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Min HJ, Park SH, Lee SH, Lee BH, Kang M, Kwon MJ, Chang MJ, Negi LT, Samphel T, Won S. Building Resilience and Social-Emotional Competencies in Elementary School Students through a Short-Term Intervention Program Based on the SEE Learning Curriculum. Behav Sci (Basel) 2024; 14:458. [PMID: 38920790 PMCID: PMC11200739 DOI: 10.3390/bs14060458] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2024] [Revised: 05/19/2024] [Accepted: 05/27/2024] [Indexed: 06/27/2024] Open
Abstract
This study explored the positive effects of a six-week Social-Emotional and Ethical Learning® (SEE Learning) program on resilience and social and emotional competences, adapted for elementary students in Daegu, South Korea, a region strongly affected by the first outbreak of COVID-19. A total of 348 third- and fourth-grade students from 15 elementary schools participated, and the curriculum was tailored, emphasizing key areas such as resilience, attention, kindness, attention training, and compassion. Repeated measures analysis of variance (RMANOVA) tests showed statistically significant improvements between pre- and post-tests in resilience and its subscales, including self-efficacy, tolerance of negative affect, positive support relations, power of control, and spontaneity, as well as in social and emotional competencies, including emotional regulation, social skills, empathy, and social tendencies. Despite a lack of maintenance in all areas, at follow-up, the mean scores for self-efficacy, tolerance of negative affect, and positive support relations, as well as emotional regulation, social skills, empathy, and social tendency, remained higher than pre-test levels, suggesting some lasting benefits. The findings underscore the potential of the SEE Learning program integrated with resilience, mindfulness, compassion, and ethical practices to enhance students' resilience and social and emotional well-being. This study contributes to the growing body of evidence supporting the use of mindfulness and compassion-based SEL programs to mitigate the adverse effects of traumatic events on children's mental health.
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Affiliation(s)
- Hee Jung Min
- Department of Children and Adolescent Education, Dongguk University-WISE, Gyeongju 38066, Republic of Korea;
| | - Sang-Hee Park
- Daegu Student Suicide Prevention Center, Kyungpook National University Chilgok Hospital, Daegu 41404, Republic of Korea; (S.-H.P.); (S.-H.L.); (B.-H.L.); (M.K.); (M.J.K.); (M.J.C.)
| | - Seung-Hyun Lee
- Daegu Student Suicide Prevention Center, Kyungpook National University Chilgok Hospital, Daegu 41404, Republic of Korea; (S.-H.P.); (S.-H.L.); (B.-H.L.); (M.K.); (M.J.K.); (M.J.C.)
| | - Bo-Hwa Lee
- Daegu Student Suicide Prevention Center, Kyungpook National University Chilgok Hospital, Daegu 41404, Republic of Korea; (S.-H.P.); (S.-H.L.); (B.-H.L.); (M.K.); (M.J.K.); (M.J.C.)
| | - Mikyung Kang
- Daegu Student Suicide Prevention Center, Kyungpook National University Chilgok Hospital, Daegu 41404, Republic of Korea; (S.-H.P.); (S.-H.L.); (B.-H.L.); (M.K.); (M.J.K.); (M.J.C.)
| | - Mi Ju Kwon
- Daegu Student Suicide Prevention Center, Kyungpook National University Chilgok Hospital, Daegu 41404, Republic of Korea; (S.-H.P.); (S.-H.L.); (B.-H.L.); (M.K.); (M.J.K.); (M.J.C.)
| | - Myung Ju Chang
- Daegu Student Suicide Prevention Center, Kyungpook National University Chilgok Hospital, Daegu 41404, Republic of Korea; (S.-H.P.); (S.-H.L.); (B.-H.L.); (M.K.); (M.J.K.); (M.J.C.)
| | - Lobsang Tenzin Negi
- Center for Contemplative Science and Compassion-Based Ethics, Emory University, Atlanta, GA 30322, USA; (L.T.N.); (T.S.)
| | - Tsondue Samphel
- Center for Contemplative Science and Compassion-Based Ethics, Emory University, Atlanta, GA 30322, USA; (L.T.N.); (T.S.)
| | - Seunghee Won
- Daegu Student Suicide Prevention Center, Kyungpook National University Chilgok Hospital, Daegu 41404, Republic of Korea; (S.-H.P.); (S.-H.L.); (B.-H.L.); (M.K.); (M.J.K.); (M.J.C.)
