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1.
Prosocial and health protective behaviors are critical to contain the COVID-19 pandemic, yet adolescents have been difficult to engage. Attachment security promotes adolescents’ capacities to navigate stress, and influences prosocial and health behaviors. Drawing on a diverse sample of 202 adolescents (48% female; 47.5% Latinx) this study evaluated relations among attachment, mental health, and prosocial and health protective responses to the COVID-19 pandemic. Attachment security (age 12) predicted adolescents’ (age 15) COVID-19 prosocial (f2 = .201) and health protective behaviors (f2 = .274) during the pandemic via smaller-than-expected increases in mental health symptoms above pre-pandemic levels (age 14). Findings highlight the importance of attachment for supporting adolescents’ mental health responses to life stressors and promoting prosocial and health protective behaviors. 相似文献
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A national survey of Special Educational Needs Coordinators (SENCOs) in England was conducted during the summer of 2020 in the midst of the global COVID-19 pandemic. The annually conducted survey typically collates demographic data about the SENCO workforce, but given the wider context, this particular survey also included nine questions about SENCOs' experiences during the pandemic. More than 1000 SENCOs participated in the survey and the findings demonstrate the critical contribution of SENCOs in supporting pupils with SEND and maintaining effective communication with their families during the pandemic. The study provides evidence of an amplification effect in relation to the strengths and challenges that SENCOs had been experiencing prior to the pandemic. The study also demonstrates the importance of prioritising mental health and wellbeing in schools for both pupils and staff in the wake of the pandemic, with this being the key priority identified by SENCOs across all types of setting and all phases of education. 相似文献
3.
Muğaloğlu Ebru Zeynep Kaymaz Zeynep Mısır Muhammet Emin Laçin-Şimşek Canan 《Science & Education》2022,31(5):1281-1309
The devastating COVID-19 pandemic has cast a light on the question of why trust in scientists is important. This mixed-method study aimed to explore the study participants’ trust in scientists about getting the COVID-19 vaccine. It also aimed to reveal which key sources of information participants followed about the pandemic. Participants’ health-related behaviors and justifications for their behaviors as a response to the pandemic were also explored to understand how trust in scientists and sources of information played a role in the fight against COVID-19. The responses of 1233 participants across Turkey were analyzed. The findings indicated that trust in scientists and compliance with the scientists’ suggested behaviors among the participants were quite high. It was also revealed that, for both trust and non-trust groups, participants questioned the reliability of information and the sources. Participants justified their behaviors mainly by referring to policies, e.g., masks, distance, and hygiene, developed and implemented with the collaboration of government, scientists, and the World Health Organization. Moreover, trust issues regarding scientists, government authorities, or other citizens were mentioned in participants’ justifications. The current study also shed light on the importance of building trust through an open and healthy dialogue among scientists, government authorities, and the public to overcome the COVID-19 pandemic. The study highlighted the need for scientifically informed citizens to deal with the problems, i.e., misinformation and disinformation, in the post-truth era such as not jeopardizing effective solutions to eliminate the pandemic, e.g., taking the vaccine.
相似文献4.
Marcela Pozas Verena Letzel-Alt 《Journal of Research in Special Educational Needs》2023,23(4):354-364
Given the almost 2-year COVID-19 school-related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well-being. Although international research has shown that distant learning as a response to the COVID-19 school-related closures has severely affected students with special education needs, there is still a lack of studies conducted in Mexico. Thus, this study attempts to tackle this gap by exploring how Mexican students with and without special education needs coped with distance learning as well as its impact on their emotional experiences. A total of 293 Mexican lower secondary students participated in the study. Independent sample t-tests indicated that, in comparison with students without special needs, students with special needs coped significantly worse during distance learning as well as had higher levels of negative activation. Additionally, multiple linear regression analyses revealed that students' self-efficacy functioned as an important coping mechanism. Implications of the results, as well as further lines of research are discussed. 相似文献
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新冠肺炎疫情的持续蔓延为儿童青少年的发展带来了风险。积极心理学强调人类自身的潜能、美德、积极情绪等对个体发展的意义,通过使用预防性心理保健帮助个体适应环境,儿童青少年获得积极发展后,能对个人、家庭、社区及人类社会做出积极的贡献,并大大降低出现问题行为和罹患精神疾病的风险,与儿童青少年在常态化疫情防控下的发展需求相契合。本文通过对儿童青少年积极发展这一概念的探讨,提出为应对疫情常态化,应注重复原力和社会参与意识及行为的培养,并从个体、家庭、学校和社区等多个维度构建社会支持系统,开展心理健康教育,加强重点人群心理监测与干预,以促进儿童青少年的积极发展。 相似文献
6.
