P01-336-Social and emotional loneliness in children in foster and institutional care

Social and emotional loneliness represent a serious factor in etiology of psychiatric and somatic disorders. Current studies show that individuals suffering from severe social and emotional loneliness in their childhood may show substantial deficits in cognitive as well as in emotional development. It is supposed that children in foster care or institutional care may be exposed to higher level of social or emotional loneliness and thus show changes in cognitive and emotional development, that may play role in further life as well as in etiology of mental illnesses.We have conducted an extensive study (n = 360) monitoring occurrence of social and emotional loneliness in children in foster care (n = 120), in institutional care (n = 120) and in functional biological families (n = 120). We have also evaluated the stage of cognitive and emotional development.The results of the presented study showed that children in institutional and foster care show substantially higher occurrence of serious level of social and emotional development – comparing to children from biological families (p, 0.01). The intensity of social and emotional loneliness is in negative correlation with cognitive (r = 0, 6; p < 0.01) as well as with emotional development (r = 0, 7; p < 0.01).The results of study propose that children in foster and institutional care require substantial psychosocial support and attention especially in the area of social and emotional development.

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P01-335-Stress and trauma in children in foster and institutional care

European Psychiatry ◽

10.1016/s0924-9338(11)72046-6 ◽

2011 ◽

Vol 26 (S2) ◽

pp. 337-337

Author(s):

R. Ptacek ◽

H. Kuzelova ◽

L. Celedova ◽

R. Cevela

Keyword(s):

Foster Care ◽

Emotional Development ◽

Psychosocial Support ◽

Psychiatric Morbidity ◽

High Stress ◽

Institutional Care ◽

Social Emotional Development ◽

Social Emotional ◽

Developmental Problems ◽

Children In Foster Care

Current studies show that individuals who were in foster or institutional care experience higher rates of physical and psychiatric morbidity than the general population. Children in foster care have a higher probability of having Attention Deficit Hyperactivity Disorder, and deficits in executive functioning, anxiety as well other developmental problems. These children experience higher degrees of incarceration, poverty, homelessness, and suicide.Recent studies show alarming occurrence of trauma and high stress load in children in institutional but as well as foster care.We have conducted an extensive study (n = 360) monitoring occurrence of trauma in history of children in foster care (n = 120), in institutional care (n = 120) and in functional biological families (n = 120). We have also evaluated levels of social emotional development and occurrence of child psychopathology.The results of the presented study showed that children in institutional and foster care show substantially higher occurrence of trauma in their history, higher incidence of reactive psychopathology (i.e. depression) and their level of social emotional development is substantially lower comparing to children from functional biological families (p < 0.01).The study proposes that children in foster and institutional care require substantial psychosocial support and attention.SUPPORTED BY THE RESEARCH GRANT GK MPSV-01-202.

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IMPACT OF COVID-19 ON MIDDLE CHILDHOOD SOCIAL AND EMOTIONAL DEVELOPMENT: A NARRATIVE REVIEW WITH RECOMMENDATIONS

Sunan Kalijaga International Journal on Islamic Educational Research ◽

10.14421/skijier.2021.51.05 ◽

2021 ◽

Vol 5 (1) ◽

pp. 61-75

Author(s):

Umi Salma

Keyword(s):

Middle Childhood ◽

Emotional Development ◽

Psychosocial Support ◽

Social And Emotional Development ◽

Community Health Education ◽

Social And Emotional ◽

Balanced Diet ◽

The Social ◽

Asking Questions ◽

Anxiety Depression

This study aims to narratively review various articles related to the social and emotional development problems of children affected by the COVID-19 pandemic and to find out preventive measures to keep children’s social and emotional development on track. The method used in this article is a review of articles related to the social and emotional development problems of children affected by the COVID-19 pandemic. The results of this study indicate that there are several problems related to social and emotional development in children during COVID-19 pandemic, namely anxiety, depression, attachment, annoyance, irritability, and fear of asking questions about the pandemic. The research also includes actions that can be taken to safeguard children's social and emotional development, such as community health education strategies and family support, managing games for children, physical activity, a balanced diet, regulating the use of gadgets, providing time to share sadness, providing time to listen to children, sharing feelings of security, strength, and affection with children, providing special care for children who suffer from toxic stress, provide psychosocial support, and provide initial psychological support.

