ABSTRACT
The number of international migrants has continued to grow globally between 2000 and 2020, with the United States having the largest number of immigrants. Two in three children are projected to be of a race other than White by 2060, suggesting that the United States will be more racially and ethnically diverse. Asians and Latinx are the largest and the fastest-growing United States racial-ethnic immigrant groups. This chapter defines Asian and Latinx immigrant children in the United States and discusses the family structure and cultural values of these two groups as may be pertinent to these children's social and emotional development, and highlights some unique challenges for their social development. It provides an overview of the extant literature on several key areas of socioemotional and behavioral development and their contributors among Asian and Latinx immigrant families with young children. It also considers specific social development challenges faced by Asian and Latinx immigrant during the Covid-19 pandemic as a way to highlight the major gaps in the current literature. The chapter ends with some directions for future studies towards understanding and supporting the diverse experiences and social development of Asian and Latinx immigrant children in the United States. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
OBJECTIVES: Professionals in the United Kingdom providing care to new families affected by cleft lip and/or palate (CL/P) had to adapt to ensure families' needs were met during a time of uncertainty due to Covid-19. The aims of this study were to explore the impacts of the pandemic on CL/P care provision for new families from the perspectives of professionals working in medical and community settings along with any personal impact on professionals and their reflections on the future of CL/P care. DESIGN: Semistructured interviews (n = 27) were completed about experiences from March 2020 to October 2020 with consultant cleft surgeons (n = 15), lead clinical nurse specialists (n = 8), and staff working at the Cleft Lip and Palate Association (n = 4). Transcripts were analyzed using inductive thematic analysis. RESULTS: Three themes were identified: (1) the impact of Covid-19 on the provision of cleft care in the United Kingdom, including working conditions, delays to treatment, and Covid-19 policies; (2) the impact of the pandemic on professionals' mental health, including personal distress and concerns about Covid-19 exposure; and (3) reflections on the future of CL/P care, whereby professionals expressed both hope and concern about the Covid-19 recovery effort. CONCLUSIONS: The ongoing Covid-19 pandemic has impacted CL/P service delivery for new families significantly, warranting recommendations for cohesive psychological support for families in addition to a safe and resourced recovery effort. Support for professionals is also suggested, following existing evidence-based models for providers' needs that address the difficulties of working throughout challenging times.
ABSTRACT
Armed conflict in Kashmiri has negatively impacted all inhabitants of the valley, but most serious effects are seen on children. Conflict has filled the tender hearts of children with anger and frustration, and they have lost their peace of mind. Health, which is mostly valuable for a child, is crippled by armed conflict, and children suffer from psychological problems of anxiety, depression, post-traumatic disorder, etc. It has taken away from them the happy period of childhood and left them stressed with a number of adult responsibilities. Some are left in orphanages as they have lost their caretakers at the time when they need them most. Armed conflict is leaving its long-term effect by compromising education of children which is most important for the future development of society. Since the abrogation of Article 370 of the Constitution of India which gave special status to the state of Jammu and Kashmir, the people of Kashmir remained inside their homes for a prolonged time. During this period, almost everything was suspended including mobile and Internet services, educational institutions, business, transportation. This paper explores how such experiences have affected the mental wellbeing, cognitive, social and emotional development of these children. Non-governmental organizations working in Kashmir should organize special programs to provide counseling/mental health first aid to the affected children and their parents. Overall, the mental wellbeing of children and adolescents should be strengthened and more so during COVID-19 pandemic, which has added mental health burden in the lives of young Kashmiri children. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The purpose of this dissertation was to study athletes' experiences during a year in which they have the potential to transition from recreational to competitive sport. Two studies are presented in this dissertation to support this aim. Study 1 was a scoping review of positive youth development through sport and athletic transition research and aimed to investigate how theory has informed research in these two bodies of literature. 