scholarly journals Stories from the Pandemic: A Spatial Survey of Stay-at-home Stress

2021 ◽  
Vol 75 (2) ◽  
pp. 275-283
Author(s):  
Amelyn Ng
Keyword(s):  
Author(s):  
Sheng Zhi Zhao ◽  
Janet Yuen Ha Wong ◽  
Yongda Wu ◽  
Edmond Pui Hang Choi ◽  
Man Ping Wang ◽  
...  

The success of public health measures for controlling the coronavirus disease 2019 (COVID-19) pandemic relies on population compliance. We analyzed compliance with social distancing and its associations with mental health. The Hong Kong COVID-19 Health Information Survey was conducted from 9–23 April 2020 on 1501 adults randomly sampled for landline telephone interviews (n = 500) and online surveys (n = 1001). Compliance with social distancing and staying-at-home, stress (Perceived Stress Scale-4), anxiety (General Anxiety Disorders-2), and depressive symptoms (Patient Health Questionnaire-2) were collected. The associations between mental health symptoms and compliance were examined by multivariable regression models. Of the 1501 respondents (52.5% female, 72.3% aged 18–59 years), 74.2%, 72.7%, and 59.7% reported avoiding going out, going to crowded places, and attending social gatherings of more than four people, respectively. Most respondents had stayed-at-home for at least four of the past seven days (58.4%; mean 4.12, Standard Deviation 2.05). Adoption, perceived effectiveness, and perceived compliance with social distancing were associated with lower stress levels and less anxiety and depressive symptoms (all p < 0.01). However, more days stayed-at-home were associated with more depressive symptoms (adjusted Odds Ratio 1.09; 95%Confidence Interval 1.00, 1.18). The long-term psychological impact in relation to social distancing and staying-at-home requires further investigation.


1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.


2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.


ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 32-32
Author(s):  
Heidi Hanks

Leave your flashcards at home and try these five apps for early language learning.


2004 ◽  
Vol 171 (4S) ◽  
pp. 316-316
Author(s):  
Hunter Wessells ◽  
Harin Padma-Nathan ◽  
Jacob Rajfer ◽  
Robert Feldman ◽  
Raymond Rosen ◽  
...  

2006 ◽  
Vol 39 (8) ◽  
pp. 18
Author(s):  
MICHELE G. SULLIVAN
Keyword(s):  

2006 ◽  
Vol 5 (1) ◽  
pp. 158-159
Author(s):  
J GUILLAMONT ◽  
A SOLE ◽  
S GONZALEZ ◽  
A PEREZITURRIAGA ◽  
C DAVILA ◽  
...  

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