ABSTRACT
The paper investigates how parents of American teenagers navigated teen social media use during the early months of the COVID-19 pandemic, amid school closures and stay-at-home orders. Through an online survey, parents of teenagers reported on teen engagement, happiness, and social media use along with their own levels and types of oversight related to that social media use. Findings showed that parents perceived their teens to be similarly or less engaged in school and social activities than usual, and generally happy with social media use contributing somewhat to that happiness. Parental monitoring of social media use was the same or lower than during pre-pandemic times overall, with some significant differences related to parent gender, teen age, and teen gender. © 2022 IADIS Press. All rights reserved.
ABSTRACT
During Summer 2020, the COVID-19 pandemic limited people's contact with others outside of their households. Teenagers experienced a great deal of disruption to their lives and found themselves reliant on their phones and social media to occupy their time and maintain peer connections. In this study, we examine the activities of 43 teens in the United States. Teens were interviewed twice and kept week-long video diaries documenting their daily online and offline activities. Findings show that social media activities were critical for maintaining friendships and provided a sense of virtual independence during quarantine. Teens also pursued independent informal learning activities via social media. However, themes of shame also arose, with teens internalizing negative messages from parents and media about social media use. © 14th International Conference on ICT, Society, and Human Beings, ICT 2021, 18th International Conference on Web Based Communities and Social Media, WBC 2021 and 13th International Conference on e-Health, EH 2021 - Held at the 15th Multi-Conference on Computer Science and Information Systems, MCCSIS 2021. All rights reserved.
ABSTRACT
Introduction: The COVID-19 pandemic increased the volume of critically ill patients in hospital. Healthcare professionals (HCPs), many of whom had limited experience of communicating bad news to relatives, needed to be able to do this and often by telephone. Aim: To design, deliver and evaluate a simulation based course to help HCPs communicate about death and dying by telephone during the pandemic. Methods: In March 2020 a multi-professional group of clinicians and educators developed a 2-hour, socially distanced communication skills course for HCPs in our Trust. Courses ran through March-June 2020, each course facilitated by 3-5 faculty. The course taught the 'SPIKES' structure for breaking bad news (BBN), using it to critique a pre-recorded conversation and role play of simulated scenarios, with faculty feedback. Participant confidence (using 1-5 scale) was assessed by pre and post course questionnaire, and analysed by descriptive statistics. Qualitative feedback was from participant questionnaires and thematic analysis of a faculty focus group. Ethical approval was gained. Results: 79 HCPs attended a course;55 gave feedback: nurses (24), doctors (21), allied health professionals (10). There was significant improvement in participant confidence in having a communication structure for BBN (mean change 1.69 (CI 1.94,1.44), p=0.03);applying SPIKES to BBN by telephone (mean change 1.82 (CI 2.05,1.59), p=0.005);giving and seeking feedback to improve communication (mean change 1.55 (CI 1.79,1.3), p=0.012). Qualitative data indicated excellent engagement and relevance beyond the pandemic. A faculty focus group identified key themes: applicability post COVID-19, greater openness to communication challenges, and awareness of emotionality in practice. Conclusion: An innovative course developed during the COVID-19 pandemic demonstrated improved HCP confidence in communicating bad news. Skills taught are applicable post pandemic and will inform further course development.