207 articles and dissertations were included, and data was extracted according to Sandelowski's (1993) conceptualization of the uses, centrality, and function of theory in research. Main findings included: a limited body of literature that had examined youth athletes' experiences of transitioning into the athletic pathway;the breadth of developmental and non-developmental theoretical frameworks that have informed youth sport research;and that theories are predominantly used in a peripheral, rather than central manner to introduce youth sport as a developmental context, or to explain findings related to research outcomes. Study 2 was an example of how youth sport transitions can be studied from a developmental approach. Seven parent-child dyads took part in a longitudinal (one year), mixed methods case study to explore how children's transitions in sport influenced, and were influenced by, their psychosocial development. Children were aged between 8 and 12 (M = 10 years, SD = 1.3 years) and parents were aged between 42 and 51 (M = 44.9 years, SD = 5.1 years) at the start of the study. Participants completed measures of sports experiences, self-perceptions, and social competencies, as well as qualitative interviews at three timepoints during their potential transition. Results were analyzed using reflexive thematic analysis and quantitative data was visually inspected in Microsoft Excel. Themes explore children's experiences related to their self-perceptions and social comparisons during the transition. Additional themes include the impact of physical maturation and the Covid-19 Pandemic for children's transitions in sport. Collectively, the studies included in this dissertation contribute a novel approach to reviewing youth sport research (namely, by analyzing the use of theory), and documented some of the psychosocial skills that are relevant when studying transitions among youth samples. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The study of the psychosocial development of children in low-and middle-income countries (LMIC) is mapped by the realities of childhood that are embedded and enfolded in conventional family values, the sociocultural ethos, and choices of a combination of environmental factors that result in a variety of childhoods. This chapter begins with the definition and scope of psychosocial development in children, followed by the conceptual framework and approaches included in various interventions. It provides an overview of systematic reviews and meta-analysis of various interventions with a focus on early childhood development, children with developmental disabilities, mental health, and life skills in LMICs. Quality early childhood development programs present an opportunity to drastically reduce early health and educational disadvantages for children in LMICs. The impact of Covid-19 on the development of children is presented. © 2022 John Wiley & Sons Ltd.
ABSTRACT
Armed conflict in Kashmiri has negatively impacted all inhabitants of the valley, but most serious effects are seen on children. Conflict has filled the tender hearts of children with anger and frustration, and they have lost their peace of mind. Health, which is mostly valuable for a child, is crippled by armed conflict, and children suffer from psychological problems of anxiety, depression, post-traumatic disorder, etc. It has taken away from them the happy period of childhood and left them stressed with a number of adult responsibilities. Some are left in orphanages as they have lost their caretakers at the time when they need them most. Armed conflict is leaving its long-term effect by compromising education of children which is most important for the future development of society. Since the abrogation of Article 370 of the Constitution of India which gave special status to the state of Jammu and Kashmir, the people of Kashmir remained inside their homes for a prolonged time. During this period, almost everything was suspended including mobile and Internet services, educational institutions, business, transportation. This paper explores how such experiences have affected the mental wellbeing, cognitive, social and emotional development of these children. Non-governmental organizations working in Kashmir should organize special programs to provide counseling/mental health first aid to the affected children and their parents. Overall, the mental wellbeing of children and adolescents should be strengthened and more so during COVID-19 pandemic, which has added mental health burden in the lives of young Kashmiri children. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Young adulthood is a critical developmental life stage and a period of enhanced vulnerability to stress. In 2020, young adults in Northern California were faced with a series of unforeseen, collective stressors: the COVID-19 pandemic, extreme wildfires, social tension associated with the murder of George Floyd, and a contentious election that culminated in an attack on the nation's capital. In a natural experiment, we compared the psychosocial development of 415 young adults across 8 monthly assessment waves during 2020 to a control cohort (n = 465) who completed the same assessment protocol in 2019, prior to the onset of stressors. Results of latent growth curve models indicated that the 2020 cohort had less adaptive trajectories of affective well-being and lower levels and less adaptive trajectories of social functioning, suggesting detrimental effects of cumulative, collective stressors on the socio-emotional development of young adults.