- Department of Psychiatry, School of Medicine, Kyungpook National University, Daegu 41944, Republic of Korea
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Patte KA, Battista K, Ferro MA, Bélanger RE, Wade TJ, Faulkner G, Pickett W, Riazi NA, Michaelson V, Carsley S, Leatherdale ST. School learning modes during the COVID-19 response and pre- to during pandemic mental health changes in a prospective cohort of Canadian adolescents. Soc Psychiatry Psychiatr Epidemiol 2024; 59:137-150. [PMID: 37668673 PMCID: PMC10799804 DOI: 10.1007/s00127-023-02557-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/21/2022] [Accepted: 08/15/2023] [Indexed: 09/06/2023]
Abstract
PURPOSE Considerable debate centered on the impact of school closures and shifts to virtual learning on adolescent mental health during the COVID-19 pandemic. We evaluated whether mental health changes differed by school learning modes during the pandemic response among Canadian adolescents and whether associations varied by gender and perceived home life. METHODS We used prospective survey data from 7270 adolescents attending 41 Canadian secondary schools. Conditional change linear mixed effects models were used to examine learning mode (virtual optional, virtual mandated, in-person, and blended) as a predictor of change in mental health scores (depression [Centre for Epidemiologic Studies - Depression], anxiety [Generalized Anxiety Disorder-7], and psychosocial well-being [Flourishing scale]), adjusting for baseline mental health and covariates. Gender and home life happiness were tested as moderators. Least square means were calculated across interaction groups. RESULTS Students learning in a blended learning mode had greater anxiety increases relative to their peers in other learning modes. Females learning fully in-person and males learning virtually when optional reported less of an increase in depression scores relative to their gender counterparts in other learning modes. Learning virtually when optional was associated with greater declines in psychosocial well-being in students without happy home lives relative to other learning modes. CONCLUSION Findings demonstrate the importance of considering gender and home environments as determinants of mental health over the pandemic response and when considering alternative learning modes. Further research is advised before implementing virtual and blended learning modes. Potential risks and benefits must be weighed in the context of a pandemic.
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Affiliation(s)
- Karen A Patte
- Faculty of Applied Health Sciences, Department of Health Sciences, Brock University, Niagara Region, 1812 Sir Isaac Brock Way, St. Catharines, ON, L2S 3A1, Canada.
