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In the face of the COVID-19 pandemic experienced around the world, new student lifestyles have had an impact on their daily behavior. The purpose of this study was to examine post-traumatic stress associated with the initial COVID-19 crisis in students (N = 280) with a mean age of 13 +/- 1.70 and to determine the relationship between their reported daily behaviors in terms of their gender. The study was conducted primarily in Casablanca and Marrakech, the two cities most affected by the pandemic at the time of the study in Morocco in May 2020. Our sample consists of 133 high school students and 147 middle school students, 83.6% of whom are females. Students were asked to answer questions based on an Activity Biorhythm Questionnaire, the Post-Traumatic Stress Scale (Weathers et al., 1993), the Hamilton Scale (Hamilton, 1960), the Worry Domains Questionnaire (Tallis, Eyzenck, Mathews, 1992), and the Visual Analog Scale of Moods (VASM) (Stern et al., 1997). The results obtained confirm that there is a significant relationship between the circadian rhythm of some variables and gender in some activities such as academic study (p < 0.05) and TV and Internet use (p < 0.05) and was highly significant for physical activity (p = 0.001), while others are not significant in relation to other schedules of the same variables or in relation to others. Likewise, for the psychological conditions, significant relationships with mood states and depressive tendencies were confirmed. In lockdown, the students' daily lives underwent changes in circadian rhythm and lifestyle. Therefore, it is necessary to treat their current psychological problems and avoid future complications. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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In recent years, research in Child-Computer Interaction has shifted the focus from design with children, giving them a voice in the design process, to design by children to bring child participants different benefits, such as engagement and learning. However, design workshops, encompassing different stages, are challenging in terms of engagement and learning, e.g., they require prolonged commitment and concentration. They are potentially more challenging when held at a distance, as in recent years due to the COVID-19 pandemic. This paper explores at-a-distance smart-thing design by children, how it can engage different children and support their learning in programming. The paper reports a series of design workshops with 20 children, aged from 8 to 16 years old, all held at a distance. They were all organised with the DigiSNaP design framework and toolkit. The first workshop enabled children to explore what smart things are, to start ideating their own smart things and to scaffold their programming. The other workshops enabled children to evolve their own smart-thing ideas and programs. Data were gathered in relation to children's engagement and learning from different sources. Results are promising for future editions of smart-thing design at a distance or in a hybrid modality. They are discussed along with guidelines for smart-thing design by children at a distance. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The COVID-19 era unleashed a separate medical crisis in the United States: adolescent mental health struggles led to a spike in teen suicides. Adolescence, the period of development long associated with the search for one's identity—a struggle that requires engagement with one's peers for a healthy resolution—was complicated by the lockdowns and extended periods of isolation. The social convulsions associated with this past year exposed an unfortunate vulnerability of this generation: deep down, they long for what their predecessors had—embodied, meaningful connections with their peers. Using the existential theories of French Jesuit Pierre Teilhard de Chardin, this paper examines how the contextual elements of this pandemic have contributed to an evolutionary process vis-à-vis the current crisis of adolescent identity, and then explores how we might consider deliberate learning opportunities for to help students understand themselves and the impact of what has just happened to the global community.
