Children's perceptions of their neighbourhoods during COVID-19 lockdown in Aotearoa New Zealand

Neighbourhood design can have substantial impacts on children's physical and psychological well-being. COVID-19 lockdowns produced striking and unprecedented changes in how neighbourhoods functioned for children. The aim of this research was to explore what worked well for children during Alert Levels 3 and 4 (lockdown) in Aotearoa New Zealand (NZ), focusing in particular on the neighbourhood environment. Children (n = 192) aged between 5 and 13 years completed an online survey that collected information on neighbourhood walking and wheeling and what they liked about their neighbourhood during lockdown in NZ. Car-less neighbourhoods were important for supporting children's well-being. Community activities such as the NZ Bear Hunt were appreciated by children. Natural environments, being home, spending time with family, and simple activities were all liked by participants. Social connections were important but often required technology. Findings can help inform initiatives to support child well-being in the face of potential future lockdowns or new pandemics.

‘We discovered places we never used before'. Home and parenting geographies during the 2020 lockdowns in Italy and Greece

The paper presents and discusses data from a qualitative study carried out in April and May 2020 with families under lockdown in Italy (N = 319) and Greece (N = 297). The research examined how confinement and restrictions on movement had impacted families' everyday geographies (with a particular focus on ‘liminal' places located between homes and public spaces, such as balconies, hallways, courtyards, backyards), as well as parents' most valued public spaces and propensity (and modes) to use them. Data were analysed following a top-down thematic approach. The results suggest that restricted access to public spaces (as enforced during the Greek and Italian lockdowns) may influence the signification of domestic places, prompt remodulation of the dialectic between public and private spheres, and bring to light the social value of families' (parents and children's) experiences in public spaces.

‘The slow pandemic': youth's climate activism and the stakes for youth movements under Covid-19

Pandemic conditions have affected social movement activity in various ways. In this article, we explore how young Cypriot climate activists, associated with the global Fridays for Future movement, attempt to integrate pandemic conditions in their mobilizing tactics, as well as how such conditions affect their collective youth agency. We first look into the strategic antagonistic framings they develop to counter dominant discourses of the pandemic as an unprecedented crisis and explore how these are informed by their understandings of, and emotions on, climate change as an effect of capitalism and overconsumption and as a type of ‘slow pandemic'. We argue that by extending climate change crisis discourse to encompass the cause of the pandemic, young activists assert temporality as continuity, rather than rupture, and challenge the distinction between the exceptional and the everyday on which Emergency governance is based on. By doing this, they unsettle adult hegemonic discourses on temporality, emergency and crisis that lead to an uneven world. Secondly, we reflect on the impact of Covid-19 on non-institutional youth activism by exploring the challenges these activists face to their sustenance and reproduction, given that access to public space, as we claim, is crucial for teenagers in developing the necessary relationality that is key for the maintenance of their social movement activity. We argue that youth movements emerge and operate within particular conditions which are currently under threat given the distinct mechanisms of governing populations engineered during Covid-19.

Emerging Adults during the Pandemic: The Experiences of Generation Z in the Context of Self-Determination Theory

The COVID-19 Pandemic is associated with many radical changes in the lives of young adults. Their developmental and generational characteristics would likely affect their experiences of Pandemic. This study explores their experiences in the context of school, family, and friendship during the Pandemic. The sample consisted of 23 college students. Qualitative data were collected online and analyzed with the thematic analysis method. The results showed that their experiences in the school context resulted in seven themes: difficulties with online classes, benefits, negative mood, coping strategies, loss of socialization opportunities at school, return to daily life, and physical conditions. The themes in the family context were the need for autonomy, increasing conflict, improved family relationships, and no change. Finally, in the friendship context, the themes of losses, coping strategies, emotions, no change, and gains emerged. Results were discussed in terms of the self-determination perspective and generational characteristics of the sample.

