ABSTRACT
La inserción laboral es un ámbito de intervención socioeducativa que puede contribuir a la inclusión social de diferentes personas y grupos. A partir de una revisión de la literatura sobre elementos de protección en los procesos de inserción sociolaboral, y teniendo en cuenta especialmente la situación vivida durante la pandemia por COVID-19 en los años 2020-2022, en este estudio se ha identificado -a través de 109 cuestionarios y 21 entrevistas realizadas de forma grupal a agentes socioeducativos- cuáles de estos elementos están presentes en proyectos de inserción que se desarrollan actualmente en 4 países del contexto iberoamericano y se ha explorado cómo definen las 'buenas prácticas' en este ámbito y qué acciones efectivas existen. Los resultados, desglosados por países (Brasil, España, Colombia y México), indican que en los diferentes proyectos socioeducativos se trabajan elementos de protección de tres tipos: desarrollo de competencias personales y profesionales;apoyo del contexto familiar y social;y elementos propiamente institucionales relacionados con las intervenciones de intermediación sociolaboral y apoyo social. En cuanto a las buenas prácticas, los agentes técnicos que trabajan en los proyectos de inserción asocian este término con características metodológicas de su intervención (acompañamiento, empatía, personalización) y/o con el logro de resultados (calidad de vida, empoderamiento, empleabilidad). Los informantes identifican nuevos retos surgidos durante la pandemia, como la alfabetización digital o la salud mental, e ilustran con algunos ejemplos prácticas exitosas que desarrollan. El artículo concluye con la mención al enfoque socioeducativo en los programas de inserción sociolaboral y la presentación de dos propuestas de profundización en el tema de estudio.Alternate :Labour insertion is an area of socio-educational intervention that can contribute to the social inclusion of different individuals and groups. Based on a literature review on protective elements in socio-occupational integration processes, and taking into account especially the situation experienced during the COVID-19 pandemic in the years 2020-2022, in this study we have identified, through 109 questionnaires and 21 group interviews with socio- educational agents, which of these elements are present in integration projects currently being developed in 4 Latin American countries, and we have explored how they define 'good practices' in this area and what effective actions exist. The results, explained by country (Brazil, Spain, Colombia and Mexico), indicate that three types of protection elements are considered in the different socio-educational projects: development of personal and professional competences;support from the family and social context;and institutional elements related to socio-occupational intermediation and social support interventions. In relation to good practices, the technical agents working in insertion projects associate this term with methodological characteristics of their intervention (accompaniment, empathy, personalisation) and/ or with the achievement of results (quality of life, empowerment, employability). They identify new challenges that have arisen during the pandemic, such as digital literacy or mental health, and illustrate with some examples of successful practices they are developing. The article ends with a mention of the socio-educational approach in socio-labour insertion programmes and the presentation of two proposals for further study.Alternate :A integração no mercado de trabalho é uma área de intervenção sócio-educativa que pode contribuir para a inclusão social de diferentes indivíduos e grupos. Com base numa revisão da literatura sobre elementos protectores nos processos de inserção sócio-profissional, e tendo especialmente em conta a situação vivida durante a pandemia da COVID-19 nos anos 2020-2022, este estudo identificou - através de 109 questionários e 21 entrevistas de grupo com agentes sócio-educati os - quais destes elementos estão presentes em projectos de inserção actualmente em desenvolvimento em 4 países no contexto Ibero-Americano, e explorou a forma como eles definem 'boas práticas' nesta área e quais as acções eficazes que existem. Os resultados, repartidos por país (Brasil, Espanha, Colômbia e México), indicam que os diferentes projectos sócio-educativos trabalham sobre três tipos de elementos de protecção: desenvolvimento de competências pessoais e profissionais;apoio ao contexto familiar e social;e elementos institucionais relacionados com intervenções de intermediação sócio-laboral e apoio social. Em termos de boas práticas, os agentes técnicos que trabalham em projectos de inserção associam este termo às características metodológicas da sua intervenção (acompanhamento, empatia, personalização) e/ou à obtenção de resultados (qualidade de vida, empowerment, empregabilidade). Os informadores identificam novos desafios que surgiram durante a pandemia, tais como a alfabetização digital ou a saúde mental, e ilustram com alguns exemplos de práticas bem sucedidas que estão a desenvolver. O artigo conclui com uma menção à abordagem sócio-educativa em programas de integração sócio-profissional e a apresentação de duas propostas para estudo mais aprofundado.