| | - Katelyn Battista
- School of Public Health Sciences, University of Waterloo, 200 University Ave, Waterloo, ON, N2L 3G1, Canada
| | - Mark A Ferro
- School of Public Health Sciences, University of Waterloo, 200 University Ave, Waterloo, ON, N2L 3G1, Canada
| | - Richard E Bélanger
- Projet COMPASS-Québec, VITAM-Centre de recherche en santé durable de l'Université Laval, 2480 Chemin de La Canardière, Quebec City, QC, G1J 2G1, Canada
- Faculty of Medecine, Departement of Pediatrics, Université Laval, Ferdinand Vandry Pavillon, 1050 Avenue de La Médecine, Quebec City, QC, G1V 0A6, Canada
| | - Terrance J Wade
- Faculty of Applied Health Sciences, Department of Health Sciences, Brock University, Niagara Region, 1812 Sir Isaac Brock Way, St. Catharines, ON, L2S 3A1, Canada
| | - Guy Faulkner
- School of Kinesiology, University of British Columbia, Lower Mall Research Station Room 337, 2259 Lower Mall, Vancouver, BC, V6T 1Z3, Canada
| | - William Pickett
- Faculty of Applied Health Sciences, Department of Health Sciences, Brock University, Niagara Region, 1812 Sir Isaac Brock Way, St. Catharines, ON, L2S 3A1, Canada
| | - Negin A Riazi
- Faculty of Applied Health Sciences, Department of Health Sciences, Brock University, Niagara Region, 1812 Sir Isaac Brock Way, St. Catharines, ON, L2S 3A1, Canada
| | - Valerie Michaelson
- Faculty of Applied Health Sciences, Department of Health Sciences, Brock University, Niagara Region, 1812 Sir Isaac Brock Way, St. Catharines, ON, L2S 3A1, Canada
| | - Sarah Carsley
- Public Health Ontario, 661 University Avenue, Suite 1701, Toronto, ON, M5G 1M1, Canada
| | - Scott T Leatherdale
- School of Public Health Sciences, University of Waterloo, 200 University Ave, Waterloo, ON, N2L 3G1, Canada
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Duncan MJ, Riazi NA, Belita E, Amores A, Vanderloo LM, Carsley S, Laxer RE, Carson V, Faulkner G, Chaput JP, Leatherdale ST, Patte KA. Physical activity and recreational screen time change among adolescents in Canada: Examining the impact of COVID-19 in worsening inequity. Prev Med 2023; 175:107676. [PMID: 37607659 DOI: 10.1016/j.ypmed.2023.107676] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Revised: 08/17/2023] [Accepted: 08/18/2023] [Indexed: 08/24/2023]
Abstract
The purpose of this study was to assess if sub-populations of adolescents in Canada (i.e., race/ethnicity, sex/gender, and socioeconomic status [SES]) experienced a larger change in physical activity and screen time between the 2019-2020 (pre-pandemic) and the 2020-2021 (mid-pandemic) school years. Longitudinally linked data from pre-pandemic and mid-pandemic school years of a prospective cohort study of secondary school students in Canada (n = 8209) were used for these analyses. Multivariable regression modelling tested the main effects of race/ethnicity, sex/gender, and SES on changes in moderate-to-vigorous physical activity (MVPA) and screen time duration as well as adherence to Canada's 24-h Movement Guidelines. Overall between groups difference were assessed using type II analysis of deviance tests. Interactions between variables of interest were subsequently tested with a series of regression models compared to the main effects model using likelihood-ratio test. Post-hoc comparisons found Male participants' MVPA time decreased less compared to their female counterparts (M [95% CI] = -16.3 [-13.5, -19.2] min/day), but also reported greater increases in screen time compared to females (23.7 [14.7, 32.8] min/day) during the same period. MVPA in White participants decreased less than Asian participants (-10.7 [-19.5, -1.9] min/day) with a similar non-significant pattern observed in Black and Latin participants. Adolescents in higher SES categories fared better on adherence to MVPA (highest vs. lowest OR = 1.41 [0.97, 2.06]) and screen time recommendations(highest vs. lowest AOR = 3.13 [0.91, 11.11]). Results support the hypothesis that existing inequitable sociodemographic differences in MVPA participation and screen time have worsened throughout the pandemic.
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Affiliation(s)
- Markus J Duncan
- Department of Health Sciences, Brock University, 1812 Sir Isaac Brock Way, Saint Catharines, ON L2S 3A1, Canada.