Traumatic pediatric firearm injuries during the COVID-19 pandemic

Statement of Purpose: The purpose of this study is to epidemiologically describe firearms injuries treated at a Level 1 pediatric trauma center occurring during the COVID-19 pandemic and compare them to injuries seen in the year prior.Methods: This is a retrospective chart review of patients seen by pediatric trauma surgery for a firearm injury between February 1, 2019 and March 30, 2021;the pre-pandemic time period included February 1, 2019 – March 9, 2020 and the pandemic period included March 10, 2020 – March 31, 2021. We excluded patients with firearms injuries that were not assessed by trauma surgery and patients with injuries from non-powder guns.Results: Twenty-eight patients were seen for firearm injuries in the pre-pandemic period;22 (78.5%) were male, and the mean age was 13.3 years, with 17.8% of patients < 10 years old. Sixteen (57.1%) were black, 8 (28.6%) white, and 4 (14.3%) multiracial. The pandemic period included 80 patients with firearm injuries, with 59 (74%) male, and a mean age of 12.5 years. Seventeen (21.5%) were < 10 years old. Fifty-six (70%) of patients during the pandemic period were black, 15 (20%) white, 6 (7.5%) multiracial, and 2 (2.5%) Hispanic. There was no statistically significant difference between the two groups demographically. No patients were identified as having an intentional self-inflicted firearm injury.Conclusion: While there was a nearly threefold increase in pediatric firearm injuries seen during the pandemic, the demographics of the victims have not changed compared to pre-pandemic patterns. This reflects a need for ongoing and targeted preventive measures to reduce these extremely high-risk injuries.Key Take Away Points [list] [list] [list_item] Since the World Health Organization (WHO) declared a pandemic from the novel severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2 or COVID-19), there has been a dramatic increase in the number of pediatric firearm injuries identified when compared to the preceding year. [/list_item] [list_item] A continued pattern of racial distribution before and during the pandemic with black children being overrepresented in the population with firearm injury as compared to all injuries seen was identified, with an overwhelming majority of firearm injuries occurring in urban areas. [/list_item] [list_item] The profound escalation of firearm injury in the pediatric population during the pandemic demonstrates the critical need for intensive community intervention and prevention efforts. [/list_item] [/list]

Formación en promoción de autonomía y apoyo pedagógico durante confinamiento por covid-19

Se analiza la implementación de un programa de formación docente en promoción de autonomía y apoyo pedagógico y su relación con el compromiso de niños en el aula. El programa se desarrolló durante el cierre de escuelas por la pandemia causada por el covid-19. Se usó diseño mixto convergente-paralelo. Participaron cinco docentes de primaria, de escuelas públicas de Cali, Colombia, y sus estudiantes (N=110). La formación consistió en dos talleres grupales y tres sesiones de acompañamiento individual en modalidad virtual. Se grabaron las clases antes y durante el proceso, codificándose las interacciones. Se observó alta variabilidad en promoción de autonomía y apoyo pedagógico. El compromiso de los niños fue mayor cuando las profesoras promovían mayor autonomía y apoyo pedagógico. Se discutieron variables que afectan el aprovechamiento de la formación.Alternate :This paper analyzes the implementation of a professional development program on autonomy promotion and instructional support in the classroom, and the relationship between this program and students' engagement. The program was designed during the delivery of online classes as a result of the COVID-19 pandemic. The study used a convergent parallel design. Participants were five elementary teachers and their students (N = 110) at a public school in Cali, Colombia. The program consisted of two workshops and three online individual feedback sessions. Classes were recorded before and during the program and classroom interactions were coded. The results show high variability in teachers' autonomy promotion and instructional support during the classes. Students' engagement was higher when teachers promote greater autonomy and instructional support. Variables that could affect teachers' use of learning from the program are discussed.Alternate :Analisa-se a implementaçâo de um programa de formaçâo docente para a promoçâo da autonomia e o apoio pedagógico e sua relaçâo com a performance das crianças na sala de aula. O programa foi desenvolvido durante o fechamento das escolas pelo Covid-19. Um método misto convergenteparalelo foi usado. Participaram cinco professoras de ensino básico de escolas públicas de Cali-Colômbia e seus alunos, 110 crianças. A formaçâo consistiu em duas oficinas grupais e tres sessöes de trabalho individual na modalidade virtual. As aulas foram gravadas antes e durante o processo, e as interaçöes foram codificadas. Observa-se alta variabilidade na promoçâo da autonomia e apoio pedagógico. O comprometimento das crianças foi maior quando as professoras promoveram maior autonomia e apoio pedagógico. As variáveis que afetam o aproveitamento do treinamento sâo discutidas.

