scholarly journals The Consequences of COVID-19 Fear

Contexts ◽  
2020 ◽  
Vol 19 (4) ◽  
pp. 42-45
Author(s):  
Kevin M. Fitzpatrick ◽  
Casey Harris ◽  
Grant Drawve
Keyword(s):  
Natural Disasters ◽  
Social Status ◽  
Emotional Health ◽  
Combined Effects ◽  
Acute Effects ◽  
Infection Rates ◽  
Marginalized Communities ◽  
Social And Emotional ◽  
Race Disparities

Members of socially marginalized communities have always suffered the most acute effects of natural disasters, and they have also been the slowest to recover. Thus, it is not surprising that the COVID-19 pandemic appears to be following a similar trajectory. This article details race disparities, social status and place, and their independent and combined effects on Americans' social and emotional health as COVID-19 infection rates began to accelerate across the country.

scholarly journals Enhancement and Standardization of a Universal Social-Emotional Health Measure for Students’ Psychological Strengths

2021 ◽  
Author(s):  
Michael J. Furlong ◽  
Erin Dowdy ◽  
Karen Nylund-Gibson ◽  
Rhea Wagle ◽  
Delwin Carter ◽  
...  
Keyword(s):  
Emotional Health ◽  
Reliability And Validity ◽  
Validation Sample ◽  
Social Emotional ◽  
Social And Emotional ◽  
Criterion Validation ◽  
Adolescent Sample ◽  
Structural Validation ◽  
Diverse Groups ◽  
California Schools

AbstractRobust evidence links students’ positive mental health with academic achievement and provides a compelling rationale for developing and refining strength-based assessments. The Social Emotional Health Survey–Secondary (SEHS-S) assesses adolescents’ social and emotional skills and positive psychological dispositions. Previous studies provide reliability and validity evidence; nonetheless, there is a need for continued refinement and validation across diverse groups. The current study revised and standardized the updated SEHS-S-2020 to validate further its use in secondary schools (Grades 9–12) with a large, diverse adolescent sample. Study participants included 72,740 from 113 California schools (structural validation sample), 10,757 students from 15 randomly selected California schools (criterion validation sample), and 707 students from four additional California schools (test-retest sample). Data analyses examined structural validity, measurement invariance, criterion validity, internal consistency, and response stability. Results supported the SEHS-S-2020 validity across diverse groups of youth in various contexts. The discussion focuses on implications for assessing students’ psychosocial assets and universal school-based screening.

scholarly journals Homework and Children in Grades 3–6: Purpose, Policy and Non-Academic Impact

2021 ◽  
Author(s):  
Melissa Holland ◽  
McKenzie Courtney ◽  
James Vergara ◽  
Danielle McIntyre ◽  
Samantha Nix ◽  
...  
Keyword(s):  
Emotional Health ◽  
Well Being ◽  
Emotional Impact ◽  
Sleep Habits ◽  
Academic Impact ◽  
Family Time ◽  
Social And Emotional ◽  
Elementary Aged Children ◽  
Parent Child Relationships ◽  
Parent Child

Abstract Background Increasing academic demands, including larger amounts of assigned homework, is correlated with various challenges for children. While homework stress in middle and high school has been studied, research evidence is scant concerning the effects of homework on elementary-aged children. Objective The objective of this study was to understand rater perception of the purpose of homework, the existence of homework policy, and the relationship, if any, between homework and the emotional health, sleep habits, and parent–child relationships for children in grades 3–6. Method Survey research was conducted in the schools examining student (n = 397), parent (n = 442), and teacher (n = 28) perception of homework, including purpose, existing policy, and the childrens’ social and emotional well-being. Results Preliminary findings from teacher, parent, and student surveys suggest the presence of modest impact of homework in the area of emotional health (namely, student report of boredom and frustration), parent–child relationships (with over 25% of the parent and child samples reporting homework always or often interferes with family time and creates a power struggle), and sleep (36.8% of the children surveyed reported they sometimes get less sleep) in grades 3–6. Additionally, findings suggest misperceptions surrounding the existence of homework policies among parents and teachers, the reasons teachers cite assigning homework, and a disconnect between child-reported and teacher reported emotional impact of homework. Conclusions Preliminary findings suggest homework modestly impacts child well-being in various domains in grades 3–6, including sleep, emotional health, and parent/child relationships. School districts, educators, and parents must continue to advocate for evidence-based homework policies that support children’s overall well-being.