| | - Negin A Riazi
- Department of Health Sciences, Brock University, 1812 Sir Isaac Brock Way, Saint Catharines, ON L2S 3A1, Canada
| | - Emily Belita
- School of Nursing, McMaster University, 1280 Main Street West Hamilton, ON L8S 4K1, Canada
| | - Angelica Amores
- School of Public Health Sciences, University of Waterloo, 200 University Ave West, Waterloo, ON N2L 3G1, Canada
| | - Leigh M Vanderloo
- Child Health Evaluative Sciences, The Hospital for Sick Children, 686 Bay St, Toronto, ON M5G 0A4, Canada
| | - Sarah Carsley
- Public Health Ontario, 480 University Avenue, Suite 300, Toronto, ON M5G 1V2, Canada; Dalla Lana School of Public Health, University of Toronto, 155 College St, Room 500, Toronto, ON M5T 3M7, Canada
| | - Rachel E Laxer
- Public Health Ontario, 480 University Avenue, Suite 300, Toronto, ON M5G 1V2, Canada
| | - Valerie Carson
- Faculty of Kinesiology, Sport, and Recreation; University of Alberta, 8840 114 St., Edmonton, AB T6G 2H9, Canada
| | - Guy Faulkner
- School of Kinesiology, University of British Columbia, Lower Mall Research Station, 2259 Lower Mall, Vancouver, BC V6T 1Z4, Canada
| | - Jean-Philippe Chaput
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1, Canada; Department of Pediatrics, University of Ottawa, 75 Laurier Ave. East, Ottawa, ON K1N 6N5, Canada
| | - Scott T Leatherdale
- School of Public Health Sciences, University of Waterloo, 200 University Ave West, Waterloo, ON N2L 3G1, Canada
| | - Karen A Patte
- Department of Health Sciences, Brock University, 1812 Sir Isaac Brock Way, Saint Catharines, ON L2S 3A1, Canada
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Bonvino A, Calvio A, Stallone R, Marinelli CV, Quarto T, Petito A, Palladino P, Monacis L. Emotions in Times of Pandemic Crisis among Italian Children: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6168. [PMID: 37372755 DOI: 10.3390/ijerph20126168] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2023] [Revised: 06/03/2023] [Accepted: 06/15/2023] [Indexed: 06/29/2023]
Abstract
Several studies underlined the negative effects of forced social isolation on emotional processes in younger population. The current study aimed to review existing evidence of the pandemic's impact on the emotional regulation of Italian children aged 0-12 years in order to identify personal and contextual factors that may adversely impact their developmental process. Different electronic databases (Web of Science, APA PsycInfo, APA PsycArticles, MEDLINE, Psychology and Behavioral Sciences Collection, and Scopus) were used to identify peer-reviewed studies published in English and Italian. Thirteen studies were included in the review, covering a total of 18.843 children. All studies reported negative effects of the lockdown on a child's emotional processes. The most affected were children aged 3-5 years, those living in Northern Italy, and those with low socioeconomic status (SES) families. Alterations in emotional processes were associated with sleep disturbances, quality of family relationships, personality structures, the coping strategies used, and time spent with technological devices. Finally, two- (time × parenting) and three-way (time × parenting × environmental sensitivity) interactions resulted significantly in predicting a child's emotional regulation, respectively, in terms of externalizing and internalizing behaviors. This review remarks that children's emotional processes were negatively impacted during social lockdown, especially where acute social isolation interacted with a set of dispositional and situational risk factors.
