Disadvantaged Children – Between Poverty and the COVID-19 Pandemic
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Jan 10, 2023
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Abstract
Children from disadvantaged socioeconomic and family backgrounds are one of the categories most severely affected by COVID-19. In this article, we analyze the impact of the pandemic on two categories of disadvantaged children: children living with their family of origin and who are the beneficiaries of day center services (DCS) and children living in family-type residential centers (FRC). The data analysis also reveals how public institutions (schools, administrative institutions) and private institutions (NGOs, business areas, representatives of cults, and national minorities) can work together to identify solutions and take action to support disadvantaged children. From the methodological point of view, we opted for qualitative research. Research results reveal that the pandemic affected both categories of children (difficult access to basic needs, and services, risk of dropping out of school, difficulties in the process of family reunification) but also that the intervention and inter-institutional collaboration reduced the negative effects on children, families and the community.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Neagu, G. (2023). Disadvantaged Children – Between Poverty and the COVID-19 Pandemic. Sociologie Românească, 20(2), 9-26. https://doi.org/10.33788/sr.20.2.1
References
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Campbell, J.P., & Wiernik, M. (2015). The Modeling and Assessment of Work Performance, Annual Review of Organizational Psychology and Organizational Behavior, (2), 47-74.
Coibion, O., Gorodnichenko, Y., & Weber, M. (2020). Labor Markets during the Covid-19 Crisis: A Preliminary View, (CESifo Working Paper No. 8238) Munich. Available at https://bfi.uchicago.edu/wp-content/uploads/BFI_WP_202041.pdf.
Crawley, E., Loades, M., Feder, G., Logan, S., Redwood, S., & Macleod, J. (2020). Wider collateral damage to children in the UK because of the social distancing measures designed to reduce the impact of COVID-19 in adults. BMJ Paediatrics Open, 1-4. Available at https://www.researchgate.net/publication/341156474_Wider_collateral_damage_to_children_in_the_UK_because_of_the_social_distancing_measures_designed_to_reduce_the_impact_of_COVID-19_in_adults.
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Đapić, M.R., Flander, G.B., & Prijatelj, K. (2020). Children Behind Closed Doors Due to COVID-19 Isolation: Abuse, Neglect and Domestic Violence, Archives of Psychiatry Research, 56, 181-192.
DiPerete, T. (2002). Life Course Risks, Mobility Regimes and Mobility Consequences: A Comparison of Sweden, Germany and United States, American Journal of Sociology, 108(20), 267-309.
Deater-Deckard, K. (2004). Parenting stress. Yale University Press.
Deslandes, R., & Bertrand R. (2004). Motivation des parents á participer au suivi scolaire de leur enfant au primaire, Revue des sciences de l’éducation, 30 (2), 411-433.
Eagly, A.H., & Chaiken, S. (1993). The Psychology of Attitudes. Harcourt, Brace, Jovanovich: Fort Worth, TX, USA.
Emler, N.P., & Frazer, E. (1999). Politics: The education effect, Oxford Review of Education, 25, 251-273.
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Škobla, D., & Filčák, R. (2016). Infrastructure in Marginalised Roma Settlements: Towards a Typology of Unequal Outcomes of EU Funded Projects. Sociolόgia- Slovak Sociological Review, 48(6), 551-571.
Shelton, H.K., Haddocka, G., & Ottawayb, H. (2018). The attitudes of medical professionals toward children and children at risk, Children and Youth Services Review, 87, 26-33.
Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ Stress and Children’s Psychological Problems in Families Facing the COVID-19 Outbreak in Italy, Frontiers in Psychology, 11(1713), 1-7.
Stănculescu, M.S., Grigoraş V., Teşliuc E., & Pop, V., (Eds.). (2016). România: Copiii din sistemul de protecţie a copilului, Bucureşti: Alpha MDN.
Stănculescu, M.S. (Ed.). (2010). Rapid assessment of the social and poverty impacts of the economic crisis in Romania. (Report), November 2009, UNICEF, World Bank.
Sutherland, E., & Cressey, D. R. (1966). Principes des criminologie, Paris: Cujas.
Tespstra, J. (2006). Youth subculture and social exclusion, YOUNG Nordic Journal of Youth Research, 14(2), 83-99.
