ABSTRACT
This qualitative study investigated creative adolescent perceptions of their educational and mental health experiences during the coronavirus disease 2019 (COVID-19) pandemic. Participants were 25 English-speaking adolescents from the Midwest in the United States. They were identified as creative by their teachers according to known creative profiles. Participants attended an all-day creative career workshop in the Spring 2021 semester. The five focus groups guided by semi-structured interviews conducted for this study occurred during the workshop. This study was phenomenological in nature with constructivist and transformative paradigms, and transcripts were analyzed using reflexive thematic analysis by the first, second, and third authors. Creative adolescents' education during the pandemic was marked by classroom changes based on COVID-19 policies, experiences of disconnection, disengagement, and disappointment, as well as feelings of empathy and appreciation for their educators. Creative adolescents experienced mental health challenges related to adjustment issues, powerlessness and hopelessness, and isolation. Implications of results are discussed.
ABSTRACT
This study investigated how COVID-19 impacted creative adolescent engagement with their creative activities, as well as how they utilized technology to cope with the pandemic. Using qualitative methods, this study was guided by phenomenology using both constructivist and transformative paradigms. Participants were English-speaking adolescents from the Midwest in the United States. They were identified as creative by their teachers according to known creative profiles and were invited to attend an all-day creative career workshop over Zoom, where the focus groups occurred for this study. Five focus groups, consisting of 25 participants, were conducted, guided by semi-structured interviews. The transcripts from the focus groups were analyzed using reflexive thematic analysis by the first, second, and third authors. Results indicated that COVID-19 affected creative adolescent engagement with creative activities in positive and negative ways, caused changes in emotions and motivation, and increased virtual creative engagement. Creative adolescents coped with COVID-19 using digital technology to connect with others virtually, to engage in virtual creative expression, inspiration, and growth, and to meet their personal needs. Implication of results is discussed.
ABSTRACT
This qualitative study investigated creative adolescent perceptions of their educational and mental health experiences during the coronavirus disease 2019 (COVID‐19) pandemic. Participants were 25 English‐speaking adolescents from the Midwest in the United States. They were identified as creative by their teachers according to known creative profiles. Participants attended an all‐day creative career workshop in the Spring 2021 semester. The five focus groups guided by semi‐structured interviews conducted for this study occurred during the workshop. This study was phenomenological in nature with constructivist and transformative paradigms, and transcripts were analyzed using reflexive thematic analysis by the first, second, and third authors. Creative adolescents' education during the pandemic was marked by classroom changes based on COVID‐19 policies, experiences of disconnection, disengagement, and disappointment, as well as feelings of empathy and appreciation for their educators. Creative adolescents experienced mental health challenges related to adjustment issues, powerlessness and hopelessness, and isolation. Implications of results are discussed. Practitioner points Creative adolescents' education was negatively impacted by the pandemic, but they experienced empathy and appreciation for their educators Creative adolescents experienced adjustment issues, powerlessness, hopelessness, and isolation amid COVID‐19 Results suggested potential risk and protective factors in adolescent mental health and educational experiences
ABSTRACT
BACKGROUND: Poor sleep quality is one of the most prominent patient-reported problems in people with multiple sclerosis (PwMS). The COVID-19 pandemic resulted in PwMS having less contact with physicians, therapists, support groups, and family, which led to decreased access to typical supports. The purpose of this study was to assess how social support impacted sleep quality during the COVID-19 pandemic in PwMS within the United States. METHODS: Anonymous surveys were utilized to gather data from February - May 2021 from 209 PwMS during their return appointments (face-to-face and virtual) at the University of Kansas Medical Center (KUMC)'s MS Clinic in the United States. SPSS 27 was used to run four regressions in order to determine if social support predicted sleep quality with and without the inclusion of covariates (age, education, disability, anxiety/depression). RESULTS: The results indicate that overall feelings of being socially supported predict sleep quality. Additionally, various facets of social support predict sleep quality, even when controlling for covariates. Interestingly, while depression and anxiety were significant predictors of sleep quality, those constructs do not attenuate the social support-sleep relationship. CONCLUSION: These findings will provide key information pertaining to the association between social support and sleep in PwMS during COVID-19 where typical supports were limited. Understanding the challenges facing those living with chronic illnesses, specifically PwMS, will help researchers and clinicians alike create interventions to promote social support in the midst of a global pandemic.