Salud mental, autoestima y satisfacción vital en universitarios del sur de Chile

Los universitarios atraviesan una etapa evolutiva que los sitúa como una población propensa a presentar alteraciones de salud mental, afectando su calidad de vida general. Este trabajo analiza la relación entre salud mental, autoestima y satisfacción vital en estudiantes de una universidad del sur de Chile. Los 452 participantes, hombres y mujeres entre 18 y 24 años de distintas carreras de la universidad, respondieron cuatro instrumentos: cuestionario sociodemográfico, escala de depresión, ansiedad y estrés, escala de satisfacción con la vida y escala de autoestima. Los resultados mostraron que los estudiantes que puntuaron más alto en problemas de salud mental presentaban menor satisfacción con la vida y menor autoestima. Así mismo, se encontró que las mujeres presentan mayor prevalencia en problemas de salud mental que los hombres.Alternate :University students experience an evolutionary stage that positions them as a population prone to mental health disorders, which affects their general quality of life. This paper analyzes the relationship between mental health, self-esteem and life satisfaction among students at a university in southern Chile. The 452 participants, males and females aged between 18 and 24 studying different university degrees, answered 4 different questionnaires: Sociodemographic Questionnaire;Depression, Anxiety and Stress Scale;Life Satisfaction Scale;and Self-esteem Scale. The results showed that students who scored higher regarding mental health problems had lower life satisfaction and lower selfesteem scores. It was also identified that female students have a higher prevalence of mental health problems compared to male students.Alternate :Os estudantes universitários passam por um estágio evolutivo que os coloca como uma populaçâo propensa a transtornos de saúde mental, afetando sua qualidade de vida geral. Este artigo analisa a relaçâo entre saúde mental, autoestima e satisfaçâo com a vida em estudantes de uma universidade no sul do Chile. 452 participantes, homens e mulheres entre 18 e 24 anos de diferentes carreiras universitárias, respondeu a 4 instrumentos: Questionário Sociodemográfico, Escala de Depressâo, Ansiedade e Estresse, Escala de Satisfaçâo com a Vida e Escala de Autoestima. Os resultados mostraram que os alunos que pontuaram mais em problemas de saúde mental apresentaram menor satisfaçâo com a vida e menor autoestima. Assim, verificou-se também que as mulheres apresentam maior prevalencia de problemas de saúde mental do que os homens.

"Ha!SuckonthatCorona,IFoundSomethingtoDo” Capturing Adolescent Experiences during Lockdown in Finland

In the spring of 2020 young people were living in an exceptional period of isolation, messiness and emotional turmoil. The pandemic situation in Finland serves as the background of this study, which focuses on participation and the voice of adolescents in times of crisis. My inquiry is based on 75 diaries collected by diverse museums and archives and originally created by 11- to 18-year-olds during remote schooling, and my aim is to ascertain how they were invited in and responded to making the stuff of history. Combining oral history and media ethnographic methods, I provide an analysis of the diaries focusing on the emotional resilience attached to hobbies, the echo that the narrators' information habits generate, and the media ecologies that resulted from the crafting and writing of diaries. My main argument is that although the diaries capture the narrators' reactions to the crisis, the strong presence of their ordinary lives exposes shared generational traits that are worth preserving beyond this strange time. The students were writing in and about the immediate environment in which they lived their lives, which resulted in an uncommon and rich form of oral history that raised new questions about young people's experiences during and beyond the COVID-19 pandemic. © by Österreichische Akademie der Wissenschaften, Wien.

Best way to prevent firearm violence: Limit access to firearms

The increased publicity of mass shootings and the COVID-19 pandemic have fueled American demand for firearm purchases. Firearm violence has largely been blamed on people with mental illnesses instead of firearm accessibility, despite the lack of population-level evidence associating mental illness with firearm violence perpetration. We support interventions and policies to limit firearm access in homes, schools, and by all intimate partners who have been convicted of domestic abuse. We advocate for restrictions on the civilian purchases of semi-automatic rifles and large capacity magazines. Finally, we call for research addressing firearm violence as an environmental and structural issue, not an intrapersonal one.Key Take Away Points [list] [list] [list_item] Despite worsening mental health outcomes among American youth, there is little population-based evidence supporting an association between firearm violence perpetration and mental illness. [/list_item] [list_item] Firearm accessibility increases the risk for firearm violence and injuries. [/list_item] [list_item] Preventing school shootings requires both promotion of socio-emotional learning and restrictions of firearm sales from young civilians. [/list_item] [list_item] Provisions in the Bipartisan Safer Communities Act to regulate access to firearms is an initial step to reducing firearm violence. [/list_item] [list_item] Long-term reductions in firearm violence require structural approaches to improve social determinants of health. [/list_item] [/list]

