Social Telerehabilitation

Marzano, Gilberto

doi:10.4018/978-1-5225-2255-3.ch516

“…An alternative to guarantee continuum of care is remotely delivered strategies, such as telehealth and telerehabilitation, started to be used more frequently³. This type of remote approach is already applied in a variety of countries by using Information and Communication Technologies (ICT) 4 . The use of ICT in telerehabilitation expanded due to the increased access to the internet, contributing for patients' time and cost optimization and providing effective and low-cost care in areas where access to health services is remote 5 .…”

Section: Original Manuscriptmentioning

confidence: 99%

How telerehabilitation has been carried out across countries at different economic levels during COVID-19 pandemic? A scoping review. (Preprint)

Souza¹,

Cacho²,

Pereira³

et al. 2021

Preprint

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BACKGROUND Background: One of the consequences of the COVID-19 pandemic for health services worldwide is the need to provide healthcare remotely to provide assistance with social distance. Strategies involving telerehabilitation have been applied, however, the provision of this service may vary between countries with different socioeconomic levels, being considered a challenge. OBJECTIVE This scope review aimed to summarize the telerehabilitation experiences for physical therapy during the COVID-19 pandemic in countries with different economic levels. METHODS METHOD: A scope review was carried out, using the guidance for scope reviews in the Joanna Briggs Institute manual and the methodological framework proposed by Arksey and O'Malley. The review protocol was registered at the Open Science Framework. We included studies published after the World Health Organization announced the outbreak of COVID-19 as a pandemic (March 11, 2020) in which included patients of any age undergoing telerehabilitation for physical therapy assistance. The search strategy was carried out in three stages in the databases MEDLINE, CINAHL, Embase, Cochrane Central Register of Controlled Trials (CENTRAL), Scopus, PEDro and Web of Science. RESULTS RESULTSː The search found 230 studies. After full text screening, 13 were included and had their data extracted for analysis. All studies were published in English language, from April to September 2020. Most of the articles were originally from high-income countries. Only one study was developed in a high middle income country and another one of low middle income country. The types of studies and approaches to telerehabilitation varied among studies and the target population included the older people, individuals with functional limitations, children and hospitalized patients. CONCLUSIONS CONCLUSIONS: Although the COVID-19 pandemic has increased the discussion on this topic, there are marked differences in the number of studies on telerehabilitation in countries with different economic levels. Higher income countries, which already practiced telerehabilitation, had their services expanded, while not higher income countries are still incipient in this approach. Factors such as internet access, infrastructure, professional adherence and digital literacy remain barriers to the equal use of this tool.

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A Cyberbullying Portfolio for School Social Educators

Marzano

¹

,

Lizut

²

2019

Advances in Early Childhood and K-12 Education

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In this chapter, a curriculum for school social educators will be presented and discussed. It aims to provide them with basic competences to combat cyberbullying and conduct internet safety programs in schools. In the previous chapters, multifarious aspects related to cyberbullying have been highlighted. Literature is rich in analysis and experiments that, nowadays, are being conducted everywhere, not only in Western countries. Cyberbullying is a global phenomenon, although there are differences depending on cultural attitudes (e.g., gender aspects and other factors related to the perception and evaluation of online harassment). Cyberbullying is closely connected to technology. Among human beings, harassing, harming, and defaming others is not a recent habit, but technology has exploded the scale of the harassment, harming, and defamation with hugely disruptive consequences. To combat the effect of the malicious use of technology, professional experts are necessary that should also be educators, since they should work inside the school. Cyber safety competences should be included in the curriculum of social educators in the same way as are competences to sustain children with behavioral disturbance, support mentally ill persons, assist elderly persons, rehabilitate drug and alcohol addicts, integrate migrants, and so on. From the experience of running a training course for social workers in Poland on cyber threats, and from comparison with other teaching-learning practices on cyberbullying prevention, a portfolio of competence has been defined.

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A Cyberbullying Portfolio for School Social Educators

Marzano

¹

,

Lizut

²

2022

Research Anthology on Combating Cyber-Aggression and Online Negativity

0

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In this chapter, a curriculum for school social educators will be presented and discussed. It aims to provide them with basic competences to combat cyberbullying and conduct internet safety programs in schools. In the previous chapters, multifarious aspects related to cyberbullying have been highlighted. Literature is rich in analysis and experiments that, nowadays, are being conducted everywhere, not only in Western countries. Cyberbullying is a global phenomenon, although there are differences depending on cultural attitudes (e.g., gender aspects and other factors related to the perception and evaluation of online harassment). Cyberbullying is closely connected to technology. Among human beings, harassing, harming, and defaming others is not a recent habit, but technology has exploded the scale of the harassment, harming, and defamation with hugely disruptive consequences. To combat the effect of the malicious use of technology, professional experts are necessary that should also be educators, since they should work inside the school. Cyber safety competences should be included in the curriculum of social educators in the same way as are competences to sustain children with behavioral disturbance, support mentally ill persons, assist elderly persons, rehabilitate drug and alcohol addicts, integrate migrants, and so on. From the experience of running a training course for social workers in Poland on cyber threats, and from comparison with other teaching-learning practices on cyberbullying prevention, a portfolio of competence has been defined.

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Social Telerehabilitation

Cited by 3 publications

References 35 publications

How telerehabilitation has been carried out across countries at different economic levels during COVID-19 pandemic? A scoping review. (Preprint)

How telerehabilitation has been carried out across countries at different economic levels during COVID-19 pandemic? A scoping review. (Preprint)

A Cyberbullying Portfolio for School Social Educators

A Cyberbullying Portfolio for School Social Educators

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