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Access and use of computer-based educational technology within K-12 schools have been steadily increasing since the 1980s (Cuban, 1993;Delgado et al., 2015;Penuel, 2006), including more school districts providing every student with a device (1:1) after the year 2000 (Gray & Lewis, 2021;Harper & Milman, 2016;Penuel, 2006;Zheng et al., 2016). Despite this steady increase in devices, information systems, and learning platforms within schools, growth of information technology (IT) staff positions has not grown proportionally with technology and has resulted in a staff capacity issue for district technology departments (CoSN, 2021;Gao & Murphy, 2016;Kentucky Department of Education, 2017). This issue was exacerbated by the emergency switch to distance learning as a result of the COVID-19 pandemic, which relied on devices and online systems for learning to continue and further strained the technology departments (CoSN, 2022a, 2022b;Rauf, 2020;White, 2020).Since computers were introduced to these educational institutions, schools and districts have positioned students as technical and pedagogical supports for educational technology (National School Boards Association, 2002;Van Eck et al., 2001). Commonly known as student tech teams (STTs), this type of program is still frequent today within schools and there is a wealth of practitioner-created resources on the topic. Yet, studies on these programs are absent from the decades of research on technology integration within K-12 schools (Peterson & Scharber, 2017).This dissertation was designed to fill this void within the literature, provide a foundational understanding of STTs within K-12 educational technology initiatives, and identify practical strategies for school educators and leaders. Using a philosophically pragmatic lens and an ecological framework (Zhao & Frank, 2003), this explanatory sequential mixed-methods study (Creswell & Plano Clark, 2011) explored the following research questions:* How are student technology teams structured within K-12 school ecosystems?* What is the role of student technology teams within K-12 technology integration initiatives?Results from the study indicated that STTs are structured as work- and project-based courses, assistantships, and extracurriculars that can support the technical and instructional needs of staff and students within a school or district environment. STTs also provide opportunities for students to collaborate and create by tinkering with technologies and developing products that interest them while building their digital literacy skills. No two STTs are structured the same;however, staff and students' technical and instructional needs are common programmatic focus areas across STT environments.The role of STTs within K-12 technology integration initiatives is to give students autonomy, unique experiences, and opportunities to learn while serving the school and/or district community. The role of STT, as well as the benefit to its student members, is shaped by the coaches, tech department, and administrators' intentionality and mindset related to the capacity of students. Secondly, the STT's role is also shaped by the school and district's technology, schedules, and location. The findings of this study contribute to and extend the current understanding of educational technology initiatives, student tech teams, computing education in schools, and ecological framing of educational technologies. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Objective: The COVID-19 pandemic is the deadliest pandemic in American history. This study aims to assess the differences in youth reported traumatic stress among those with and without chronic illness, and how those reports are impacted by parental level of concern regarding the COVID-19 pandemic. Methods: Using convenience sampling, parents and their children completed a series of questionnaires focused on demographic information including questions about medical conditions, parental level of concern about COVID-19, and youth-report of posttraumatic stress symptoms. Results: Results of the anonymous survey (n = 164) found that parental reported level of concern of COVID-19 significantly predicted youth report of posttraumatic stress symptoms (F(4, 159) = 2.607, p = .038). There was no significant difference in youth-report of posttraumatic stress symptoms between youth with and without chronic medical conditions (F(1, 162) = .438, p = .509). Conclusions: Children often look to their parents for guidance during stressful life events, as confirmed by our findings. Parental emotional and behavioral responses may influence how youth make sense of highly stressful events and should be considered when determining intervention strategies in the COVID-19 era. (PsycInfo Database Record (c) 2023 APA, all rights reserved) Impact Statement This study found that youth with and without chronic health conditions did not differ in their report of posttraumatic stress 6 months after the onset of the COVID-19 pandemic. However, youth report of traumatic stress symptoms was predicted by their parents' level of concern regarding the impact of COVID-19 on their families, suggesting the need for targeted parent-based intervention. Clinical interventions to prevent chronic posttraumatic stress responses in youth regardless of medical comorbidity are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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This study examined the impact of COVID-19 restrictions on 16 LGBTQ+ individuals 16 -18 years of age in rural Washington. Data were collected using semi structured virtual interviews, an Experience Questionnaire (EQ) and the Behavioral Assessment Scale for Children - Edition 3 Behavioral and Emotional Screening System (BASC-3). A few major themes emerged