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When the world went online. New ACEs potential from the pandemic and digitally disadvantaged Children & Young People

当世界上线时。

基本信息

批准号：
2107751
负责人：
金额：
--
依托单位：
University of Nottingham
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2018
资助国家：
英国
起止时间：
2018 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=studentship-2107751
关键词：
When world went online.New

项目摘要

Vulnerability in Children & Young People; The effects of the pandemic online & offline.Online LifeFollowing the first UK lockdown in March 2020, many childrem young people and their adults were forced online for multiple activities. Whilst CYP and adults both tended to have an online presence in the modern worldprior to this, this presence for many was suddenly increased enormasly. This is became unavoidable with everyday functions taking place online rather than in the real world. School work went online, Homework continued to be set online. Social interaction was mostly online. Research for school topics are online and communication is online in the form of messaging such as instagram, whatsapp. Snapchat etc. Games moved from the playground and street to online, in a world that is inundated by news of the dangers the world poses, often inaccurately. This was possible, for the first time in history, for many. But it left some without access to social and educational access for weeks and months at a time, due to lack of devices, lack of connectivity and lack of a space in which to connect with the world outside the isolated home.My research explored the effects of these moves on Children and Young People and it relation to CYP's vulnrability, particularly looking at the potential for digital or pandemice induced Adverse Childhood Experiences (ACEs).VulnerabilitiesPeople can be more of less vulnerable depending on the numbers of ACEs (adverse childhood experiences) they have encountered. The current literature mainly revolves around statistics relating to crime and prison, injury and death, education and other "real world" factors.With increasing use of online interaction in young people's lives, it is proposed that the factors that increase vulnerability are potentially magnified online. This is suggested by two main causal factors. The first is that from an Evolutionary Psychology prospective we, as a species, still react to others as if we were physically present with them in the Environment of Evolutionary Adaptiveness (EEA). This means we can miss online signs of danger seen in physical encounters which ensured our ancestors survival.Those with vulnerabilities and ACEs were more likely to be subjected to more ACEs and had a less comfortable existance physically and were shown to be more restricted digitally. Mental Health AccessThis research interviewed qualified counsellors, therapists and mental health experts who have been directly "meeting" with children and young people (CYP) before and during the Covid 19 pandemic. For the purpose of this research "meeting" involves face to face, telephone, chat and video support for mental health purposes.Qualitatively topical narrative approaches were used to explore the ways this online interaction was experienced by the practitioners and their perceptions of how their clients adjusted and responded to the differences in such interactions.Social & Extracurricula ContactI gathered information from 2000 CYP in Primary and Secondary Schools regarding their access to the digital world for schoolwork. This included their device access, internet access and help from others to access work.A second questionaire gathered information about their social interactions with extended family, friends, clubs, sports groups and religious groups.This enabled me to look at the differences between CYP's experiences over the pandemic period.In a further study I interviewed adults who had extended social and/or educational contact and who have been directly "meeting" with children and young people (CYP) before and during the Covid 19 pandemic. For the purpose of this research "meeting" involves face to face, telephone, chat and video support for social and/or educational purposes.During this time many adults had to rapidly change their meeting methodology with CYP and adapt to very new circumstances with little or no training or equipment.

儿童及青少年的脆弱性;疫情对线上及线下的影响。线上生活英国于二零二零年三月首次实施封锁后，许多儿童青少年及其成年人被迫上网进行多种活动。在此之前，虽然成年人和成年人都倾向于在现代世界中拥有在线存在，但对许多人来说，这种存在突然增加了。这是不可避免的日常功能发生在网上，而不是在真实的世界。学校作业上线，家庭作业继续上线。社交活动主要在网上进行。学校主题的研究是在线的，沟通是在线的，如Instagram，WhatsApp的消息形式。游戏从操场和街道转移到网上，在一个被世界构成的危险的新闻淹没的世界里，往往是不准确的。这是历史上第一次，对许多人来说。但是，由于缺乏设备，缺乏连接，缺乏与孤立的家庭之外的世界联系的空间，它使一些人无法获得社交和教育机会数周甚至数月。我的研究探讨了这些举措对儿童和青少年的影响，以及与儿童脆弱性的关系，特别是研究数字或流行病引起的不良童年经历（ACE）的可能性。脆弱性人们可能更脆弱或更不脆弱，这取决于他们遇到的ACE（不良童年经历）的数量。目前的文献主要围绕着与犯罪和监狱、伤亡、教育和其他"真实的世界"因素有关的统计数据，随着年轻人生活中越来越多地使用网上互动，有人提出，增加脆弱性的因素可能在网上被放大。这是由两个主要的因果因素表明的。首先，从进化心理学的角度来看，我们作为一个物种，仍然对他人做出反应，就好像我们在进化适应性环境（EEA）中与他们物理上存在一样。这意味着我们可能会错过在身体接触中看到的危险迹象，这些迹象确保了我们祖先的生存。那些有弱点和ACE的人更有可能受到更多ACE的影响，身体上的舒适度更低，并且在数字上受到更多限制。心理健康研究本研究采访了合格的咨询师、治疗师和心理健康专家，他们在2019冠状病毒病大流行之前和期间直接与儿童和年轻人"会面"。为了这项研究的目的，"会议"包括面对面，电话，聊天和视频支持的心理健康的目的。定性专题叙事方法被用来探讨这种在线互动的方式是经验丰富的从业者和他们的看法，他们的客户如何调整和回应的差异，这种互动。社会和课外活动接触I从2000名中小学教师中收集了有关他们在学校作业中使用数字世界的信息。这包括他们的设备访问，互联网访问和其他人的帮助访问工作。第二份问卷收集了他们与大家庭，朋友，俱乐部，体育团体和宗教团体。这使我能够看到在大流行期间，人们的经历之间的差异。在进一步的研究中，我采访了那些有长期社会和/或教育接触的成年人，以及那些直接"见面"的成年人。在2019冠状病毒病大流行之前和期间，为了这项研究的目的，"会议"包括面对面，电话，聊天和视频支持的社会和/或教育的目的。在这段时间里，许多成年人不得不迅速改变他们的会议方法，并适应非常新的情况下，很少或根本没有培训或设备。