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Affiliation(s)
- Aurora Bonvino
- Department of Humanities, University of Foggia, 71121 Foggia, Italy
| | - Antonella Calvio
- Department of Humanities, University of Foggia, 71121 Foggia, Italy
| | - Roberta Stallone
- Department of Clinical and Experimental Medicine, University of Foggia, 71121 Foggia, Italy
| | | | - Tiziana Quarto
- Department of Humanities, University of Foggia, 71121 Foggia, Italy
| | - Annamaria Petito
- Department of Clinical and Experimental Medicine, University of Foggia, 71121 Foggia, Italy
| | - Paola Palladino
- Department of Humanities, University of Foggia, 71121 Foggia, Italy
| | - Lucia Monacis
- Department of Humanities, University of Foggia, 71121 Foggia, Italy
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Di Pietro G. The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis. EDUCATIONAL RESEARCH REVIEW 2023; 39:100530. [PMID: 36987429 PMCID: PMC10028259 DOI: 10.1016/j.edurev.2023.100530] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Revised: 03/09/2023] [Accepted: 03/12/2023] [Indexed: 06/13/2023]
Abstract
This work attempts to synthetize existing research about the impact of Covid-19 school closure on student achievement. It extends previous systematic reviews and meta-analyses by (a) using a more balanced sample in terms of country composition, (b) considering new moderators (type of data and research design), and (c) including studies on tertiary education students in addition to primary and secondary education students. Our meta-analysis findings show that the pandemic had, on average, a detrimental effect on learning. The magnitude of this learning deficit (about 0.19 standard deviations of student achievement) appears to be roughly comparable to that suffered by students who have experienced a significant disruption in their schooling due to a major natural disaster (e.g., Hurricane Katrina). Students are also found to have lost more ground in math/science than in other subjects. Additionally, one year or more after the first lockdown, students seem to have been unable to catch up on unfinished learning from the pandemic. This result suggests that more efforts should be made to ensure students recover their missed learning in order to avoid negative long-term consequences for them and society.
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Affiliation(s)
- Giorgio Di Pietro
- European Commission- Joint Research Centre, Edificio Expo, Calle Inca Garcilaso, 3, 41092, Seville, Spain
- Institute of Labour Economics (IZA), Schaumburg-Lippe-Straße 5-9, 53113, Bonn, Germany
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Zheng Y, Zheng S. Exploring educational impacts among pre, during and post COVID-19 lockdowns from students with different personality traits. INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION 2023; 20:21. [PMID: 37032738 PMCID: PMC10068222 DOI: 10.1186/s41239-023-00388-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Accepted: 03/05/2023] [Indexed: 06/19/2023]
Abstract
The influence of personality traits on educational outcomes has been widely recognized and studied. Research has explored its effects on factors such as student satisfaction, academic anxiety, and dishonesty, particularly during the COVID-19 pandemic. However, there has been a lack of studies comparing the learning behaviors and performance of students with different personality traits during the pre, during, and post-COVID-19 lockdown periods. This study fills this gap by analyzing the differences in academic metrics, such as class grades and assignment submissions, among students with varying personality traits during different lockdown periods. Our research, based on a dataset of 282 graduate students in the USA, identified correlations and patterns between lockdown periods, personality traits, and academic metrics. For example, the class grades and the rate of late submissions were affected by different lockdown periods. Students with lower degree in extraversion and agreeableness made less attempts in assignment submissions. These findings can assist educators in identifying impacted students and developing effective teaching strategies at early stage in future incidents.
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Affiliation(s)
- Yong Zheng
- Illinois Institute of Technology, Chicago, IL USA
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Promoting Positive Social Interactions: Recommendation for a Post-Pandemic School-Based Intervention for Social Anxiety. CHILDREN 2023; 10:children10030491. [PMID: 36980049 PMCID: PMC10047710 DOI: 10.3390/children10030491] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2023] [Revised: 02/26/2023] [Accepted: 02/27/2023] [Indexed: 03/06/2023]
Abstract
The purpose of this perspective article is to identify problematic behaviors during the COVID-19 pandemic and recommend a school-based intervention (e.g., self-reflection, motivational interview, and workbook) to address post-COVID social anxiety among children and adolescents. The recommendations involve comparing students’ social interaction behaviors pre-pandemic, during the pandemic, and post-pandemic, and evaluating any behavioral changes in social relationships six months later. We also discuss the evaluation criteria and surveys used to assess the impact of the intervention on behavioral changes. Our evaluation criteria are based on students’ beliefs and abilities and aim to demonstrate that the intervention improves in-person social interactions and helps students adapt to the transition back to school. The proposed perspectives and strategies of the intervention can be modified to meet the needs of the researchers and professionals. By working together, global policymakers from the fields of education and public health can create school-based interventions that enhance students’ physical, mental, and spiritual well-being. This program aims to mitigate the negative effects of school closures and social isolation and to broaden the role of schools in supporting students in the challenging post-pandemic world by addressing their holistic needs.
