scholarly journals Impact of COVID-19 Restrictions on the Social-Emotional Wellbeing of Preschool Children and Their Families

2021 ◽  
Vol 11 (8) ◽  
pp. 435
Author(s):  
Tanja Linnavalli ◽  
Mirjam Kalland
Keyword(s):  
Small Sample Size ◽  
Small Sample ◽  
Mental Wellbeing ◽  
Social Emotional Development ◽  
Emotional Wellbeing ◽  
Parent Child Relationship ◽  
Social Emotional ◽  
Mental Strain ◽  
Child Relationship ◽  
At Home

In the spring of 2020, as a result of the lockdown caused by the COVID-19 pandemic, many children dropped out of daycare and early education in Finland, and parents had to balance work and childcare for months. The wellbeing of families during the lockdown has been studied to some extent, but few studies have focused on children under school age. In May 2020, we sent a survey to the 82 families originally recruited in our study on supporting social-emotional development in early childhood education units, which had been interrupted by the pandemic. Twenty families responded to questionnaires about the impacts of the lockdown on the wellbeing of the children and their parents. Parents reported a decline in children’s prosocial behavior compared to the time before the pandemic and assessed that the children who stayed at home were lonelier than children who remained in daycare. Otherwise, being at home or in care was not associated with children’s physical or mental wellbeing. Parents had experienced increased mental strain and increased problems in marital relationships and the disruption of children’s participation in daycare was associated with deterioration in the parent–child relationship. Due to the small sample size, these results should be interpreted with caution.

Opportunistic surveillance in primary care

2019 ◽  
Author(s):  
Philip Wilson ◽  
Jackie Kirkham
Keyword(s):  
Primary Care ◽  
Emotional Development ◽  
Strong Predictor ◽  
Social Emotional Development ◽  
Parent Child Relationship ◽  
Social Emotional ◽  
Child Relationship ◽  
Quality Of Parenting ◽  
Mental And Physical Health

There are many unscheduled contacts between children and clinicians, and therefore many opportunities for clinicians to identify previously unsuspected problems that parents may not already have suspected. There are three distinct foci during assessment, namely the child, the parent(s), and the parent–child relationship. Any of these can alert the practitioner to potential concerns, regardless of the presenting issue. Practitioners need to be aware of, and alert to, concerns about physical and social/emotional development, as well as signs of maltreatment and neglect. In addition, it is important to be able to evaluate the quality of parenting a child experiences, as this is a strong predictor of future mental and physical health. While this is an area in which clinicians may feel less confident or skilled, there is evidence to suggest that continuity of care and a trusting parent–clinician relationship provide an arena in which problems can be raised, aired, and more satisfactorily addressed.

Understanding the impact of family routines and rituals in relative in kinship families

2017 ◽  
Author(s):  
◽  
Karen B. Traylor-Adolph
Keyword(s):  
Problem Behaviors ◽  
Family Cohesion ◽  
Small Sample Size ◽  
Small Sample ◽  
Emotional Symptoms ◽  
Mediation Effects ◽  
Family Types ◽  
The Impact ◽  
Home And School ◽  
At Home

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Fiese and colleagues (2002) describe routines and rituals as naturally occurring behaviors creating a sense of predictability and stability via the underpinnings of communication, commitment, and continuity in a family unit. Although traditionally studied in intact families, these simple but profound parenting strategies are malleable and impact all family types. In this study, 65 relative and kinship legal guardians and 33 teachers were surveyed, extending the scope of routine and ritual research to "grandfamilies." Measures of routines and rituals, family cohesion and adaptability, youth behaviors at home and school, as well as open-ended descriptions of unique routines and rituals were employed. Findings reveal grandfamilies incorporate unique routines and rituals while navigating obstacles such as incarceration, scattered family members, and biological parent instability. On formal measures, routines and rituals were associated with more prosocial behaviors and less problem behaviors at home and school, as well as significantly correlated with cohesion and adaptability. Rituals were correlated with less teacher-rated emotional symptoms. Additionally, regarding cohesion and adaptability in grandfamilies, caregivers reported having strict, yet enmeshed family types. Lastly, results unexpectedly suggest that relationships of routines and rituals to youth and family outcomes become less strong when demographics and conditions of placement are factored. Small sample size prohibited evaluation of mediation effects. Further research to operationalize unique routines and rituals for examination with a broader canvas of community outcomes and including informal grandfamilies is recommended.