from the data: changes in relationships, negative psychological impacts, resiliency, and challenges such as barriers, tensions, and routine changes. Participants found COVID-19 restrictions created barriers to accessing social outlets such as extracurricular activities, LGBTQ+ community center, and so on, as well as engaging with resources for mental and physical health. Participants reported that navigating the significant changes in routines due to school closings and social distancing measures negatively impacted their mental health. Online school, increased home responsibilities, lack of structure or routine, and pressure to maintain grades were the main stressors found to contribute to a decline in mental health. Tensions related to having differing opinions from family members were often triggered or exacerbated by increased proximity with family, due to being stuck at home. Tensions also included experiences of homophobia, transphobia, and racism. These tensions contributed to lower mental health, as many participants felt "trapped" in their own home and unable to reveal parts of their identity. Participants reported that COVID-19 restrictions also impacted their relationships positively in some ways. Some participants found that COVID-19 restrictions allowed them to get out of negative relationships, identify healthy or positive friendships, and be more intentional in their friendships. Although most participants experienced negative psychological impacts on their mental health, many were also able to identify areas of resiliency and improvement. Participants identified new methods for coping, found new and innovative ways to engage with support networks, and found that increased time alone allowed for self-improvement and unprecedented identity exploration. Results of the study add to the limited research currently available about the impact COVID-19 restrictions had on LGBTQ+ youth in rural areas and provide critical information for professionals who work with school-aged LGBTQ+ populations, especially those living in rural communities. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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There is growing evidence that adolescents in high socioeconomic status groups may be at increased risk for some mental health concerns. This scoping review aims to synthesize empirical literature from 2010 to 2021 on mental health concerns and help-seeking behaviors among this adolescent group. Six comprehensive electronic databases yielded 1316 studies that were systematically reviewed in Covidence to identify relevant research. PRISMA-ScR analysis was used. Eighty-three studies met the eligibility requirements. NVivo was employed for coding, data extraction, and analysis. Key findings suggest substance use, in particular, alcohol, is the main mental health concern among adolescents in high socioeconomic status groups. Other main mental health concerns were externalizing and risk behaviors, bullying, depression, anxiety and stress. These concerns were shown to be influenced by parents, peers, school, and neighborhood contextual factors. Three emerging subgroups were identified as being at higher risk of mental health concerns among adolescents in high socioeconomic status groups. Specifically, adolescents residing in boarding schools, those with high subjective social status (e.g., popular) or low academic performance. Being pressured by parents to perform well academically was identified as a risk-factor for substance use, depression and anxiety. Albeit limited, areas explored for help-seeking behaviors centered on formal, semi-formal and informal support. Further research examining multi-level socioeconomic status factors and mental health concerns and help-seeking behaviors are urgently needed to inform appropriate interventions for this under-represented group. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Background: COVID-19-Pandemic Lockdowns initiated online teaching-learning in India. We aimed to assess mental health (MH) of adolescents studying online for academic milestone of matriculation during these circumstances. Material(s) and Method(s): It was a cross sectional study carried out in Western Maharashtra, during 2021. MH of study subjects was assessed by presence and severity of symptoms of depression, anxiety, stress (DAS) and emotional intelligence (EI). They were measured by DAS Scale-42 (DASS-42) and Schutte's self-report EI test (SET) respectively with collection of socio-demographic information maintaining confidentiality. Data were analysed by SPSS-20 software. MH parameters were compared with pre-pandemic pilot and other studies to study effect of online education and overall COVID-19 Pandemic scenario on MH of study subjects. Result(s): Total 1162 adolescents participated, out of which 59 were omitted from the analysis due to incomplete data. Out of remaining 1103 participants, 43% boys & 57 % girls with the mean age of 14.69 (+0.78) years. Majority of them belonged to middle socio-economic-status. Mean DAS and EI scores denoted mild anxiety with no evidence of depression and stress. Mean EI score was in normal range. Mean DAS scores were significantly lower and mean EI score was significantly higher than reported in -pandemic pilot and other studies. Conclusion(s): MH derangement of matriculating adolescents during COVID-19- Pandemic with online education seemed to be less severe than that was in pre-pandemic times with in-class education. Recommendations: MH support at schools needs to be strengthened. During the post-COVID-19 period, online school education may be continued in LMIC like India on the basis of willingness of students and parents but with caution and understanding of socio-cultural background and support.Copyright © 2022 Pravara Institute of Medical Sciences. All rights reserved.