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Farrell AH, Vitoroulis I, Eriksson M, Vaillancourt T. Loneliness and Well-Being in Children and Adolescents during the COVID-19 Pandemic: A Systematic Review. CHILDREN (BASEL, SWITZERLAND) 2023; 10:279. [PMID: 36832408 PMCID: PMC9955087 DOI: 10.3390/children10020279] [Citation(s) in RCA: 21] [Impact Index Per Article: 21.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Revised: 01/16/2023] [Accepted: 01/28/2023] [Indexed: 02/04/2023]
Abstract
Concerns have been raised about the loneliness and well-being of children and adolescents during the COVID-19 pandemic. The extent to which the ongoing pandemic has impacted loneliness and the association between loneliness and well-being is unclear. Therefore, a systematic review of empirical studies on the COVID-19 pandemic was conducted to examine the (1) prevalence of loneliness in children and adolescents, (2) associations between loneliness and indicators of well-being, and (3) moderators of these associations. Five databases (MEDLINE, Embase, PsycInfo, Web of Science, ERIC) were searched from 1 January 2020 to 28 June 2022 and 41 studies met our inclusion criteria (cross-sectional: n = 30; longitudinal: n = 11; registered on PROSPERO: CRD42022337252). Cross-sectional prevalence rates of pandemic loneliness varied, with some finding that over half of children and adolescents experienced at least moderate levels of loneliness. Longitudinal results reflected significant mean increases in loneliness compared to pre-pandemic levels. Cross-sectional results indicated that higher levels of loneliness were significantly associated with poorer well-being, including higher depression symptoms, anxiety symptoms, gaming addiction, and sleep problems. Longitudinal associations between loneliness and well-being were more complex than cross-sectional associations, varying by assessment timing and factors in the statistical analyses. There was limited diversity in study designs and samples, preventing a thorough examination of moderating characteristics. Findings highlight a broader challenge with child and adolescent well-being that predates the pandemic and the need for future research to examine underrepresented populations across multiple timepoints.
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Affiliation(s)
- Ann H. Farrell
- Department of Child and Youth Studies, Brock University, St. Catharines, ON L2S 3A1, Canada
| | - Irene Vitoroulis
- School of Psychology, Faculty of Social Sciences, University of Ottawa, Ottawa, ON K1N 6N5, Canada
| | - Mollie Eriksson
- College of Health and Science, DePaul University, Chicago, IL 60614, USA
| | - Tracy Vaillancourt
- School of Psychology, Faculty of Social Sciences, University of Ottawa, Ottawa, ON K1N 6N5, Canada
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, ON K1N 6N5, Canada
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Brittain H, Vaillancourt T. Longitudinal associations between academic achievement and depressive symptoms in adolescence: Methodological considerations and analytical approaches for identifying temporal priority. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2023; 64:327-355. [PMID: 37080673 DOI: 10.1016/bs.acdb.2022.11.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/22/2023]
Abstract
Failure to meet educational expectations in adolescence can derail an individual's potential, leading to hardship in adulthood. Lower academic achievement is also associated with poorer mental health, and both share common pathways to adult functional outcomes like employment status and economic security. Although linked in adolescence, and predictive of similar outcomes in adulthood, methodological and analytical limitations of the literature do not permit the assessment of the temporal priority between academic achievement and mental health. This omission of directionality hampers intervention and prevention efforts. In this narrative review, we summarize the literature on the temporal ordering between academic achievement and depressive symptoms in adolescence, a particularly vulnerable developmental period. We propose methodological and analytical strategies to guide future research to disentangle the chronological ordering between academic achievement and depressive symptoms-recommendations that can be used to examine other sets of correlated variables over time. Specifically, we highlight methodological issues that require attention such as the need to understand reciprocal and cascading influences over time by attending to repeated measures and timing, measurement consistency, reporter effects, examination of processes and mechanisms, and missing data. Finally, we discuss the need to embrace analytical methods that separate within-person from between-person effects; account for heterogeneity in associations using person-centered approaches; and use the two approaches as complementary, rather than competing, for a more holistic examination of temporality.
