artful Inquiry in the E-learning Journal

2016 ◽  
Vol 9 (2) ◽  
pp. 261-283 ◽  
Author(s):  
Kathryn Grushka ◽  
Aaron Bellette
Keyword(s):  
Research Methods ◽  
Participatory Research ◽  
Digital Learning ◽  
Learning Approaches ◽  
Digital Platforms ◽  
Learning Journals ◽  
E Learning ◽  
Participatory Inquiry ◽  
Learning Journal ◽  
Participatory Research Methods

E-learning is transforming the learning landscape. This paper focuses on photomedia participatory inquiry in an e-feed learning culture. It harnesses the bene ts of artful inquiry and elaborates on interactive re ective opportunities when using participatory research methods. Student e-learning journal examples and the teacher re ective voice demonstrate how artful inquiry accommodates critical and re ective actions for new creative outcomes. The methods described and analyzed may have relevance to educators considering applying multi-semiotic learning approaches within e-learning journals as digital platforms become central to digital learning and communication of ideas.

scholarly journals The role of digital transformation on e-learning at King Khalid University considering the Corona pandemic covid 19: دور التحول الرقمي في تفعيل التعليم الإلكتروني في جامعة الملك خالد خلال جائحة كورونا (COVID-19)

2021 ◽  
Vol 5 (21) ◽  
pp. 122-103
Author(s):  
Asia Yaqoub Al Hadi Abdul Khair Asia Yaqoub Al Hadi Abdul Khair
Keyword(s):  
Rapid Development ◽  
Rapid Change ◽  
Electronic System ◽  
Digital Transformation ◽  
Digital Learning ◽  
Educational Methods ◽  
Technological Developments ◽  
E Learning ◽  
Digital Processes

The study aimed to identify the important role that digital transformation plays in activating and developing e-learning, as digital transformation has radically changed in all fields, especially in the field of education, as it allowed the emergence of modern educational methods and methods. With the rapid development in the world of technology and the trend of governments and institutions towards digital in all their services by providing digital services in a smooth and easy way that saves effort, time and money for the beneficiaries, in our current era all institutions have been keen to adopt the concept of digital transformation by replacing traditional digital processes, and developing plans and strategies to ensure the achievement of Its objectives are of quality and efficiency, as the digital transformation is able to create a competitive and attractive technical environment that achieves the highest levels of quality at the lowest costs, and that the spread and use of everything digital has accelerated over the past ten years Several challenges have imposed on traditional education, especially in light of the Corona pandemic (Covid-19), which makes relying on traditional educational methods difficult, so the study came with the aim of identifying the role of digital transformation (digital learning) at King Khalid University on the development and effectiveness of e-learning in light of the pandemic The paper followed the inductive approach and the qualitative approach. Observation, reports, documentary information and King Khalid University websites were used to collect data. The concepts of digital transformation as well as e-learning were addressed, and then a set of results were reached. King Khalid University is distinguished by the existence of an effective electronic system, that the technical environment for information technology has enabled King Khalid University to face the rapid change in the work environment, and the study concluded some recommendations. One of them is that digital transformation is no longer an option, rather it has become a necessity, so it is necessary to keep pace with technological developments and to benefit from them in the transformation towards digital learning.

scholarly journals State regulation and development of digital educational platforms

2021 ◽  
Vol 13 (4) ◽  
pp. 956-965
Author(s):  
Valentina B. Salakhova ◽  
Maria A. Erofeeva ◽  
Elena V. Pronina ◽  
Natalia V. Belyakova ◽  
Natalia Zaitseva ◽  
...  
Keyword(s):  
New Technologies ◽  
Secondary Data ◽  
World Market ◽  
State Regulation ◽  
Digital Learning ◽  
Educational Organizations ◽  
Russian Government ◽  
Digital Platforms ◽  
Descriptive Research ◽  
Digital Ecosystem

The introduction of digital platforms influences all areas of social development, including the education sector. The Russian government, in a bid to take advantage of this, has encouraged the development of a solid educational system that can support digitalization’s effect on the economy. The paper aims to analyze the development of Russian digital platforms in general and educational platforms, as a decisive factor in economic competitiveness on the world market. The study was a descriptive research and Russia was the main population for the study. The research made use of secondary data from national and international sources. An analysis of modern practices in the field of digital educational platforms shows that educational organizations cannot independently use digital technologies at the new level of requirements. For this purpose, a functioning digital ecosystem is needed that would be able to provide a variety of new technologies in education.   Keywords: state development, digital educational platforms, digital learning, digital educational environment.

scholarly journals Developing a digital learning version of a mentorship training programme

2018 ◽  
Vol 27 (2) ◽  
pp. 82-86 ◽  
Author(s):  
Debbie Casey ◽  
Liz Clark ◽  
Kathryn Gould
Keyword(s):  
Training Programme ◽  
Digital Learning

Effect of worker contacts on risk of child maltreatment recurrence among CPS-involved children and families

2018 ◽  
Vol 82 ◽  
pp. 102-111 ◽  
Author(s):  
Julie L. Halverson ◽  
Jesse Rio Russell ◽  
Colleen Kerwin
Keyword(s):  
Child Maltreatment ◽  
Children And Families

scholarly journals An interactive approach to learning economics: the WinEcon package

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Jean B. Soper ◽  
Alexander B. MacDonald
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
User Interaction ◽  
Teaching Staff ◽  
First Year ◽  
Learning Approach ◽  
Interactive Approach ◽  
Textual Information ◽  
Approach To Learning ◽  
Technological Developments

Under the TLTP initiative, the Economics Consortium is developing an interactive computerbased learning package called WinEcon. The package is directed at first-year economics undergraduates, particularly those taking economics as a supplementary course. Using recent technological developments, the aim is both to facilitate a further increase in student numbers without a proportionate increase in teaching staff, and to provide a better method of student learning. Some key elements of WinEcon are set out in this paper and demonstrated by screens produced at Leicester University. Methods of presenting textual information that give the user control over accessing it are described. For learning difficult concepts, a visual active learning approach is discussed. It involves user interaction and step-by-step analysis. The importance of flexibility and choice is emphasized, and the capacity of the computer to assist in deepening and consolidating learning is shown.DOI:10.1080/0968776940020103

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