Thevenon, O., & Adema, W. (2020). Combatting COVID 19 effect on children. (Technical Report).
Tobey, T., McAuliff, K., & Rocha, C. (2013). Parental Employment Status and Symptoms of Children Abused during a Recession, Journal of Child Sexual Abuse, 22 (4). 416-428.
Tobis, D. (2000). Moving from residential institutions to community-based social services in Central and Eastern Europe and the Former Soviet Union. World Bank Publications.
Tomescu-Dubrow, I. (2005). Children deprived of parental care as a persisting social problem in Romania: Post-communist transformation and institutional inefficiency, International Journal of Sociology, 35(3), 57-84.
Vicsek, L. (2010). Issues in the analysis of focus groups: Generalisability, quantifiability, treatment of context and quotations, Qual. Rep, 15,122-141.
Zaidi, A., & Solyomi, E. (2007). Intergenerational transmission of disadvantages in EU member states, European Centre, June 2007, 1-16.
ILO Monitor: COVID-19 and the world of work. The fifth edition Updated estimates and analysis, 30 June 2020.
ILO, & UNICEF (2020). International Labour Organization and United Nations Children’s Fund, ‘COVID-19 and Child Labour: A time of crisis, a time to act’, New York, 2020.
UNESCO (2020). COVID-19 educational disruption and response.
Benedict, M., & White, R. (1991). Factors associated with foster care length of stay, Child Welfare, LXX (1), 45-58.
Bronfenbrenner, U. (1979). The Ecology of Human Development. Cambridge, MA: Harvard University Press.
Bronfenbrenner, U. (1994). Ecological models of human development. International Encyclopedia of Education, vol. 3, 2nd ed. Oxford: Elsevier, 37-43.
Bynner, J., & Ashford, S. (1994). Politics and participation: Some antecedents of children's attitudes to the political system and political activity, European Journal of Social Psychology, 24(2), 223-236.
Campbell, J.P., & Wiernik, M. (2015). The Modeling and Assessment of Work Performance, Annual Review of Organizational Psychology and Organizational Behavior, (2), 47-74.
Coibion, O., Gorodnichenko, Y., & Weber, M. (2020). Labor Markets during the Covid-19 Crisis: A Preliminary View, (CESifo Working Paper No. 8238) Munich. Available at https://bfi.uchicago.edu/wp-content/uploads/BFI_WP_202041.pdf.
Crawley, E., Loades, M., Feder, G., Logan, S., Redwood, S., & Macleod, J. (2020). Wider collateral damage to children in the UK because of the social distancing measures designed to reduce the impact of COVID-19 in adults. BMJ Paediatrics Open, 1-4. Available at https://www.researchgate.net/publication/341156474_Wider_collateral_damage_to_children_in_the_UK_because_of_the_social_distancing_measures_designed_to_reduce_the_impact_of_COVID-19_in_adults.
Creasey, G., & Reese, M. (1996). Mothers' and fathers' perceptions of parenting hassles: Associations with psychological symptoms, nonparenting hassles, and child behavior problems, Journal of Applied Developmental Psychology, 17(3), 393-406.
Đapić, M.R., Flander, G.B., & Prijatelj, K. (2020). Children Behind Closed Doors Due to COVID-19 Isolation: Abuse, Neglect and Domestic Violence, Archives of Psychiatry Research, 56, 181-192.
DiPerete, T. (2002). Life Course Risks, Mobility Regimes and Mobility Consequences: A Comparison of Sweden, Germany and United States, American Journal of Sociology, 108(20), 267-309.
Deater-Deckard, K. (2004). Parenting stress. Yale University Press.
Deslandes, R., & Bertrand R. (2004). Motivation des parents á participer au suivi scolaire de leur enfant au primaire, Revue des sciences de l’éducation, 30 (2), 411-433.
Eagly, A.H., & Chaiken, S. (1993). The Psychology of Attitudes. Harcourt, Brace, Jovanovich: Fort Worth, TX, USA.
Emler, N.P., & Frazer, E. (1999). Politics: The education effect, Oxford Review of Education, 25, 251-273.