ABSTRACT
This qualitative study explored the emotions of early childhood educators implementing the Pyramid Model social-emotional framework. The semi-structured interviews with 11 educators included discussing emotions correlated to Pyramid Model practices and organizational-level practices. The data suggested that patterns aligned with Roger's (1962) diffusion of innovation theory. Emotional patterns emerged as unpleasant and high-intensity emotions such as stress and frustration, unpleasant and low-intensity emotions such as disappointment and sadness, pleasant and high-intensity emotions such as excitement, joy, and hope, pleasant and low-intensity emotions such as content and calm. Specific Pyramid Model practices and organizational interactions also created barriers and patterns of stress. The patterns suggested that focusing on support for coaching and leadership and specific barriers such as buy-in and staff turnover may have an impact on the success or abandonment of the framework implementation. Educators also indicated a continued need for support due to the global pandemic COVID-19. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Introduction: Adolescence is defined as the period of a gradual transition between childhood and adulthood, with conceptually distinct physical changes marking puberty and maturation. Sleep is a critical aspect for overall well-being and healthy development across physical, behavioral, cognitive, academic, and psychosocial domains. This can pave the way to a new frontier for adolescent research, in which the dynamic interplay between sleep and multiple psychosocial aspects of adolescents’ life can explain long-term developmental outcomes. Thus, systematizing and assessing longitudinal research on this topic is required to understand both changes of sleep during adolescence and its complex over time relationship with psychosocial development. Material and methods: The first aim of this systematic review and meta-analysis is to identify all studies that evaluated longitudinally sleep quality, with standardized objective and/or subjective measures, in adolescence. The second aim is to evaluate the longitudinal interplay between sleep quality and psychosocial development in adolescents (particularly considering the domains of social experiences in multiple ecological contexts;identity processes and well-being outcomes). This work could lead to a better understanding of both changes in sleep quality during adolescence and its bidirectional link to psychosocial development. Pubmed;Psychinfo, PsycArticles, Medline, Web of Science, Scopus;ProQuest Dissertations and Theses;ERIC;GreyNet databases were systematically searched without publication period restriction until 23th of September 2021. Eligible studies had to: include adolescents from the general population aged between 10/11 to 18/19 years old;use a longitudinal design;report sleep quality-related outcomes as measured by objective and/or subjective standardized measures for at least two time-points. The corresponding author worked in pairs with another team member and independently screened at first the titles and s and then the full text against the eligibility criteria. Results: A total of 362 full-texts were screened and a final number of 250 studies were included. The inter-rater agreement between the first and other authors of the team that worked in pairs for the selection process was substantial. Of these studies, 163 evaluated the longitudinally sleep quality of adolescents over time and its connection to physical health;psychological and social wellbeing. 81 studies evaluated longitudinally the interplay between sleep quality and different ecological contexts and identity development of adolescents. Finally, 6 studies evaluated the change over time of sleep quality outcomes and its relationship with wellbeing, context and identity in adolescents before and after the pandemic due to the Covid-19 outbreak. Conclusion: Because of the broad scope of this project, the data can be used to examine a large variety of research questions. From this large selection of literature, different systematic reviews on different specific topics will be obtained. Particularly, our work will focus at first on systematically assessing the development and change over time of the sleep quality during the adolescence period. Furthermore, different works on the longitudinal interplay between sleep quality and physical health, different contexts and identity development will be systematically evaluated and presented. Acknowledgements: This work was conducted within the ERC-Consolidator project IDENTITIES (Grant Agreement n. 101002163).
ABSTRACT
Introduction: The rapid development of online games is currently marked by the increasing number of adolescent game players. This was particularly true during the COVID-19 pandemic that forced all activities to be done at home. Adolescents who play online games excessively, however, can risk their self-concept. Adolescents' ability to control the increasing habit of playing online games can help them reduce the risk of self-concept problems by enhancing their adaptive behavior at their crucial psychosocial development stage. Health education and group therapy can be employed to attain this goal. Aims: The authors of this study aim to determine the effectiveness of health education and group therapy regarding the self-concept of adolescents who play online games excessively. Methods: As the research design, this study applied a quasi-experimental pre-posttest with a control group. The research respondents were selected using the stratified, proportional, and simple random sampling techniques. Seventy-six adolescents comprised the respondents of this study, divided into two groups. The respondents' inclusion criteria were adolescents aged 15-16 years old who had played online games for at least the last 12 months. Results: The self-concept of adolescents in the intervention group has increased after implementing health education and group therapy (p < .05). In contrast to this, the self-concept of adolescents in the control group has not changed after implementing health education and group therapy (p > .05). Conclusions: Health education and group therapy effectively improve the self-concept of adolescent gamers.
ABSTRACT
With the development of science and technology, the phenomenon of smartphone addiction has become very common. However, smartphone addiction has adverse consequences. To date, few studies have examined psychological crises and smartphone use motives during the coronavirus disease 2019 (COVID-19) pandemic according to age. Therefore, this study aimed to examine the influences of different types of smartphone use motives on smartphone addiction and explore the moderating effect of age on adolescents and adults. A total of 1346 participants (600 adults and 746 adolescents) completed questionnaires on their motives for smartphone use and smartphone addiction. Results indicated significant positive correlations between smartphone use motives and smartphone addiction. In the moderation model, mood regulation, social relations, pastime, and conformity significantly and directly predicted smartphone addiction; however, perceived enjoyment did not. Age played a moderating role in the prediction of smartphone addiction. Teenagers and adults have different motives for smartphone use, and different motives have different effects on adolescents and adults. Adolescents have higher coping motivation and conformity motivation than adults, and for adolescents, perceived pleasure motivation has a significant impact on smartphone addiction. For adults, perceived pleasure and social relationship motivation have a significant impact on smartphone addiction. Therefore, interventions for smartphone addiction can be developed by investigating the motives of use among different people, and age should be considered when developing interventions for smartphone addiction.
