ABSTRACT
Els serveis educatius de Catalunya actúen, des de fa decades, de manera directa i presencial ais centres educatius, afavorint l'orientació en el context escolar. L'objectiu de l'estudi és presentar les v¡vėncies i valoracions de professionals de nou servéis educatius diferents d'arreu de Catalunya sobre l'impacte de la COVID-19 en les seves funcions i el món educatiu. Mitjançant un grup de discussio, els professionals manifesten les dificultáis que ha implicat en la seva tasca diaria de trebali conjunt amb el professorat, l'alumnat i les families. Detecten obstacles que els impedeixen dur a terme la seva intervenció com ho feien prėviament a l'inici de la pandemia, i que han anat afrontant cercant alternatives i fent un ús generalitzat de la tecnología. També han aconseguit millores que pensen que es mantindran fins i tot un cop superada la crisi sanitaria. Els resultats obtinguts es discuteixen en el context de la literatura actual i s'apunten linies futures de recerca.Alternate abstract:Los servidos educativos de Cataluña actúan, desde hace décadas, de manera directa y presencial en los centros educativos, favoreciendo la orientación en el contexto escolar. El objetivo del estudio es presentar las vivencias y valoraciones de profesionales de nueve servidos educativos diferentes de Cataluña sobre el impacto de la COVID-19 en sus servidos y el mundo educativo. Mediante un grupo de discusión, los profesionales manifiestan las dificultades que ha implicado en su tarea diaria de trabajo conjunto con el profesorado, el alumnado y las familias. Detectan obstáculos que les impiden desarrollar su intervención como lo hacían antes del ¡nido de la pandemia, y que han afrontado buscando alternativas y haciendo un uso generalizado de la tecnología. También han conseguido mejoras que piensan que se mantendrán hasta el final, incluso una vez superada la crisis sanitaria. Los resultados obtenidos se discuten en el contexto de la literatura actual y se apuntan líneas futuras de investigación.Alternate abstract:The educational services of Catalonia have been acting, for decades, in a direct and faceto-face way in educational centres, offering guidance in the school context. The aim of this study is to present the experiences and thoughts of professionals from nine educational services in Catalonia about the impact of COVID-19 on their servicesand the educational world. A discussion group helps professionals to express the difficulties that it has implied in their daily task of working together with teachers, students and their families. They detect obstacles that prevent them from carrying out the intervention's they did before the beginning of the pandemic, and which they have faced by looking for alternatives and making widespread use of technology. They have also made improvements that they believe will continue even after the health crisis is over. The results obtained are discussed in the context of the current literature and future lines of research are suggested.
ABSTRACT
Early intervention services (EIS) worked hard to continue serving children and their families during the COVID-19 lockdown, using online applications. This study aimed to determine families' and professionals' perceptions of the functioning of the early intervention (EI) model in Spain during the pandemic. The study sample comprised two subsamples: 81 families of children attended at an EIS (72 mothers and 9 fathers) and 213 professionals recruited from EIS. The survey was conducted online several weeks after the end of the strict lockdown in Spain. Descriptive statistics of the questionnaire answered by families and professionals were compiled, comparisons were made between the families' and the professionals' responses, and the relationships with several sociodemographic variables were analyzed. The results indicated that parents who cared for their children and were fully responsible for housework, parents who had used telematic tools before the lockdown, and younger professionals had a more positive perception of the EI model and the incorporation of family-centered practices (FCP) during the pandemic. The results also showed statistically significant differences in some items between parents and professionals: for example, professionals perceived more advantages than families during the lockdown, quoting the greater participation of families in the intervention and a greater focus on families' needs. The data obtained from professionals suggested a more positive attitude toward FCP: however, the results show that they continued to adopt a directive role in the intervention, a position that is at odds with the tenets of FCP. There is a clear need for more training if a paradigm shift to FCP is to be achieved. Families' and caregivers' perceptions of telerehabilitation, and their adherence to telerehabilitation programs, are discussed. The implications of this study with regard to guiding future telematic interventions and family support are also considered.