scholarly journals Improving children’s social and emotional health by dramatising their stories

2020 ◽  
Vol 140 (5) ◽  
pp. 255-256
Author(s):  
Jonathan Barnes
Keyword(s):  
Emotional Health ◽  
Social And Emotional

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

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 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.

What is school readiness? A qualitative exploration of parental perceptions in England

2020 ◽  
Vol 8 (8) ◽  
pp. 338-344
Author(s):  
Nathan Davies ◽  
Rosie Cooper ◽  
Manpreet Bains
Keyword(s):  
School Readiness ◽  
Cognitive Skills ◽  
Emotional Health ◽  
Strong Predictor ◽  
Structured Interviews ◽  
Future Health ◽  
Social And Emotional ◽  
Health Visitors ◽  
Emotional Aspects ◽  
Qualitative Exploration

School readiness is a strong predictor of educational attainment and future health, but its meaning to parents is uncertain. This study aimed to generate an understanding of how parents conceptualise school readiness, and the forms of support they would find most acceptable and effective. Semi-structured interviews were undertaken with 17 parents and were analysed thematically. Parents appeared conflicted in their beliefs about the most important school readiness factors (physical, social and emotional health) and those they perceived schools to prioritise (numeracy and literacy). Parents reported orienting children towards developing cognitive skills because they believed schools favoured these over socio-emotional aspects of school readiness. Parents valued health visitors' input in developing understanding of school readiness. Parental understanding of school readiness could be better supported, along with information on how best to prepare children. Health visitors could play a pivotal role in school readiness and have opportunities to educate and empower parents of young children.

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