scholarly journals Changes in Emotional-Behavioral Functioning Among Pre-school Children Following the Initial Stage Danish COVID-19 Lockdown and Home Confinement

2021 ◽  
Vol 12 ◽  
Author(s):  
Ina Olmer Specht ◽  
Jeanett Friis Rohde ◽  
Ann-Kristine Nielsen ◽  
Sofus Christian Larsen ◽  
Berit Lilienthal Heitmann
Keyword(s):  
Parental Stress ◽  
Virus Disease ◽  
Small Sample Size ◽  
Small Sample ◽  
Behavioral Functioning ◽  
Mental Wellbeing ◽  
Social Characteristics ◽  
Future Health ◽  
Behavioral Score ◽  
Predicting Factor

Unintended negative outcomes on child behavior due to lockdown and home confinement following the corona virus disease (COVID-19) pandemic needs highlighting to effectively address these issues in the current and future health crises. In this sub-study of the ODIN-study, the objectives were to determine whether the Danish lockdown and home confinement following the COVID-19 pandemic affected changes in emotional-behavioral functioning of pre-school-aged children using the validated Strength and Difficulties Questionnaire (SDQ) answered by parents shortly before lockdown and 3 weeks into lockdown, and moreover, to examine whether baseline family and social characteristics could predict change in child emotional-behavioral functioning during lockdown. Parents of 40 (82%) children with a mean(SD) age of 5.0(0.7) completed the baseline questionnaire and the lockdown follow-up questionnaire. The SDQ-Total difficulties score (SDQ-TD) and Prosocial Behavioral score (PSB) changed significantly from pre- to lockdown [SDQ-TD mean(SD): 6.0(3.8) and 7.9(5.2); P = 0.02, respectively and PSB mean(SD): 8.5(1.4) and 7.9(1.5); P = 0.03, respectively]. Attending leisure time activities before lockdown was a predicting factor of changes to the worse in the children’s SDQ-TD scores, with a mean difference in SDQ-TD between those with and without activities of 3.16 (95%CI 0.27–6.12); P = 0.03. In conclusion, the study showed a modest decrease in child-emotional behavioral functioning during the COVID-19 lockdown, potentially due to parental stress. Although these results might not be generalizable due to small sample size and selected population, the results point to a need of a greater awareness of child mental wellbeing during a lockdown situation.

scholarly journals PENTINGNYA KETERLIBATAN ORANG TUA DI LEMBAGA PAUD DALAM MENSTIMULASI PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA DINI

2021 ◽  
Vol 4 (2) ◽  
pp. 109-115
Author(s):  
Evi Desmariani ◽  
Muzayyanah Muzayyanah ◽  
Jendriadi Jendriadi ◽  
Widdya Rahmalina
Keyword(s):  
Parental Involvement ◽  
Community Service ◽  
Learning Process ◽  
Emotional Development ◽  
School Administration ◽  
Early Age ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Questions And Answers ◽  
At Home

There are still many parents who take their children to go to kindergarten institutions with the aim that their children can learn to read, write, count and be good at (reading) the Koran. Like what happened in Hauriyah Halum Integrated Kindergarten. Since the learning process is implemented, parents only fulfill all the needs of the children requested by the institution for the learning process including completing school administration. After that, the parents are only tasked with taking the child to school in the morning and picking up the child from school after the learning process, and sometimes asking how many stars the child's work got. Parents do not think at all about the child's behavior while at school, such as annoying friends, making noise during the learning process, hitting friends, and saying bad words to friends. This is often conveyed by the teacher every time the child comes home from school with the hope that the parents advise the child while at home. However, every day there is no visible change and even more protracted. For this reason, it is necessary to do counseling on the importance of parental involvement in kindergarten institutions in stimulating children's socio-emotional development from an early age. Therefore, it is necessary to carry out community service in the form of counseling. The extension method is in the form of lectures and questions and answers. This community service aims to ensure that teachers always involve parents in educating children, especially in stimulating children's social-emotional development from an early age. So that children can follow the learning process and behave well to teachers and friends while they are at school. As a result of this community service, it is hoped that all parents can train themselves or get used to behaving well in front of children at all times while at home as teachers have been accustomed to while the child is in school.

