Beyond for Better and for Worse: Expanding Environmental Sensitivity into a Post-Traumatic Growth perspective (preprint)

People differ in their responses to experiences with some showing a heightened Environmental Sensitivity (ES) for better and for worse. Highly sensitive people tend to get easily overwhelmed in adverse conditions but also to flourish in enriched environments. Yet, no studies have investigated whether people with a heightened ES may experience a positive outcome as well, in terms of Post-traumatic Growth (PTG), when a traumatic event occurs. This study provided a first empirical evidence regarding the relationship between ES and PTG on a general population of 2387 adults (age range: 18-88yy) surveyed online during the first Covid-19 lockdown. Correlations showed that ES was positively associated with PTG, though with a small effect size. Interaction effects from regression analyses provided evidence that the ES-PTG association was stronger when the individuals experienced anxiety to some extent, and not too much depression. To conclude, findings suggested highly sensitive people as not only more susceptible to adversities, but also more open to experience a growth when faced with challenging events. Identifying potential paths of growth in individuals who are more prone to negative feelings can have important implications for clinical practice as well as for theory by broadening our understanding of the concept of environmental sensitivity.

Psychosocial effects of homeschooling during the COVID-19 pandemic: Differences between seven European countries and between children with and without mental health conditions (preprint)

The aim of the present study was to examine parental experiences of homeschooling during the COVID-19 pandemic in families with or without a child with a mental health condition across Europe. The study included 6720 parents (2002 parents with a child with a mental health condition and 4718 without) from seven European countries: the United Kingdom (n=508), Sweden (n=1436), Spain (n=1491), Belgium (n=508), the Netherlands (n=324), Germany (n=1662) and Italy (n=794). Many parents found homeschooling to be of poor quality, with insufficient support from schools and general negative effects on both children and parents. In most countries, online teaching was uncommon, leaving parents with primary responsibility for managing their child’s schooling. Parents also reported increased levels of stress, worry, social isolation, and domestic conflict. A small number of parents reported increased parental alcohol/drug use. Some differences were found between countries and some effects were more pronounced in families with a child with a mental health condition. However, group differences were generally small, indicating that negative effects were present in many families across countries. It should also be noted that some parents reported positive effects of homeschooling for their child or themselves. The adverse effects of homeschooling will likely have a long-term impact and contribute to increased inequalities. Given that school closures have been argued to be less effective than other social distancing interventions, policymakers need to carefully consider the negative consequences of homeschooling during a possible second wave of the COVID-19 pandemic and future pandemics.

Psychosocial effects of homeschooling during the COVID-19 pandemic: Differences between seven European countries and between children with and without mental health conditions (preprint)

The aim of the present study was to examine parental experiences of homeschooling during the COVID-19 pandemic in families with or without a child with a mental health condition across Europe. The study included 6720 parents (2002 parents with a child with a mental health condition and 4718 without) from seven European countries: the United Kingdom (n=508), Sweden (n=1436), Spain (n=1491), Belgium (n=508), the Netherlands (n=324), Germany (n=1662) and Italy (n=794). Many parents found homeschooling to be of poor quality, with insufficient support from schools and general negative effects on both children and parents. In most countries, online teaching was uncommon, leaving parents with primary responsibility for managing their child’s schooling. Parents also reported increased levels of stress, worry, social isolation, and domestic conflict. A small number of parents reported increased parental alcohol/drug use. Some differences were found between countries and some effects were more pronounced in families with a child with a mental health condition. However, group differences were generally small, indicating that negative effects were present in many families across countries. It should also be noted that some parents reported positive effects of homeschooling for their child or themselves. The adverse effects of homeschooling will likely have a long-term impact and contribute to increased inequalities. Given that school closures have been argued to be less effective than other social distancing interventions, policymakers need to carefully consider the negative consequences of homeschooling during a possible second wave of the COVID-19 pandemic and future pandemics.