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Objectives: Due to the rise of depressive symptomatology especially among vulnerable populations such as young adults during the COVID-19 outbreak, a reliable measuring tool is needed. Because of the lack of such studies, the authors decided to validate the 8-item Center for Epidemiologic Studies Depression Scale (CES-D 8) among Czech university students capturing the beginning of lockdown experience. Statistical analyses: Confirmatory factor analysis was conducted and structural equation modelling with diagonally weighted least squares estimation using lavaan was employed. Different hypotheses about the dimensionality of the CES-D 8 scale were tested. The authors assessed the measurement equivalence of the CES-D 8 scale according to gender using multigroup confirmatory factor analysis. The effect of socio-demographic and COVID-19 issues variables on depression was examined. Results: One dimensional model with correlated errors showed sufficient validity and therefore, the best fit. Multigroup confirmatory factor analysis results revealed that the factor structure is invariant across gender. Women and those who reported financial distress and academic stress showed a higher level of depressive symptomatology. On the other hand, relationships proved to have a protective effect. Limitations: The sample came from an online survey, respondents were self-selected. There was a gender imbalance in the sample that cannot be explained by a higher number of women in the Czech university environment. Conclusions: The CES-D 8 proved to be a useful instrument for measuring depressed mood that opens further possibilities for depression research in the university environment and during pandemic situations. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Czech) Cile: Vzhledem k narustu depresivni sympto-matologie behem pandemie covid-19 zejmena u zranitelnych skupin, jako jsou mladi dospeli, narostla potrebnost spolehliveho nastroje na mereni depresivity. Z duvodu chybejici validizace se autori rozhodli overit osmipolozkovou skalu Center for Epidemiologic Studies Depression Scale (CES-D 8) u ceskych vysokoskolskych studentu v dobe sameho pocatku pandemie. Statisticke analyzy: Byla provedena konfirmacni faktorova analyza za pouziti strukturniho modelovani metodou DWLS (diagonally weighted least squares) pomoci baliku laavan. Byly testovany ruzne hypotezy o dimenzionalite skaly CES-D 8. Pomoci MCFA (multigroup confirmatory factor analysis) autori posuzovali ekvivalenci mereni skaly CES-D 8 podle pohlavi. Byl zkouman vliv sociodemografickych promennych a promennych tykajicich se problematiky covid-19 na depresivni symptoma-tologii. Vysledky: Jednodimenzionalni model s korelo-vanymi rezidualnimi rozptyly u dvou polozek prokazal dostatecnou validitu a nejlepe odpovidal datum. Vysledky MCFA ukazaly, ze faktorova struktura zvoleneho modelu byla invariantni vzhledem k pohlavi. Zeny a osoby, ktere byly ve financni nouzi nebo prozivaly zvyseny stres ze studia, vykazovaly vyssi uroven depresivni symptomatologie. Naopak partnersky vztah se ukazal mit protektivni efekt. Limity prace: Vzorek pochazi z online pruzku-mu, respondenti byli vybrani samovyberem. Nadreprezentaci zen-studentek v datech nelze zduvodnit vyssim podilem zen na ceskych univerzitach. Zaver: CES-D 8 se ukazal byt uzitecnym nastro-jem pro mereni depresivity, jenz otevira dalsi moznosti pro vyzkum deprese v univerzitnim prostredi a behem pandemickych situaci. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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This chapter discusses social disability and impairment in childhood anxiety. The chapter starts with a discussion of clinical characteristics of the condition. Approaches to evidence-based assessment and cognitive-behavioral treatment are discussed. Future directions are highlighted. © Springer Nature Switzerland AG 2011, 2023. All rights reserved.