Further Validation of the Social and Emotional Health Survey for High School Students

2013 ◽  
Vol 9 (4) ◽  
pp. 997-1015 ◽  
Author(s):  
Sukkyung You ◽  
Michael J. Furlong ◽  
Erin Dowdy ◽  
Tyler L. Renshaw ◽  
Douglas C. Smith ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Health Survey ◽  
Emotional Health ◽  
School Students ◽  
Social And Emotional ◽  
The Social

scholarly journals Social trust and emotional health in rural older adults in China: The mediating and moderating role of subjective well-being and subjective social status

2020 ◽  
Author(s):  
Hongsheng Chen ◽  
Zhenjun Zhu
Keyword(s):  
Social Status ◽  
Social Trust ◽  
Emotional Health ◽  
Family Members ◽  
Well Being ◽  
The Elderly ◽  
Subjective Social Status ◽  
Rural Elderly ◽  
Subjective Well Being ◽  
The Impact

Abstract BackgroundChina is becoming an aging society. The emotional health of the elderly is gaining importance. Social trust is an important factor affecting emotional health, but existing studies have rarely considered the various effects of different types of social trust on rural elderly emotional health. Few studies have analysed the role of subjective well-being and subjective social status in the relationship between social trust and elderly emotional health.MethodsUsing the data of the China Labor-force Dynamics Survey 2016 (CLDS 2016) and regression models, this study selected 2084 rural respondents aged 60 years and above to analyse the impact of social trust on their emotional health. Social trust was divided into three categories: trust in family members, trust in friends, and trust in neighbours. This study also examined the mediating and moderating effects of subjective well-being and subjective social status on the relationship between social trust and emotional health.ResultsTrust in family members was significantly and positively associated with emotional health (coefficient=0.194, P<0.01) and subjective well-being (coefficient=0.177, P<0.01). Trust in friends was significantly and positively associated with emotional health and subjective well-being (coefficient=0.097, P<0.01; coefficient=0.174, P<0.01, respectively). Trust in neighbours was significantly and positively associated with emotional health and subjective well-being (coefficient=0.088, P<0.01; coefficient=0.177, P<0.01; respectively). Subjective well-being effectively reduced the impact of social trust in family, friends, and neighbours on the emotional health of the elderly by 0.023, 0.022, and 0.023, respectively. Trust in friends and neighbours significantly and positively affected respondents’ subjective social status (coefficient=0.120, P<0.05; coefficient=0.090, P<0.10; respectively). Subjective social status effectively reduced the impact of social trust in friends and neighbours on the emotional health of the elderly both by 0.004. The positive relationship between trust in family members and emotional health is weakened by subjective well-being.ConclusionsSocial trust, especially family relationships, play an important role in maintaining the emotional health of the rural elderly. In response to population ageing, more social policies must be introduced to care for the rural elderly and help them lead a happy and satisfactory life.

Gratitude and Happiness in Adolescents

2021 ◽  
pp. 1786-1804
Author(s):  
Rachel Gottlieb ◽  
Jeffrey Froh
Keyword(s):  
Thematic Analysis ◽  
Health Research ◽  
Positive Emotions ◽  
Emotional Health ◽  
Well Being ◽  
Social And Emotional ◽  
Effective Interventions ◽  
Downward Comparison ◽  
Review Current

Gratitude is important for social and emotional health. Research suggests that there is a relation between experiencing and expressing gratitude and happiness. The aim of this chapter is to review current research regarding gratitude development and happiness, adolescent gratitude development, and to discuss future recommendations. This chapter also discusses a study examining adolescent perspectives on the meaning of being thankful. To obtain adolescent perspectives on the meaning of being thankful, adolescents (N = 1,098) wrote essays describing what being thankful meant to them. Thematic analysis was used to identify and analyze themes within the essays. Percentiles were calculated for the most recurrent themes across essays (Appreciation = 54.07%, Family = 31.42%, Positive Emotions = 28.81%, Assistance/Support from Others = 25.99%, Friendship = 21.18%, and Downward Comparison = 16.60%). Understanding gratitude development in adolescents can aid in creating effective interventions, potentially increasing adolescent well-being and happiness.