ABSTRACT
Background: COVID-19 has hindered HCV and HIV screening, particularly in marginalised groups, who have some of the highest rates of these conditions and lowest rates of COVID-19 vaccination. We assessed the acceptability of combining HCV testing with COVID-19 vaccination in a centre for addiction services (CAS) in Barcelona and a mobile testing unit (MTU) in Madrid, Spain. Methods: From 28/09/2021-30/06/2022, 187 adults from marginalised populations were offered HCV antibody (Ab) testing along with COVID-19 vaccination. If HCV Ab+, they were tested for HCV-RNA. MTU participants were screened for HIV, per the standard of care. HCV-RNA+ and HIV+ participants not on ART were offered treatment. Results: Findings show how of the 86 CAS participants: 93% had been previously vaccinated for COVID-19, of whom 90% had the full first round schedule; none had a COVID-19 vaccine booster and all received a COVID-19 vaccine; 62.8% were tested for HCV Ab, of whom 31.5% were positive, of whom all were tested for HCV-RNA and none were positive. Of the 101 MTU participants: none had been vaccinated for COVID-19 and all received a COVID-19 vaccine; all were tested for HCV Ab and HIV and 14.9% and 8.9% were positive, respectively; of those HCV Ab+, nine (60%) were HCV-RNA+, of whom eight (88.9%) have started treatment; five (55.6%) of those HIV+ had abandoned ART, of whom three (60%) have re-started it. Conclusions: The intervention had an acceptability rate of 62.8% at the CAS and 100% at the MTU and can be used in marginalised communities.
Subject(s)
COVID-19 , HIV Infections , Hepatitis CABSTRACT
This study aimed to capture the multidimensionality of adolescents' motivation in the physical education (PE) setting, within self-determination theory, by employing self-organizing maps (SOM) analysis. Particularly, it examined the topological relationships among students' basic psychological needs satisfaction, their perception of more or less self-determined motivation and the affective and behavioural consequences in PE lessons across several sociodemographic variables. A nationally representative sample of 3029 Spanish students (51% girls), aged 12 to 18 years, was surveyed. SOM mapped well-defined students' profiles that embraced interrelatedly a considerable number of students' motivational characteristics. Four target profiles, out of 10, were explored. The first two profiles, highly motivated to be active girls and boys, mainly experienced senses of self-determination, but also controlled reasons for participating in PE lessons, high perceived competence, relatedness and autonomy fulfilment, perceived exerted effort and satisfaction. However, the reluctance to be physically active presented two gendered motivational profiles. Barely motivated to be active girls showed the lowest levels of self-determined motivation, including introjected regulation, low perceptions of competence, autonomy, relatedness, and dissatisfaction in PE. Vaguely motivated to be active boys revealed that despite their perceptions of competence the neglect of the other two psychological needs was more likely to determine a controlled motivation and, consequently, maladaptive outcomes. SOM proved to be a more robust and accurate clustering technique than the k-means algorithm and helped to portray and visualize the complexity behind the decision to become an active person considering the motivational processes in PE. Implications are provided for practitioners. [ FROM AUTHOR] Copyright of European Physical Education Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
Background: Containment policies and other restrictions introduced by the Spanish government in response to the COVID-19 pandemic present challenges for marginalised populations, such as people who use drugs. Harm reduction centres are often linked to social services, mental health services, and infectious disease testing, in addition to tools and services that help to reduce the harms associated with injecting drugs. This study aimed to explore the impact of the pandemic on these services in four autonomous communities in Spain. Methods: : This is a cross-sectional study that employed a seven-section structured survey administered electronically to 20 centres in July 2020. Data from the most heavily affected months (March–June) in 2020 were compared to data from the same period in 2019. Averages were calculated with their ranges, rates, and absolute numbers. Results: : All 11 responding centres reported having had to adapt or modify their services during the Spanish state of alarm (14 March–21 June 2020). One centre reported complete closure for two months and four reported increases in their operating hours. The average number of service users across all centres decreased by 22% in comparison to the same period in the previous year and the average needle distribution decreased by 40% in comparison to 2019. Most centres reported a decrease in infectious disease testing rates (hepatitis B and C viruses [HBV, HCV], human immunodeficiency virus (HIV), and tuberculosis [TB]) for March, April, and May in 2020 compared to the previous year. Reported deaths as a result of overdose did not increase during the state of alarm, but 2/11 (18%) centres reported an increase in overdose deaths immediately after finalisation of the state of alarm. Conclusion: Overall, Spanish harm reduction centres were able to continue operating and offering services by adjusting operating hours. The number of overall service users and needles distributed fell during the Spanish state of alarm lockdown period, suggesting that fewer clients accessed harm reduction services during this time, putting them at greater risk of reusing or sharing injecting equipment, overdosing, acquiring infectious diseases with decreased access to testing or discontinuing ongoing treatment such as methadone maintenance therapy, hepatitis C treatment, or antiretroviral therapy.