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Le trouble de la personnalité borderline est un trouble psychiatrique fréquent qui apparaît à l'adolescence. La thérapie comportementale dialectique adaptée aux adolescents (TCD-A) a montré son efficacité dans la prise en charge psychothérapeutique des adolescents souffrant de conduites suicidaires ou d'auto-agressivité associées au trouble de la personnalité borderline. Au travers de notre étude nous avons souhaité explorer la faisabilité et l'acceptabilité, pour des adolescents présentant un TPL diagnostiqué ou des troubles de la régulation des émotions, d'un module TCD intitulé « tolérance à la détresse » proposé sur le mode d'un groupe multi-familles. Pour ce faire nous avons mis en place un groupe multi-familles de six adolescents et de leurs parents. L'acceptabilité et la faisabilité du protocole étaient excellentes. Les témoignages des adolescents et de leurs parents nous apportent des informations précieuses sur l'intérêt d'un tel groupe et sur les améliorations à introduire. La mise en place d'un tel groupe est une première en France et nous souhaitions montrer par notre étude pilote, sa faisabilité, son acceptabilité et ses effets afin de promouvoir son développement et son implémentation dans le contexte pédopsychiatrique français. Borderline personality disorder is a common psychiatric disorder emerging in adolescence. Dialectical Behavioral Therapy adapted to adolescents (DBT-A) has proven to be effective as a psychotherapeutic treatment for adolescents suffering from borderline-related behaviors, such as suicidal or self-aggressive behaviors. In our study, we were interested in exploring the feasibility and acceptability of a DBT-A module entitled "distress tolerance", which reduces borderline-related behaviors in borderline adolescents or undiagnosed adolescents who experience difficulties in regulating their emotions. To do this, we set up a pilot study with one multi-family treatment group of six adolescents and their parents. The treatment was fully accepted by all adolescents and parents with an excellent acceptability. Comments from adolescents and parents gave us valuable information about the great interest of a multi-family treatment group and potential improvements for its implementation. This is the first study exploring a DBT-A multi-family treatment group in France. It highlights its feasibility, acceptability and potential positive effects. Further studies are needed to promote the implementation and development of such interventions in the context of child and adolescent psychiatry in France. [ FROM AUTHOR] Copyright of Neuropsychiatrie de l'enfance & de l'Adolescence is the property of Elsevier B.V. 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 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 . (Copyright applies to all s.)
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Aim: Adolescents have experienced disruption in their daily routines, including changes in health behaviors such as an increased sedentary behavior and increased smartphone usage. The aim of this study was to assess the association of health behaviors with mental health problems. Method(s): Five cross-sectional surveys (February 2021 to May 2022) were performed during the pandemic assessing physical activity, smartphone usage, depressive symptoms (Patient Health Questionaire-9 (PHQ-9)), anxiety symptoms (Generalized Anxiety Disorder Scale 7 (GAD-7)), sleep quality (Insomnia Severity Index 7 (ISI-7)), and stress (Perceived Stress Scale 10 (PSS-10)). In total, N = 7201 adolescents (age: 14-20 years ((MW +/- SD): 16.63 +/- 1.49 years);70.2% female, 18.8% migration background) participated. Result(s): A strong increase in mobile phone usage as well as a decrease in physical activity as compared to pre-pandemic data were observed (p < 0.001). Compared to the lowest smartphone user group (<1 h/d), the adjusted odds ratios (aOR) for depressive symptoms increased with increasing smartphone usage to 1.98 (3-4 h/d), 3.30 (5-6 h/d), 4.96 (7-8 h/d), and 6.79 (>8 h/d). High utilizers (>8 h/d) were also more likely to experience clinically relevant anxiety, insomnia, or stress symptoms (aORs 3.23-5.75) compared to those using the smartphone less than 1 h/d. Conclusion(s): Results highlight the need for measures to promote responsible smartphone usage as well as to increase physical activity, so as to promote mental health in adolescence.Copyright © 2023
ABSTRACT
Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific characteristics need more encouragement to make use of this learning opportunity. Objectives: Using a supply‐use model, we analysed the predictive power of students' cognitive characteristics (prior mathematics knowledge), personality traits (conscientiousness), motivational‐affective characteristics (mathematics self‐concept and mathematics anxiety), and family background characteristics (socioeconomic status and migration background) for practising with an adaptive arithmetic learning program. Methods: We used longitudinal data from 203 fifth graders from seven non‐academic‐track schools in Germany. Practice behaviour, measured by completed tasks in the learning program, was recorded weekly for every student over a period of 22 weeks. Results and Conclusions: The results of our multilevel analyses showed that mathematics anxious students practised less with the program. We did not find any relationship with the other characteristics. Takeaways: Our results suggest that mathematics anxious students need more encouragement when practising with a mathematics learning program;otherwise, they do not get the chance to benefit from the use. Lay Description: What is already known about this topic: The use of mathematics learning programmes in mathematics education has recently intensified.It is important that students practice with such learning programmes regularly over a longer period of time in order for them to achieve learning success.Students differ in their mathematics learning behaviour. What this paper adds: Little is known about how person characteristics are related to practice behaviour with mathematics learning programmes.Students may differ in their use of a mathematics learning programme, which is why cognitive characteristics, personality traits, motivational‐affective characteristics, and family background characteristics may affect students' practice behaviour. Implications for practice: Mathematics anxious students practiced less with a mathematics learning program, and need more encouragement to benefit equally from the implementation in school.Teachers should keep in mind that after the initial enthusiasm, practice with a programme may decrease over time, especially after school holidays.
