Isernia Sara, Sangiuliano Intra Francesca, Bussandri Camilla, Clerici Mario, Blasi Valeria, Baglio Francesca
IRCCS Fondazione Don Carlo Gnocchi ONLUS, 20148 Milan, Italy.
Faculty of Education, Free University of Bozen-Bolzano, 39100 Bolzano, Italy.
Int J Environ Res Public Health. 2021 Jun 7;18(11):6166. doi: 10.3390/ijerph18116166.
(1) Background: Italian residential communities for unaccompanied minors suffered a long period of closure during the SARS-COV2 lockdown. Professional educators who work inside these institutions with the aim to habilitate children toward life-span achievements faced a great challenge and responsibility during this period. In this context, the psychological well-being and development of unaccompanied children were at high risk. The aim of this study was to investigate the impact of the lockdown on children living in residential communities from the educators' perspective and to explore whether the educators' relational lens was related to their perception and sense-making. (2) Methods: We conducted a mix-method study enrolling 21 educators in 10 residential communities who completed an interview and a self-construal scale. (3) Results: The interview was analyzed by a qualitative content method revealing 10 themes (social relationships, stand-by, emotions, new activities, new norms acceptance, end of lockdown, time, space, resilience, and achievements). Moreover, correlation analyses were performed to test the possible association between RISC and themes that emerged from the interviews, showing significant associations with four interview themes. (4) Conclusions: Our study highlights considerable lockdown effects on residential communities and the importance of educators' relational approach, a tool for habilitating children and a protective factor against emotional overwhelming.
（1）背景：在新冠疫情封锁期间，意大利无人陪伴未成年人的居住社区经历了长时间的封闭。在此期间，致力于帮助这些机构中的儿童实现终身成就的专业教育工作者面临着巨大的挑战和责任。在此背景下，无人陪伴儿童的心理健康和发展面临着很高的风险。本研究的目的是从教育工作者的角度调查封锁对居住在社区中的儿童的影响，并探讨教育工作者的关系视角是否与他们的认知和意义建构有关。（2）方法：我们进行了一项混合方法研究，招募了10个居住社区的21名教育工作者，他们完成了一次访谈和一份自我建构量表。（3）结果：通过定性内容分析法对访谈进行分析，揭示了10个主题（社会关系、待命、情绪、新活动、新规范接受、封锁结束、时间、空间、复原力和成就）。此外，进行了相关分析，以测试RISC与访谈中出现的主题之间可能的关联，结果显示与四个访谈主题存在显著关联。（4）结论：我们的研究突出了封锁对居住社区的重大影响，以及教育工作者关系方法的重要性，这是帮助儿童的一种工具，也是防止情绪失控的一个保护因素。