Fisher, J., Languilaire, J.C., Lawthom, R., Nieuwenhuis, R., Petts, R.J., Runswick-Cole, K., & Yerkes, M.A. (2020). Community, work, and family in times of COVID-19, Community, Work and Family, 23(3), 247-252
Guggenheim, M. (2007). What's wrong with children's rights. Cambridge, MA: Harvard University Press.
Kačerauskas, T. (2019). Creative and Social Capital: Concepts, Problems and Contradictions, Sociolόgia- Slovak Sociological Review, 51(3), 235-249.
Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology, 2nd ed. Sage Publication, Ldt.London UK.
LaMont, E. D. (2014). Vulnerable children and families: Voices from the national landscape, Child and Adolescent Social Work Journal, 31, 251-265.
Nord, M., & Romig, K. (2006). Hunger in the Summer, Journal of Children and Poverty, 12(2), 141-158.
Persson, T., & Tabellini, G. (1991). Is Inequality Harmful for Growth? Theory and Evidence. (NBER Working Paper No. 3599). Available at https://www.nber.org/papers/w3599.pdf.
Pinquart, M. (2017). Associations of Parenting Dimensions and Styles with Externalizing Problems of Children and Adolescents: An Updated Meta-Analysis, Developmental Psychology, 53(5), 873-932.
Palayret, G. (2013). Children under the age of three in formal care in Eastern Europe and Central Asia. UNICEF. (Report). Available at http://www.unicef.org/ceecis/UNICEF_Report_Children_Under_3_2013_ammended_January_2013_Web.pdf.
Putnam R. D. (1995). Bowling alone: America’s declining social capital, Journal of Democracy, 6, 65-78.
Sarcceno, C. (2010). Policies and poverty. Comparative family patterns and policies, Journal of European Social Policy, 20 (1) 1-3.
Škobla, D., & Filčák, R. (2016). Infrastructure in Marginalised Roma Settlements: Towards a Typology of Unequal Outcomes of EU Funded Projects. Sociolόgia- Slovak Sociological Review, 48(6), 551-571.
Shelton, H.K., Haddocka, G., & Ottawayb, H. (2018). The attitudes of medical professionals toward children and children at risk, Children and Youth Services Review, 87, 26-33.
Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ Stress and Children’s Psychological Problems in Families Facing the COVID-19 Outbreak in Italy, Frontiers in Psychology, 11(1713), 1-7.
Stănculescu, M.S., Grigoraş V., Teşliuc E., & Pop, V., (Eds.). (2016). România: Copiii din sistemul de protecţie a copilului, Bucureşti: Alpha MDN.
Stănculescu, M.S. (Ed.). (2010). Rapid assessment of the social and poverty impacts of the economic crisis in Romania. (Report), November 2009, UNICEF, World Bank.
Sutherland, E., & Cressey, D. R. (1966). Principes des criminologie, Paris: Cujas.
Tespstra, J. (2006). Youth subculture and social exclusion, YOUNG Nordic Journal of Youth Research, 14(2), 83-99.
Thevenon, O., & Adema, W. (2020). Combatting COVID 19 effect on children. (Technical Report).
Tobey, T., McAuliff, K., & Rocha, C. (2013). Parental Employment Status and Symptoms of Children Abused during a Recession, Journal of Child Sexual Abuse, 22 (4). 416-428.
Tobis, D. (2000). Moving from residential institutions to community-based social services in Central and Eastern Europe and the Former Soviet Union. World Bank Publications.
Tomescu-Dubrow, I. (2005). Children deprived of parental care as a persisting social problem in Romania: Post-communist transformation and institutional inefficiency, International Journal of Sociology, 35(3), 57-84.
Vicsek, L. (2010). Issues in the analysis of focus groups: Generalisability, quantifiability, treatment of context and quotations, Qual. Rep, 15,122-141.
Zaidi, A., & Solyomi, E. (2007). Intergenerational transmission of disadvantages in EU member states, European Centre, June 2007, 1-16.
ILO Monitor: COVID-19 and the world of work. The fifth edition Updated estimates and analysis, 30 June 2020.
ILO, & UNICEF (2020). International Labour Organization and United Nations Children’s Fund, ‘COVID-19 and Child Labour: A time of crisis, a time to act’, New York, 2020.
UNESCO (2020). COVID-19 educational disruption and response.