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Affiliation(s)
- Heather Brittain
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, ON, Canada
| | - Tracy Vaillancourt
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, ON, Canada; School of Psychology, Faculty of Social Sciences, University of Ottawa, Ottawa, ON, Canada.
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Greeson JKP, Gzesh SE, Wasch S, Jaffee SR, Ciluffo KL. "Just being there, like a shoulder to lean on": Resilience and Mental Health among Older Youth in and Aged out of Foster Care during COVID-19. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2022:1-10. [PMID: 36438863 PMCID: PMC9676753 DOI: 10.1007/s40653-022-00498-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/02/2022] [Indexed: 06/16/2023]
Abstract
Disasters share a common potential for significant ecological and psychosocial disruption at the individual, community, and societal levels, and are especially harmful to members of social groups in vulnerable situations, including youth in foster care and those recently emancipated from care. These young people are susceptible to mental health challenges and understanding their resiliency is key to mitigating pandemic-related harms. This qualitative study aims to (1) understand how the COVID-19 pandemic affected the mental health of older youth between the ages of 18 and 23 (M = 20.5 years, S.D. = 1.7 years), currently in or aged out of foster care (M = 5.9 years in care, S.D. = 4.4 years), and experiencing mental health challenges, and (2) gain insight into the resiliency that supports young people in dealing with these challenges. Twenty-six young people (77% female-identifying, 38% White, 27% Hispanic) in the USA participated in in-depth interviews. Salient themes include: 1) supportive relationships, 2) adaptive coping skills and mindsets, and 3) environmental, institutional, and social supports. Results amplify the voices of these young people concerning the impact of COVID-19 on their mental health and foreground the dynamic strategies they are using to alleviate their distress. Supplementary Information The online version contains supplementary material available at 10.1007/s40653-022-00498-7.
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Affiliation(s)
- Johanna K. P. Greeson
- School of Social Policy & Practice, University of Pennsylvania, 3701 Locust Walk, Philadelphia, PA 19104 USA
- The Field Center for Children’s Policy, Practice & Research, 3815 Walnut Street, Philadelphia, PA 19104 USA
| | - Sarah E. Gzesh
- School of Social Policy & Practice, University of Pennsylvania, 3701 Locust Walk, Philadelphia, PA 19104 USA
- The Field Center for Children’s Policy, Practice & Research, 3815 Walnut Street, Philadelphia, PA 19104 USA
| | - Sarah Wasch
- The Field Center for Children’s Policy, Practice & Research, 3815 Walnut Street, Philadelphia, PA 19104 USA
| | - Sara R. Jaffee
- The Field Center for Children’s Policy, Practice & Research, 3815 Walnut Street, Philadelphia, PA 19104 USA
- School of Arts & Sciences Department of Psychology, University of Pennsylvania, 425 South University Ave, Philadelphia, PA 19104 USA
| | - Kaley L. Ciluffo
- The Field Center for Children’s Policy, Practice & Research, 3815 Walnut Street, Philadelphia, PA 19104 USA
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Cimino S, Di Vito P, Cerniglia L. The impact of COVID-19 pandemic on psychopathological symptoms in mothers and their school-age children before, during and after the COVID-19 pandemic peak. CURRENT PSYCHOLOGY 2022:1-10. [PMID: 35789629 PMCID: PMC9243995 DOI: 10.1007/s12144-022-03360-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/13/2022] [Indexed: 11/28/2022]
Abstract
The COVID-19 pandemic had an impact on children's and caregivers' mental health. We investigated psychopathological symptoms in a group of non-at-risk and a group of at-risk mothers and their school-age children from the pre-pandemic period to the lockdown period and to the post-lockdown period. We used the SCL-90/R to assess mothers' psychological symptoms, the CBCL 1½-5, and the CBCL 6-18 for the perceived children's emotional-behavioral functioning. Analysis of variance was conducted to assess significant differences in the groups over the three assessment points. Linear regressions were run to investigate the effect of maternal psychological symptoms on their children's functioning. In the non-at-risk group, maternal psychopathological symptoms significantly varied during the pandemic. Children's Aggression scores decreased after the lockdown, while Depression scores significantly increased during lockdown and after. The mothers in the at- risk group presented overall decreasing scores over the three assessment points. Children's Aggression scores did not increase during lockdown. Depression scores did not show significant changes over the three assessment points. Overall, our results showed that mothers' psychopathological risk did not influence specific areas of children's emotional/behavioral functioning, but it had an effect on the general offspring psychological well-being.