The Impact of COVID-19 on Systems of Care for Children and Youth With Special Health Care Needs

Introduction: This article describes the challenges and opportunities that the COVID-19 pandemic presented for providing and coordinating care for children and youth with special health care needs (CYSHCN) who rely on a diverse array of systems to promote their health, education, and well-being. Method(s): Peer-reviewed published literature and reports from the national government and nonprofit organizations that advocate for CYSHCN were examined, particularly concerning systems that impacted CYSHCN during COVID-19. Result(s): Pre-COVID-19, CYSHCN and their families faced challenges accessing and coordinating care across diverse systems. COVID-19 exacerbated these challenges because of disruptions in care and services that negatively impacted CYSHCN. COVID-19 also highlighted opportunities for positive change and care innovations. Discussion(s): Understanding the systems of care that CYSHCN rely on and the effects of COVID-19 on these systems can enhance access to and quality of care. Recommendations are made for practice, leadership, research, and policy.Copyright © 2022 National Association of Pediatric Nurse Practitioners

Child protection social workers in Italy and the Covid‐19 challenges: Redefining services to support children and their families

During the Covid‐19 pandemic, social workers played an essential role in helping people understand what was happening and cope with new unforeseen difficulties, even carrying out new tasks and activities. Social workers were asked to redefine their work methods to maintain aid relationships with families. This reorganization was complex and challenging for child protection services. The paper will discuss the results of a qualitative research project aimed to describe the Italian child protection social workers' functions during the Covid‐19 pandemic. Three online focus groups were conducted with child protection social workers. These focus groups helped researchers explore the new organization of social workers' work in child protection services, which was aimed at maintaining their role and performing the new tasks they need to carry out to support families and children. Three main areas of discussion emerged from the qualitative analysis: (1) postponed and maintained activities;(2) remote work advantages and challenges;and (3) new professional learning.

Mental health walk-in clinics for children and families: a provincial survey

Mental health walk-in clinics (MHWCs) provide unscheduled and immediate support to children and families and remove common administrative barriers. This study explored the implementation of MHWCs across Ontario, CA. A brief provincial survey was conducted to identify agencies that provided MHWCs, which were then invited to complete an in-depth survey. The in-depth survey questions were formatted as multiple choice, yes/no, Likert scale, and open-ended questions, taking 20–25 min with the option of online or phone-based completion. A total of 18 (86%) agencies participated in the in-depth survey between September 2020 and April 2021. MHWCs are being used to provide timely and accessible services, as well as to serve as a point of intake. MHWCs are provided in different locations (e.g. agencies, schools) using different modalities (e.g. consulting break) and approaches (e.g. cognitive behavioural therapy, narrative therapy, solution focused therapy). Most agencies quickly adapted to COVID-19 restrictions by providing virtual MHWCs. The most common reasons for implementing MHWCs were to reduce waitlists, the strong evidence base, and an effort to meet families' needs. Different benefits and challenges associated with the implementation of MHWCs were reported. The results of this provincial study help better understand the implementation of MHWCs and how agencies adapted to COVID-19 and associated restrictions. [ABSTRACT FROM AUTHOR] Copyright of Advances in Mental Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Changes in Use and Access to Care for Children and Youth With Special Health Care Needs During the COVID-19 Pandemic.

INTRODUCTION: Children and youth with special health care needs (CYSHCN) are vulnerable to health care disruption, and policies were adopted to mitigate COVID-19-related disruptions. We compare CYSHCN use of and access to care in 2019 to 2020. METHOD: Using the National Survey of Children's Health, we identified CYSHCN and assessed differences in health care use, unmet health care needs, frustrations accessing care, and barriers to care using multivariable logistic regression analysis. RESULTS: The final sample included 17,065 CYSHCN. In the fully adjusted analysis, there was a significant decrease in odds of accessing preventive dental care (adjusted odds ratio [AOR], 0.63; 95%confidence interval [CI], 0.51-0.77) and increased odds of unmet mental health care needs (AOR,1.34; 95% CI, 1.02-1.77). The inability to obtain an appointment was a barrier that increased during the study period (AOR, 2.77; 95% CI, 1.71-4.46). DISCUSSION: Novel pandemic related policies may have mitigated negative impacts on health care access for CYSHCN.