ABSTRACT
Social-Emotional Learning (SEL), the process of developing and utilizing interpersonal skills for everyday life, has become a primary vehicle for structuring students' social and emotional health in the United States and across the world. In the midst of the COVID-19 pandemic, the importance of understanding SEL practices, is increasingly at the forefront of many discussions in education today. Since "non-academic factors" like SEL were added to U.S. education law (ESSA, 2015), the state of Florida has also added two mandates concerning SEL (Florida Senate Bill 7026: The Marjorie Stoneman Douglas Act and FS 1003.42;Rule 6A-1.094121: Curriculum mandate for four hours of SEL as part of mental health education). This has led to the adoption of SEL programming in schools. In 2018, Martin County Public Schools adopted the BASE Education learning program, an SEL approach that aimed to help high school students, identified as at-risk after a discipline infraction, to "learn about and apply psycho-social concepts through supportive, therapeutic dialogue" (MCSD Code of Conduct, Chapter V, 2022, p.18). BASE Education is an online program currently being implemented in all high schools within the Martin County School District. In purchasing BASE for implementation into the disciplinary process and SEL supports, the district projected that BASE Education would increase self-awareness and increase responsible decision making, thus decreasing discipline referrals. This study examines two components of the disciplinary experience of MCSD students: (1) The SEL experience of high school students referred to BASE Education intervention programming in the Martin County School District, and (2) How students who have participated in [personalized] BASE Education modules describe the nature of their pathway within the online experience. This study represents the first time that an analysis of the student referral experience data and online SEL intervention experiential pathway program data has been undertaken in Martin County Public Schools. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The COVID-19 pandemic and the lockdown of the spring 2020 led psychotherapists and psychoanalysts working with children and adolescents to experiment, whether they liked it or not, with new ways of meeting, by telephone or video-conferencing, and new practices were generated. In this context, new questions about the treatment format lead to a discussion of the precise place and function of telephone sessions with the adolescent as compared to the child. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (French) La pandemie de Covid-19 et le confinement du printemps 2020 ont conduit les psychotherapeutes et psychanalystes d'enfants et d'adolescents a l'experimentation, a marche forcee, de nouveaux modes de rencontres, par telephone ou visio, generateurs de pratiques inedites. Dans ce contexte de nouvelles interrogations concernant ce dispositif conduisent a preciser la place et la fonction des seances au telephone chez l'adolescent comparativement a l'enfant. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Lockdown is an important measure that has been globally adopted to reduce the spread of the contagious disease caused by SARS CoV-2. The imposed schedule and confinement led to extensive use of digital media and rise in sedentary activity drastically. The escalated duration of screen exposure causes disruption in sleep behavior. An online survey was conducted to comprehend the effect of lockdown on sleep behavior and screen exposure time on school children. Screen exposure time involved with various electronic gadgets was also analyzed. It was observed that the social jet lag and sleep debt were significantly less during lockdown than before it. Inertia during lockdown significantly increased. The difference between screen exposure time on weekdays before lockdown and weekends during lockdown was identified to be the highest. Three clusters based on sleep behavior and duration of screen time were identified of which Cluster 2 revealed simultaneous existence of high sleep duration and screen time. These baseline data on sleep parameters and duration of exposure to the screen will help us in devising approaches to mitigate the evident disruption this unprecedented phase has brought about. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The objective of this study was to determine the effect of COVID-19 on youth's social emotional competencies. Specifically, this study examined whether there was a significant difference in social emotional competency proficiency levels of self-management, social awareness, and emotion regulation as measured by the Panorama SEL Survey from October 2019 to October 2021 in fifth through twelfth grade students who attended a large, diverse suburban school district in Illinois. This study showed statistically significant differences in students' proficiency levels, which increased for self-management and decreased for social awareness and emotion regulation. Based on these results, school district leaders should consider investing funds to increase interventions and strategies for students regarding social awareness and emotion regulation. Future research should consider analyzing mindfulness interventions implemented as well as the different demographic subgroups with pre-pandemic and during-pandemic data. An extension study with additional years from the same cohort may also provide meaningful insights to school district leaders. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The Summer Arts Workshop (SAW) is a community-based art therapy program with a social justice focus. It has been offered through the Helen B. Landgarten (HBL) Art Therapy Clinic at Loyola Marymount University (LMU) since 2007 in partnership with Dolores Mission School in Boyle Heights, a historically under-resourced part of East Los Angeles. In 2020, due to the COVID-19 pandemic and stay-at-home orders in Los Angeles, the SAW leadership team adapted the workshop to an online format. The authors took advantage of the online format to extend the reach of the workshop to several school sites in marginalized communities in Los Angeles County, including a juvenile hall high school, which is a prison for youth in a state youth detention centre. The greatest challenge in adapting to an online format was preserving the core component of the workshop: building trust and healthy attachments through expressive art making. The authors overcame this and other challenges and succeeded in providing connecting experiences for participants and facilitators during a time of social isolation and collective anxiety. This chapter shows how teletherapy can bridge gaps of access, particularly for marginalized populations. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Background The COVID-19 pandemic coincides with growing concern regarding the mental health of young people. Older adolescents have faced a particular set of pandemic-related challenges and demonstrate heightened vulnerability to affective disorders (particularly anxiety). Anxiety symptoms are associated with a range of cognitive difficulties. Older adolescents may therefore be susceptible to pandemic-related declines in wellbeing and associated cognitive difficulties. Methods At three timepoints, independent samples of young people aged 16-18 years (N = 607, 242, 618 respectively) completed an online survey. Data collection coincided with periods of lockdown (timepoints 1 and 3) and young people returning to school (timepoint 2). The survey assessed subjective impacts of the pandemic on overall wellbeing, anxiety and cognitive function. Results Findings demonstrated the detrimental impact of the COVID-19 pandemic on older adolescents' psychological wellbeing-a finding that was consistent across samples. The majority of young people at each timepoint experienced heightened anxiety. Crucially, pandemic-related anxiety was associated with self-identified cognitive difficulties, a pattern of association that was evident at all three timepoints. The nature and extent of these difficulties were predictive of specific pandemic-related concerns in this age group. Conclusions Older adolescents' experiences of the pandemic are characterised by subjective declines in wellbeing and stable patterns of association between anxiety and self-identified cognitive difficulties. Implications are discussed with reference to future research and intervention. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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During the COVID-19 pandemic, youth experienced abrupt closures of in-person spaces that were vital for their civic development, like schools and community organizations. Social media became the primary context for youth to make their voices heard and mobilize around important sociopolitical issues like anti-Asian racism, police violence, and elections. However, youth experienced civic development in different ways during the pandemic. Some youth gained a critical awareness of societal inequities, while others were radicalized into far-right ideologies. Racially minoritized youth experienced vicarious trauma and racism while civically engaging in 2020, and their civic development must be viewed in the context of the dual pandemics of COVID-19 and structural racism.