This article examines the impacts of the COVID-19 pandemic on recent UK graduates' initial employment outcomes and how they experience the transition into a challenging labour market context. We draw on longitudinal survey and interview data, collected from recent graduates who had mainly graduated during the onset of the COVID-19 pandemic in summer 2020 that examines graduate perception of the labour market, impacts on labour market entry impacts and early career progression and effects of periods of unemployment or under-employment. The article shows some of the main impacts of the recent pandemic-affected labour market, including: widespread concerns about job opportunities and employer support, the perceived employment impacts of the pandemic and early signs of scarring and labour market disorientation amongst those who were struggling to find employment of their choice. Such experiences are clearly intensified during the specific COVID-19 context, but the policy implications they raise have wider relevance for supporting graduates during future periods of labour market volatility. 相似文献
7.
Helen O. Pitchik Fahmida Tofail Fahmida Akter Jesmin Sultana AKM Shoab Tarique M. N. Huda Jenna E. Forsyth Natasha Kaushal Tania Jahir Farzana Yeasmin Rizwana Khan Jyoti B. Das Md. Khobair Hossain Md. Rezaul Hasan Mahbubur Rahman Peter J. Winch Stephen P. Luby Lia C. H. Fernald 《Child development》2021,92(5):e764-e780
Early child development has been influenced directly and indirectly by the COVID-19 pandemic, and these effects are exacerbated in contexts of poverty. This study estimates effects of the pandemic and subsequent population lockdowns on mental health, caregiving practices, and freedom of movement among female caregivers of children 6–27 months (50% female), in rural Bangladesh. A cohort (N = 517) was assessed before and during the pandemic (May–June, 2019 and July–September, 2020). Caregivers who experienced more food insecurity and financial loss during the pandemic reported larger increases in depressive symptoms (0.26 SD, 95% CI 0.08–0.44; 0.21 SD, 0.04–0.40) compared to less affected caregivers. Stimulating caregiving and freedom of movement results were inconsistent. Increases in depressive symptoms during the pandemic may have consequences for child development. 相似文献
8.
This article explores the social determinants of adolescents’ access to education during the COVID-19 pandemic in three diverse urban contexts in Bangladesh, Ethiopia and Jordan. It provides novel empirical data from the Gender and Adolescence: Global Evidence longitudinal study, drawing on phone surveys (4441), qualitative interviews with adolescents aged 12–19 years (500), and key informant interviews conducted between April and October 2020. Findings highlight that the pandemic is compounding pre-existing vulnerabilities to educational disadvantage, and that gender, poverty and disability are intersecting to deepen social inequalities. The paper concludes by reflecting on policy implications for inclusive distance education in emergencies. 相似文献
9.
Maya Kalman-Halevi Rony Tutian Yehuda Peled 《Learning disabilities research & practice》2023,38(3):239-247
This study examined the emotional costs and well-being of postsecondary students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) who faced a sudden shift to emergency remote teaching (ERT) during the COVID-19 pandemic. The study was conducted with 237 postsecondary students in Israel from June to July 2020. With regard to online learning, the LD/ADHD subjects reported significantly higher levels of stress, anxiety, and depression and lower well-being than their neurotypical counterparts. However, no significant differences were found in emotional costs and well-being when the same students had experienced online learning prior to the pandemic. These findings have practical implications for policymakers in academia with regard to the emotional toll of online learning among students with LD/ADHD and their specific needs when facing ERT during the COVID-19 pandemic as well as the contribution of previous online learning when facing ERT. 相似文献
10.
This study examined relationships between five personal traits and adolescents’ creative activities and accomplishments in five domains—music, visual arts, creative writing, science, and technology. Participants were 439 tenth graders (220 males and 219 females) in China. The relationships were examined using confirmatory factor analysis. Openness to experience was related to activities in music, visual arts, and creative writing but not to science and technology. Creative self-efficacy was related to all but technology-related activities. Intrinsic motivation was related to visual arts and science creative activities. Conscientiousness and perceived intellectual ability were not associated with creative activities in any domain. Finally, none of the personality or motivational attributes were related to creative activities in the technology domain. Personal traits appear to introduce some variability in the developmental trajectory of potential talents in various domains. 相似文献
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创新教育与教师心理健康 总被引：2，自引：0，他引：2
曾玲娟 《湘潭师范学院学报(社会科学版)》2002,24(6):119-121
创新教育是时代的要求。教师的心理健康是培养学生创新能力的关键因素，创新教育这个新生事物对教师产生了新的压力和挑战，产生了新旧教育观念的冲突。在创新教育过程中，要关注教师的心理健康。 相似文献
13.