ABSTRACT
The study examines the social-emotional scores of Early Head Start students before and during the COVID-19 pandemic. Responses related to social-emotional scores were coded for positivity/negativity, with the associated themes of below expectations, meeting expectations and exceeding expectations. In the study, the dependent variables were the social-emotional scores as measured by GOLD. The independent variable was the method of program delivery, classroom-based instruction, and home-based instruction that was facilitated by Early Head Start Staff and led by caregivers in the home. Results indicate that there was a significant difference in the social-emotional scores before COVID-19 and during COVID-19. This study, with the associated limitations and recommendations, provides an opportunity for further research on the social-emotional development of young children during a pandemic and/or world event and changing the method of learning from a classroom-based model to a caregiver-led learning environment. Several themes emerged through the quantitative study, such as increased family engagement opportunities, staff professional development and updated data entry and or developmental screening tools to include descriptive objectives. Relevant topics for staff professional development include child development and milestones, post-traumatic studies, individual and group resiliency, coaching, and model variation or flexibility. Additional teacher recommendations include trusting caregivers more and emphasizing the Head Start practice that parents, guardians or caregivers are the children's first teachers. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
In this qualitative study, I examine the experiences of staff who work in an after-school program (ASP). Specifically, I investigate their roles in the program, how they support the building of meaningful relationships with their participants, and their perceptions of the effectiveness of the program. Prior to COVID-19, after-school programs were intended to provide a safe environment for students during after-school hours. There is a growing recognition that after-school programs provide opportunities for positive social development, particularly among adolescents.In the midst of COVID-19, ASPs transitioned into all-day programs due to school closures. This transition allowed programs to provide support to students and families who were impacted by the coronavirus, had limited Internet access, and had to adapt to virtual instruction while their parents had to report to work in-person. It is critical to understand the program staff members' continued focus on developing meaningful relationships with students, supporting their participants' development into positive young adults, and meeting the increased needs of their families during a pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Sport has the potential to support psychosocial development in young people. However, extant studies have tended to evaluate purpose-built interventions, leaving regular organised sport relatively overlooked. Moreover, previous work has tended to concentrated on a narrow range of outcomes. To address these gaps, we conducted a season-long ethnography of a youth performance sport club based on a novel Realist Evaluation approach. We construed the club as a social intervention within a complex system of agents and structures. The results are published in this special issue as a two-part series. In this first paper, we detail the perceptions of former and current club parents, players and coaches, using them to build a set of programme theories. The resulting network of outcomes (i.e., self, emotional, social, moral and cognitive) and generative mechanisms (i.e., the attention factory, the greenhouse for growth, the personal boost and the real-life simulator), spanning across multiple contextual layers, provides a nuanced understanding of stakeholders' views and experiences. This textured perspective of the multi-faceted process of development provides new insights for administrators, coaches and parents to maximise the developmental properties of youth sport, and signposts new avenues for research in this area.
ABSTRACT
Recent studies highlight the outcomes of COVID-19 on the psychosocial skills of early adolescents. It shows the unavailability of virtual community mentoring models for teenagers' individual and interpersonal growth in the virtual scenario. Hence, there emerges a need to explore and apply the available virtual communication resources by facilitators, families, and other community professionals for teenagers’ self-development. This article reports the application of virtual resources like WhatsApp, graphic design platforms (CANVA and Adobe), graphic interchange formats (GIPHY App), all-in-one visual content editing forums (InShot App), and memes (Meme Generator App) in engaging and supporting community mentoring capacities leading to psychosocial development and well-being for teenagers during COVID-19. Through this article, contemporary virtual models are explored and executed with community guidance to integrate the personal developmental skills of middle school underachievers. There is also a need to work with community interventions by using virtual mentoring skillsets for positive youth development. © 2022, Commonwealth of Learning. All rights reserved.