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Affiliation(s)
- Silvia Cimino
- Department of Dynamic, Clinical and Health Psychology, Sapienza University of Rome, Rome, Italy
| | - Paola Di Vito
- Department of Dynamic, Clinical and Health Psychology, Sapienza University of Rome, Rome, Italy
| | - Luca Cerniglia
- Faculty of Psychology, International Telematic University Uninettuno, 00186 Rome, Italy
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Vaillancourt T, Brittain H, Krygsman A, Farrell AH, Pepler D, Landon S, Saint-Georges Z, Vitoroulis I. In-Person Versus Online Learning in Relation to Students’ Perceptions of Mattering During COVID-19: A Brief Report. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2021. [DOI: 10.1177/07342829211053668] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
We examined students’ perceptions of mattering during the pandemic in relation to in-person versus online learning in a sample of 6578 Canadian students in Grades 4–12. We found that elementary school students who attended school in-person reported mattering the most, followed by secondary school students who learned part-time in-person and the rest of the time online (blended learning group). The students who felt that they mattered the least were those who learned online full-time during the pandemic (elementary and secondary students). These results were not driven by a selection effect for school choice during the pandemic—our experimental design showed that students’ perceptions of mattering did not differ by current learning modality when they were asked to reflect on their experiences before the pandemic even though some were also learning online full-time at the time they responded to our questions. No gender differences were found. As a validity check, we examined if mattering was correlated with school climate, as it has in past research. Results were similar in that a modest association between mattering and positive school climate was found in both experimental conditions. The results of this brief study show that in-person learning seems to help convey to students that they matter. This is important to know because students who feel like they matter are more protected, resilient, and engaged. Accordingly, mattering is a key educational indicator that ought to be considered when contemplating the merits of remote learning.
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Affiliation(s)
- Tracy Vaillancourt
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, ON, Canada
- School of Psychology, Faculty of Social Sciences, University of Ottawa, Ottawa, ON, Canada
| | - Heather Brittain
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, ON, Canada
| | - Amanda Krygsman
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, ON, Canada
| | - Ann H. Farrell
- Department of Child and Youth Studies, Brock University, Saint Catharines, ON, Canada
| | - Debra Pepler
- LaMarsh Centre for Child and Youth Research, Department of Psychology, York University, Toronto, ON, Canada
| | - Sally Landon
- Department of Research & Analytics, Hamilton-Wentworth District School Board, Hamilton, ON, Canada
| | - Zacharie Saint-Georges
- Department of Cellular and Molecular Medicine, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
- The Royal’s Institute of Mental Health Research, Ottawa, ON, Canada
| | - Irene Vitoroulis
- School of Psychology, Faculty of Social Sciences, University of Ottawa, Ottawa, ON, Canada
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