Privileged dependence, precarious autonomy: Parent/young adult relationships through the lens of COVID-19

Objective: This article identifies how social class differences in undergraduates' relationships with their parents shaped their responses to educational disruptions caused by the COVID-19 pandemic. Background: The mechanisms through which parents transmit class advantages to children are often hidden from view and therefore remain imperfectly understood. This study uses the case of the COVID-19 pandemic to examine how young adults from different social class backgrounds expect, negotiate, and attach meaning to parental support. Methods: This study draws from in-depth interviews with 48 Black and White upper-middle and working-class undergraduates from a single elite university, along with 10 of their mothers. Results: Facing pandemic-related disruptions, upper-middle-class students typically sought substantial direction and material assistance from parents. In contrast, working-class students typically assumed more responsibility for their own-and sometimes other family members'-well-being. These classed patterns of "privileged dependence" and "precarious autonomy" were shaped by students' understandings of family members' authority, needs, and responsibilities. Conclusion: Upper-middle-class students' greater dependence on parents functioned as a protective force, enabling them to benefit from parents' material and academic support during the transition to remote instruction. These short-term protections may yield long-term payoffs denied their working-class peers. Beyond the immediate context of the COVID-19 pandemic, the concepts of "privileged dependence" and "precarious autonomy" offer scholars a set of theoretical tools for understanding class inequality in other young adult contexts.

Students in out‐of‐home care: Their experiences of Transforming Educational Achievement for Children at Risk, an Australian education programme

Children living in out‐of‐home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the programme participated in individual, semi‐structured interviews. Responses were analysed using Interpretive Phenomenological Analysis. Participants indicated that the programme provided individualized and flexible academic support, reduced their shame and embarrassment and provided them with more than academic support. They highlighted the importance of the student–educator relationship, and the need for encouragement and motivation to pursue their educational goals. Finally, findings report on how COVID‐19 impacts on student experiences of the programme. Recommendations for the development and improvement of education programs for students in out‐of‐home care conclude this paper.

Working and caring for a disabled adopted child during a pandemic

Integrating work and family demands can be challenging for families caring for a child with one or more disabilities. The pandemic and its changes to work, schooling and service delivery potentially added to these challenges. This exploratory mixed methods study sought to understand how the pandemic affected adoptive parents' work–life fit and service use. A total of 200 participants responded to survey questions about parenting an adopted child with a disability prior to, and after, the onset of Covid‐19. More than half of the parents (59.2%) reported that it was somewhat to very difficult to integrate both work and family demands. Parents with greater access to workplace flexibility and supportive supervisors had significantly less difficulties combining work and family. Families who reported more problems with accessing mental health services, special education and respite care reported significantly more challenges with work–family fit. Parents reported increased stress due to the pandemic changes, but many also shared positive changes such as more time for family. Online services were experienced as effective for some children and reduced time spent driving to appointments. Recommendations for workplace and social service practice and policy supporting adoptive parents of children with disabilities are discussed.

New learning ecologies in children and youth orchestras in Mexico: Discovering the 'magical qualities' of technology

This article reflects on the actions carried out by six conductor-teachers of children and youth orchestras- considered factors of social change- working with virtual learning during the COVID-19 pandemic in Mexico. A qualitative approach was conducted through the autobiographical method in the paradigm of learning ecologies to identify the challenges and motivations of two different orchestral programs during lockdown. The teaching needs derived from the transformations that occurred in learning environments and the chal-lenges that led to new teaching strategies were identified and interpreted as elements of the new learning ecologies.

Turning Lemons Into Lemonade: Technology Teaching Tips Learned During COVID-19

COVID-19 caused widespread changes in how people worked. The education community was dramatically impacted. Teachers were forced to quickly pivot from teaching students in person on-campus to virtually online. Among the challenges educators faced were the inequity of technology access and unreliable internet options. The move to virtual instruction necessitated creative use of educators’ existing technology skills and development of new skills to teach with technology. Among the technologies that teachers continued to use once they returned to the in-person classroom were video conferencing, incorporating student interactions and feedback into visual presentations, and continuing to explore virtual learning experiences outside the classroom. Some educators’ experimentation during the pandemic with different technology options to guide self-directed student learning shows promise for developing gifted students’ talents and interests.