ABSTRACT
(Global Health Promotion, 2021;29(1): 110–118) Effects of a program for the development of psychosocial skills in a school environment: the Affective and Social Development Program (PRODAS): review of the literature Aurélie Tardy, Brimbelle Roth, Alexandre Daguzan, Roland Sambuc, and Marie-Claude Lagouanelle-Simeoni Intervention: The Affective and Social Development Program (Programme de Développement Affectif et Social) (PRODAS) is a program for the development of psychosocial skills for children and adolescents, implemented in schools since 2005 by a French association (Family Planning). (Global Health Promotion, 2021;29(1): 130–138) Effects of actions to prevent and control SARS-CoV-2: the importance of building bridges between public health and interventions to call attention to gender-based violence Claudia Gómez López The World Health Organization (WHO) endorses quarantine as one of the most effective mechanisms for controlling SARS-CoV-2. The implementation of programs for training, addiction prevention, and health promotion in universities has a double impact: on the individual and, through its mediating role, on the university community in general.
ABSTRACT
In this qualitative study, the researcher examined teachers' perspectives on returning to school for in-person education during a crisis. As school districts readied themselves for the return of students in the fall, some teachers were struggling with the fact that, not only were they not ready, but they had also put themselves and their families in danger of contracting SARS-CoV-2 virus, the novel coronavirus, now called COVID-19. COVID-19 was declared a pandemic by the World Health Organization in December of 2019. In this study, the researcher explored Erik Erikson's model of psychosocial development that has conventionally been used as a framework to understand human development and emotions. The researcher reviewed data of teachers' feelings and perspectives of being in school when healing was needed socially and emotionally for staff as much as it was needed for their students. Teachers were interviewed with questions pertaining to their reported perspectives and feelings since they have returned to in-person instruction during the global pandemic COVID-19. Questions were related to supports and safety protocols that were required to be put in place as schools reopened for the 2020-2021 school year. In March of 2020, the second half of the 2019-2020 academic year, schools around the world closed. Although the COVID-19 global pandemic is still ongoing, there was still a pressing need for research, which was created at the time districts started the plan to reopen and have teachers return to their classrooms for instruction for the 2020-2021 academic year. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
BACKGROUND: Wearing face masks in public is recommended under certain circumstances in order to prevent infectious diseases transmitted through droplets. AIM: The objective was to compile all German and English research results from peer-reviewed journal articles using a sensitive literature search on the effects of mask-wearing for preventing infectious diseases on the psychosocial development of children and adolescents. METHODS: A systematic review was conducted considering different study designs (search period up until 12 July 2021). The risk of bias in the studies was determined using a risk of bias procedure. A descriptive-narrative synthesis of the results was performed. RESULTS: Thirteen studies were included, and the overall risk of bias was estimated to be high in all primary studies. There are some indications from the included surveys that children, adolescents, and their teachers in (pre)schools perceived facial expression processing as impaired due to mask wearing, which were confirmed by several experimental studies. Two studies reported psychological symptoms like anxiety and stress as well as concentration and learning problems due to wearing a mask during the COVID-19 pandemic. One survey study during the 2002/2003 SARS pandemic examined oral examination performance in English as a foreign language and showed no difference between the "mask" and "no mask" conditions. DISCUSSION: Only little evidence can be derived on the effects of wearing mouth-nose protection on different developmental areas of children and adolescents based on the small number of studies. There is a lack of research data regarding the following outcomes: psychological development, language development, emotional development, social behavior, school success, and participation. Further qualitative studies and epidemiological studies are required.
Subject(s)
COVID-19 , Communicable Diseases , Adolescent , Child , Child, Preschool , Germany , Humans , Masks , Pandemics , SARS-CoV-2ABSTRACT
Play is a key factor for children's healthy psychological, emotional, social, and cognitive development. During the COVID-19 pandemic, it has been postulated that children's play was affected, not only regarding the time children spent playing but also in terms of the qualitative characteristics of play. The aim of this review was to investigate how children's play has changed during the COVID-19 pandemic. A review was conducted in the PubMed, Google Scholar, EMBASE, SCOPUS, ERIC, PsycInfo, and JSTOR databases up to 6 December 2020. Furthermore, references of eligible studies as well as of relevant articles were searched using a snowballing technique. The search retrieved 17 eligible studies, conducted in Europe and North America. In general, outdoor play was reduced during the pandemic; on the other hand, there was an increase in indoor play and in videogames-screen time. COVID-19 was present in children's pretend play. Children's play was a key contributor to children's mood and wellbeing. Furthermore, teachers were especially concerned about how children's play was affected during the lockdown measures. There is evidence that children's play habits were affected during the COVID-19 pandemic; further research is required, especially cross-culturally oriented.