scholarly journals Exploring the State of Gender-Centered Health Research in the Context of Refugee Resettlement in Canada: A Scoping Review

2020 ◽  
Vol 17 (20) ◽  
pp. 7511
Author(s):  
Chloe Zivot ◽  
Cate Dewey ◽  
Cole Heasley ◽  
Sharada Srinivasan ◽  
Matthew Little
Keyword(s):  
Mental Health ◽  
Gender Roles ◽  
Social Services ◽  
Scoping Review ◽  
Health Research ◽  
Emotional Health ◽  
Gender Based Violence ◽  
Health Seeking ◽  
Social And Emotional ◽  
Refugee Women

Interdisciplinary health research that investigates gender as a relational process is necessary to facilitate a safe and healthy resettlement process for refugees in Canada. This scoping review explores the range, nature, and extent of published research examining gender in relation to refugee health during resettlement in Canada. An initial search of six databases yielded 7325 articles published before June 2019. A total of 34 articles published between 1988 and 2019 were included for in-depth review. Articles meeting inclusion criteria primarily focused on refugee women. Categories of focus included maternal health, social and emotional health, health impacts of sexual and gender-based violence and torture, access to health and social services, decision-making and health-seeking behavior, mental health, and sexual and reproductive health. Our thematic analysis identified connections between gender roles, expectations, ideals, and health through interactions and lived experiences within the family, community, and healthcare system. Review findings suggest that many refugee women are influenced by pervasive gender roles and expectations as well as exposed to gendered health systems and practices that may pose risks to health, particularly mental health and access to services. Further efforts should be made to understand processes and experiences of resilience and community building in countering negative impacts of gendered beliefs and practices on health during resettlement.

Finding a focus for quality of life with aphasia: Social and emotional health, and psychological well-being

Aphasiology ◽  
2003 ◽  
Vol 17 (4) ◽  
pp. 333-353 ◽  
Author(s):  
Madeline Cruice ◽  
Linda Worrall ◽  
Louise Hickson ◽  
Robert Murison
Keyword(s):  
Quality Of Life ◽  
Emotional Health ◽  
Well Being ◽  
Psychological Well Being ◽  
Social And Emotional

scholarly journals Three pathways from anger dysregulation to lower social status among chinese boys

2019 ◽  
Vol 13 (2) ◽  
pp. 187-204
Author(s):  
Hui Zhang ◽  
Charles Matthew Stapleton ◽  
Yeh Hsueh ◽  
Robert Cohen
Keyword(s):  
Social Status ◽  
Middle Childhood ◽  
Behavioral Problems ◽  
Social Withdrawal ◽  
Urban China ◽  
Self Report ◽  
Overt Aggression ◽  
Social And Emotional ◽  
Social Challenge ◽  
Peer Nominations

During middle childhood, Chinese boys are particularly at risk to develop both externalizing (e.g., overt aggression) and internalizing behavioral problems (e.g., social withdrawal). A possible contributor to these problems is that boys cannot regulate their anger very well. Inability to manage anger may cause a particular social challenge for Chinese boys. Open expression of anger may be prohibited by prevailing Chinese cultural norms, because it emphasizes individuality over harmony. But anger is a socially disengaging emotion which works against social harmony. This situation requires Chinese boys to manage and express anger appropriately in social interactions. Based on the hierarchical model of social relationships and the three trends of human interactions, this study examined three pathways—aggression, social withdrawal, and sociability-leadership—that lead from Chinese boys’ anger dysregulation to their lower social status among peers at school. Participants of this study were 267 boys in Grades 3-6 from an elementary school in urban China. A self-report questionnaire of anger dysregulation was used to evaluate how often Chinese boys express their anger in dysregulated ways (e.g., attacking things or people). Peer nominations were used to measure children’s overt aggression (moving against peers), social withdrawal (moving away from peers), and sociability-leadership (moving toward peers). Social status was assessed by a sociometric measure which evaluates the degree to which children were liked by their classmates. Results showed that boys’ anger dysregulation was negatively associated with their social status. Moreover, aggression, social withdrawal, and social skills fully mediated this association. This study enriches our understanding of the mechanisms linking anger dysregulation to lower social status and provides practical implications to help Chinese boys improve social and emotional functioning in middle childhood.

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