Family Dynamics of the Stay-at-Home Father and Working Mother Relationship

2014 ◽  
Vol 9 (5) ◽  
pp. 410-420 ◽  
Author(s):  
Cassie Rushing ◽  
Lisa Powell
Keyword(s):  
Family Dynamics ◽  
Family Interactions ◽  
Parent Child Relationship ◽  
Family Dynamic ◽  
Working Mother ◽  
Daily Routines ◽  
Heterosexual Women ◽  
Child Relationship ◽  
Biological Children ◽  
At Home

A phenomenological qualitative study was utilized to explore family dynamics in stay-at-home father and working mother households. A total of 20 working mothers were asked to describe family interactions and daily routines with regard to their stay-at-home father and working mother dynamic. All participants were married, heterosexual women with biological children ages 1 to 4 and who worked outside the home and the father stayed home as primary caretaker and did not contribute financially. The study indicated that the family dynamic of a working mother and stay-at-home father provided a positive parent–child relationship, enhanced parenting cohesion, and enhanced quality time.

scholarly journals Promoting social emotional development during the paediatric well-child visit: a demonstration project

2021 ◽  
Vol 10 (2) ◽  
pp. e001392
Author(s):  
Meghan L Johnson ◽  
Sue Butts-Dion ◽  
Meera Menon ◽  
Kelly Edwards ◽  
Scott D Berns
Keyword(s):  
Learning Community ◽  
Emotional Development ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Number Of Children ◽  
Child Relationship ◽  
The Usa ◽  
Age Appropriate ◽  
Well Child Visit ◽  
Child Visit

Supporting social emotional development, beginning at birth, can improve lifelong health. The American Academy of Paediatrics recommends 12 well-child visits between birth and age 3 years. Each well-child visit provides a unique opportunity to interact with and support families to promote social emotional development of children. Eighteen US paediatric practices joined a learning community to use improvement science to test and implement evidence-informed strategies that nurture parent–child relationships and promote the social emotional development of young children.Quality improvement methods were used to integrate 11 strategies into well-child visits between birth and age 3 years and measure the improvements with a set of outcome, process and balancing measures. Participation among the 18 paediatric practices was high with 72% of teams attending monthly webinars and 97% of teams attending the three learning sessions. Over 12 months, the percentage of children receiving age-appropriate social emotional development screens at participating practices’ well-child visits increased from a baseline median of 83% to 93%.Current paediatric practice in the USA focuses primarily on cognitive and physical development, and paediatric providers are less familiar with established practices to screen for social emotional development and promote the caregiver–child relationship. This project suggests that improvement methods show promise in increasing the number of children who receive age-appropriate social emotional development screens or assessments at well-child visits.

scholarly journals Further evidence that singing fosters mental health and wellbeing: the West Kent and Medway project

2017 ◽  
Vol 21 (1) ◽  
pp. 53-62 ◽  
Author(s):  
Stephen Clift ◽  
Sharon Manship ◽  
Lizzi Stephens
Keyword(s):  
Mental Health ◽  
Small Sample Size ◽  
Geographical Area ◽  
Small Sample ◽  
Mental Wellbeing ◽  
Control Group ◽  
Health Issues ◽  
Content Type ◽  
Mental Health Issues ◽  
Community Singing

Purpose Clift and Morrison (2011) report that weekly singing over eight months for people with enduring mental health issues led to clinically important reductions in mental distress. The purpose of this paper is to test the robustness of the earlier findings. Design/methodology/approach Four community singing groups for people with mental health issues ran weekly from November 2014 to the end of 2015. Evaluation place over a six-month period using two validated questionnaires: the short Clinical Outcomes in Routine Evaluation (CORE-10) questionnaire, and the Warwick Edinburgh Mental Wellbeing Scale (WEMWBS). Findings In all, 26 participants completed baseline and follow-up questionnaires. CORE-10 scores were significantly reduced, and WEMWBS scores significantly increased. Comparisons with the earlier study found a similar pattern of improvements on CORE items that are part of the “problems” sub-scale in the full CORE questionnaire. There was also evidence from both studies of participants showing clinically important improvements in CORE-10 scores. Research limitations/implications The main limitations of the study are a small sample size and the lack of a randomised control group. Originality/value No attempts have been made previously to directly test the transferability of a singing for health model to a new geographical area and to evaluate outcomes using the same validated measure.

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