A COVID–19 járvány hatása a leghátrányosabb helyzetű településeken élők mindennapjaira: ahogy a hátrányos helyzetűek és a szociális szolgáltatásokat nyújtók látják

Abstract

Összefoglaló. Jelen tanulmányunk a biztonság társadalmi aspektusait egy speciális csoport, a mélyszegénységben élő családok és az őket segítő szakemberek körében vizsgálja a COVID–19 idején. Kvalitatív módszerrel (csoportos és egyéni interjúk) a makro- (szociális támogatórendszer) és a mikrotársadalmi biztonság dimenziók összefüggését, valamint a mikroszintű biztonság dimenziók közti viszonyokat elemezzük. Ez utóbbi dimenziók leírásánál a kisgyermekes családok munkaerőpiaci és ezzel együtt anyagi helyzetére, mentális egészségi állapotukra, valamint az oktatási helyzet bemutatására koncentrálunk. Az egyes témák leírásánál az érintett családok és az őket segítő szakemberek helyzetértékelése is megjelenik a velük készített interjúk elemzése alapján. Summary. This study examines the social aspects of security among a specific group of families living in extreme poverty and the professionals helping them during Covid-19. Using a qualitative method (group and individual interviews), we analyse the relationship between macro (social support system) and micro social dimensions of security, as well as the linkages between micro-level dimensions of security. In describing the latter dimensions, we will focus on the labour market situation of families with young children, and hence on their financial situation, their mental health situation and their educational situation. The description of each theme also includes an assessment of the situation of the families concerned and the professionals who help them, based on an analysis of the interviews conducted with them. In the first phase of the study, social problems were identified on the basis of interviews with experts. In the second phase, individual interviews were conducted with the people concerned, the disadvantaged. 11 interviews were conducted with experts: 5 individual and 6 group interviews. In the second phase, 50 disadvantaged people were interviewed individually. In general, it can be concluded that the daily life of people living in disadvantaged areas has been further affected by the pandemic. The labour market situation has changed and, in this context, the financial situation of the interviewees has further deteriorated. Single-parent families were particularly affected by these problems. The transition to online education has created difficulties for families, children, and teachers and additional tasks for social workers. In many places, the lack of accessible services, the low availability of equipment and low level of digital literacy have prevented distance learning from taking place, and the negative consequences for the population under study can only be predicted. The epidemic has affected the population not only financially but also mentally. The reduction in social life has led to an increase in domestic violence. In some areas, the number of births in disadvantaged families has increased, especially among minors. In fact, the epidemic has brought to the surface the problems that disadvantaged people face on a daily basis: unemployment and deprivation, compounded by educational underachievement. The workload of those working in the social field has also become more visible: a shortage of staff and a lack of resources. At the same time, the enormous potential and flexibility of the current human resources have been revealed.

The Impact of Poverty on Children’s Well-Being and Health Behavior Based on the Results of Research Conducted in One of Hungary’s Most Disadvantaged Micro-Regions

“…Elementary school teachers report aggression, abuse, and fights. Insults and fights often escalate to the point where not only is school equipment damaged, but they also endanger children’s physical health [ 23 , 24 ]. In Hungary, during the COVID-19 pandemic closures in the spring of 2020, every fifth student could not participate in online education (based on research by the MTA TKI—Supported Research Group of the Hungarian Academy of Sciences, UPR report submitted by members of the Child Rights NGO Coalition (Hungary) 2021).…”

“…In Hungary, during the COVID-19 pandemic closures in the spring of 2020, every fifth student could not participate in online education (based on research by the MTA TKI—Supported Research Group of the Hungarian Academy of Sciences, UPR report submitted by members of the Child Rights NGO Coalition (Hungary) 2021). The transition to online education was especially difficult for disadvantaged families, the necessary tools were not available, and internet connection and digital illiteracy were also serious obstacles [ 24 ]. The digital competence level of not only children and parents but also teachers is low (UPR report submitted by members of the Child Rights NGO Coalition (Hungary) 2021).…”

“…The frequency of domestic violence and the number of suicide attempts among young people, the consumption of alcohol and psychoactive substances, the number of aggressions, the amount of abuse, and the number of fights between children in primary school have increased [ 23 , 24 ]. The number of registered children and families at risk is increasing, severe child neglect and child-rearing problems are common, and cases are becoming more and more complex and complicated, showing high risk [ 23 ].…”

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“…A pandémia idején Magyarországon az eleve kapacitáshiányos környezetben dolgozó szociális szakemberek terhei tovább nőttek, mivel hagyományos fel adataik mellett újfajta feladatokat is el kellett látniuk (oktatás, egészségügy, étkeztetés). Dávid et al (2021) kutatása rámutatott, hogy főként a családsegítéssel és gyermekvédelemmel foglalkozó szakemberekre hárultak többletfeladatok, egyebek mellett a digitális oktatással összefüg gésben.…”

Helyek, terek, régiók a COVID-19-világjárvány árnyékában – egészségföldrajzi szemelvények

“…Nem volt elég munkaerő-kapacitás, emiatt csak többletmunkával tudták elvégezni mindennapi feladataikat. Ráadásul egy-egy szakterületen a járvány hatásainak kezelése nagyfokú rugalmasságot kívánt meg, vagyis a szociális tevékenységeket sokkal inkább kellett a releváns problémákhoz igazítani (Dávid et al 2021).…”