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Growth in Self-Regulation Over the Course of Adolescence Mediates the Effects of Foster Care on Psychopathology in Previously Institutionalized Children: A Randomized Clinical Trial

Clinical Psychological Science ◽

10.1177/2167702621993887 ◽

2021 ◽

pp. 216770262199388

Author(s):

Cora E. Mukerji ◽

Mark Wade ◽

Nathan A. Fox ◽

Charles H. Zeanah ◽

Charles A. Nelson

Keyword(s):

Foster Care ◽

Self Regulation ◽

Institutional Care ◽

Care Group ◽

Social And Emotional Development ◽

General Psychopathology ◽

Institutionalized Children ◽

Social And Emotional ◽

Peer Difficulties ◽

The Impact

Children reared in institutions experience severe psychosocial deprivation, resulting in lasting consequences for social and emotional development. This study evaluated growth trajectories of self-regulation from ages 8 to 16 among previously institutionalized children randomized to foster care (foster-care group; FCG) or to remain in institutional care (care-as-usual group; CAUG) compared with a never-institutionalized group (NIG). We then tested a developmental pathway by which growth in self-regulation reduces general psychopathology at age 16 for the FCG relative to the CAUG. The FCG experienced modest growth in self-regulation over adolescence and “caught up” to the NIG by age 16. The beneficial effect of foster care on psychopathology operated through growth in self-regulation; part of this effect was further mediated by reduced peer difficulties for the FCG. Findings reveal that the effects of foster care on self-regulation emerge over adolescence and that growth in self-regulation is a mechanism by which foster care mitigates the impact of institutionalization on psychopathology.

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The Value of Play for Social and Emotional Development and Academic Learning

PsycEXTRA Dataset ◽

10.1037/e584762012-006 ◽

2008 ◽

Author(s):

Gerald E. Sroufe ◽

Delyne Hicks ◽

Susanne A. Denham ◽

Anthony Pellegrini ◽

Kathleen Roskos

Keyword(s):

Emotional Development ◽

Academic Learning ◽

Social And Emotional Development ◽

Social And Emotional

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Infants: Social and emotional development

PsycEXTRA Dataset ◽

10.1037/e668122010-001 ◽

2010 ◽

Keyword(s):

Emotional Development ◽

Social And Emotional Development ◽

Social And Emotional

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Social and Emotional Development: The Role of Authenticity in the Psychosocial Development of Students With Gifts and Talents

Gifted Child Today ◽

10.1177/1076217520988777 ◽

2021 ◽

Vol 44 (2) ◽

pp. 111-114

Author(s):

Tracy L. Cross

Keyword(s):

Identity Formation ◽

Psychosocial Development ◽

Emotional Development ◽

Well Being ◽

Social And Emotional Development ◽

Psychological Well Being ◽

Social And Emotional ◽

Development Of Students

This column explores the concept of authenticity in the psychosocial development of students with gifts and talents. The author describes how authenticity is critical to students’ psychological well-being, particularly as it relates to their identity formation.

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Can communication with social robots influence how children develop empathy? Best-evidence synthesis

AI & Society ◽

10.1007/s00146-021-01214-z ◽

2021 ◽

Author(s):

Ekaterina Pashevich

Keyword(s):

Emotional Development ◽

Evidence Synthesis ◽

Social Robots ◽

Human Robot Interaction ◽

Emotional Engagement ◽

Social And Emotional Development ◽

Social And Emotional ◽

Best Evidence Synthesis ◽

Negative Effect

AbstractSocial robots are gradually entering children’s lives in a period when children learn about social relationships and exercise prosocial behaviors with parents, peers, and teachers. Designed for long-term emotional engagement and to take the roles of friends, teachers, and babysitters, such robots have the potential to influence how children develop empathy. This article presents a review of the literature (2010–2020) in the fields of human–robot interaction (HRI), psychology, neuropsychology, and roboethics, discussing the potential impact of communication with social robots on children’s social and emotional development. The critical analysis of evidence behind these discussions shows that, although robots theoretically have high chances of influencing the development of empathy in children, depending on their design, intensity, and context of use, there is no certainty about the kind of effect they might have. Most of the analyzed studies, which showed the ability of robots to improve empathy levels in children, were not longitudinal, while the studies observing and arguing for the negative effect of robots on children’s empathy were either purely theoretical or dependent on the specific design of the robot and the situation. Therefore, there is a need for studies investigating the effects on children’s social and emotional development of long-term regular and consistent communication with robots of various designs and in different situations.

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