scholarly journals Interviewing children: the impact of the COVID-19 quarantine on children’s changes in routine and psychological distress. 

2020 ◽  
Author(s):  
Giulia Segre ◽  
Rita Campi ◽  
Francesca Scarpellini ◽  
Antonio Clavenna ◽  
Michele Zanetti ◽  
...  
Keyword(s):  
Middle School ◽  
Psychological Distress ◽  
Children And Adolescents ◽  
Dietary Habits ◽  
Psychological Impact ◽  
Sleep Habits ◽  
School Students ◽  
Mood Symptoms ◽  
Qualitative Interview Study ◽  
The Impact

Abstract Background: The COVID-19 outbreak has resulted in governments implementing disease containment measures such as school closures, social distancing, and home quarantine.To date, only a few studies have drawn attention to the psychological impact of lockdown on Italian children’s mental health. The present study aimed to investigate the psychological distress (anxiety and mood symptoms) and changes in routine among Italian primary and middle school students during the COVID-19 quarantine.Methods: This qualitative interview study was performed between the 18th of May and 7th of June 2020: it involved a sample of 82 children and adolescents living in Milan (Italy), attending primary and middle school (aged 6 to 14 years), and their parents.Results: Almost 30% of the subjects reported having struggled to adjust to home learning. 36 responders completely changed their dietary habits during the lockdown: they were not eating the same amount of food and were consuming more junk food. Sleep habits were also affected by the lockdown measures: 28% of the sample had difficulties sleeping and wished to sleep in their parents’ bed. Concerning psychological distress, 64 (78%) children and adolescents had anxiety symptoms; 43.9% of the students reported significant mood symptoms.Conclusions: Children are not indifferent to the dramatic impact of the COVID-19 epidemic: our data confirm their difficulties in adapting to the quarantine measures. The effects of stress exposure may not manifest later on during the children’s development, and, for this reason, it would be interesting to follow up on these participants to improve our understanding of how long these outcomes may last.

scholarly journals Interviewing children: the impact of the COVID-19 quarantine on children’s perceived psychological distress and changes in routine

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
G. Segre ◽  
R. Campi ◽  
F. Scarpellini ◽  
A. Clavenna ◽  
M. Zanetti ◽  
...  
Keyword(s):  
Middle School ◽  
Psychological Distress ◽  
Children And Adolescents ◽  
Dietary Habits ◽  
Psychological Impact ◽  
Sleep Habits ◽  
School Students ◽  
School Closures ◽  
Mood Symptoms ◽  
The Impact

Abstract Background The COVID-19 outbreak has resulted in governments implementing disease containment measures such as school closures, social distancing, and home quarantine. To date, only a few studies have drawn attention to the psychological impact of lockdown on Italian children’s mental health. The present study aimed to investigate the psychological distress (anxiety and mood symptoms) and perceived changes in routine among Italian primary and middle school students during the COVID-19 quarantine. Methods This interview study was performed between the 18th of May and 7th of June 2020: it involved a sample of 82 children and adolescents living in Milan (Italy), attending primary and middle school (aged 6 to 14 years), and their parents. Results Almost 30 % of the subjects reported having struggled to adjust to home learning. 36 responders completely changed their dietary habits during the lockdown: they were not eating the same amount of food and were consuming more junk food. Sleep habits were also affected by the lockdown measures: 28 % of the sample had difficulties sleeping and wished to sleep in their parents’ bed. Concerning psychological distress, 64 (78 %) children and adolescents had anxiety symptoms; 43.9 % of the students reported significant mood symptoms. Conclusions Children are not indifferent to the dramatic impact of the COVID-19 epidemic: our data confirm their difficulties in adapting to the quarantine measures. The effects of stress exposure may not manifest later on during the children’s development, and, for this reason, it would be interesting to follow up on these participants to improve our understanding of how long these outcomes may last.

Lessons Learned about Designing Augmented Realities

2011 ◽  
pp. 1-15 ◽  
Author(s):  
Patrick O’Shea ◽  
Rebecca Mitchell ◽  
Catherine Johnston ◽  
Chris Dede
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Augmented Reality ◽  
Literacy Skills ◽  
Lessons Learned ◽  
School Students ◽  
Initial Development ◽  
Design Heuristics ◽  
Handheld Computing ◽  
The Impact

Utilizing GPS-enabled handheld computing units, we have developed and studied Augmented Reality (AR) curricula to help middle-school students learn literacy and math. In AR, students move around an outdoor physical environment, interacting with virtual characters and artifacts on their handheld computer. These “invisible” objects and characters provide clues to help solve a mystery, guiding the students through a process of inquiry and evidence-building. The first AR curriculum we developed, Alien Contact!, is based on a scenario where aliens have crash landed near the students’ middle school. Students, working in teams, learn math and literacy skills in the course of determining why the aliens have come to earth. This study describes the design heuristics used during the initial development and deployment of Alien Contact!, the results of two formative evaluations of this curriculum, and the impact these findings have had on revising our design heuristics for a subsequent AR curriculum about beached whales, called Gray Anatomy.

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