Mounting evidence indicates that emotional maltreatment is at least as harmful as physical and sexual abuse. Notwithstanding their high occurrence among detained adolescents, the link between emotional maltreatment and mental health problems in these youths is not well researched. This study, therefore, was designed to examine the unique link between emotional maltreatment and mental health problems, with particular attention to gender differences. Well validated self-report measures of maltreatment experiences (Childhood Trauma Questionnaire) and mental health problems (Youth Self Report) were completed by 341 detained adolescents (156 boys, 185 girls) aged 12 to 18 years. As expected, girls reported higher levels of maltreatment experiences and internalizing and externalizing mental health problems than boys. Blockwise multiple linear regression analyses indicated that in both genders emotional abuse was uniquely and positively associated with internalizing and externalizing mental health problems, over and above the influence of other types of maltreatment. Furthermore, sexual abuse was uniquely related with internalizing problems in girls only, whereas only in boys this type of abuse was uniquely related with externalizing problems. Detained adolescents who have been the victim of emotional abuse in combination with another type of maltreatment may be the worst subgroup in terms of mental health problems. Therefore, emotional maltreatment experiences in adolescents who offend should receive more research and clinical attention. 相似文献
14.
This study aims to identify the needs of early childhood educators regarding distance education during the COVID-19 pandemic. This basic qualitative research was carried out with a study group of 24 early childhood educators, all of whom were determined via a maximum variation sampling method. The study data were gathered via interviews conducted with the participants and analyzed through an inductive approach. The study findings showed that early childhood educators need to improve their technological competencies, have more interactive resources at their disposal, be able to take advantage of a user-friendly educational platform specifically designed for the early childhood period, be provided with the resources to serve families, and have support for their psychological well-being. Considering the essential role of teachers, which the COVID-19 pandemic has called to mind, it is of vital importance to meet the abovementioned needs so as to improve the quality of distance education in early childhood.
相似文献15.
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This paper examines the structure of implicit theories of creativity in a sample of gifted adolescents and describes the development and use of the Creative Self Checklist and the Creative Individual Checklist, adjective checklists designed to assess endorsement of creativity‐related personality and behavioral attributes. Findings indicate that the gifted rate aspects of risk‐taking and inquisitiveness as primary facets of their own creativity while defining artistic abilities and energy and motivation as important parts of creativity in others. This study also assessed the role that these implicit theories play in the display of creative behaviors with regard to both performance on creativity tests and participation in creative hobbies. Findings indicate that while performance on creativity measures is predictive of creative hobby participation, greater self‐endorsement of beliefs that are positively related to creativity also significantly predict creative behaviors. 相似文献
17.
Rhiannon Barker Greg Hartwell Matt Egan Karen Lock 《British Educational Research Journal》2023,49(3):499-521
Schools have the potential to provide a place of education and sanctuary for children and young people of all backgrounds. The rise in mental health problems in children and young people in the wake of the COVID-19 pandemic, particularly in relation to growing inequities, means that identifying ways in which schools can help respond to this growing mental health crisis demands urgent attention. This paper reports on case studies carried out in two London comprehensive schools, exploring how aspects of school culture impact (both positively and negatively) on student mental health. Methods comprised in-depth interviews with school staff and parents, focus groups with students and documentary analysis of relevant materials. Fieldwork was conducted during spring 2021 as schools were returning to face-to-face learning following national periods of lockdown. Our study shows how schools might attempt to drive positive mental health outcomes through aspects of school culture and uses a system framework to explore complexities around cause and effect in this area. Key findings include the considerable differences in school mental health provision, challenges in the identification of student mental health needs and the importance of recognising how the mental health of teachers must be considered alongside that of students. Overall, we highlight particular dilemmas of the post-lockdown era that our findings indicate for the education sector, and suggest there may be value in reframing the apparent conflict between ‘attainment gaps’ and personal development, moving towards an educational approach with greater complementarity of these aims. 相似文献
18.
Dagmara Dobosz Marcin Gierczyk Garry Hornby 《Journal of Research in Special Educational Needs》2023,23(1):3-11
The purpose of this paper is to review recent literature on parental perspectives of the impact of the COVID-19 pandemic on the home-schooling of children with special educational needs and disabilities, as well as to consider implications for their education and well-being. Eleven papers were reviewed, published between 2020 and 2021, selected according to a systematic protocol from three widely used online databases. Analysis of the reviewed papers found that transitioning to home-schooling during the pandemic had negative consequences for most of the children, as well as for their parents, though a small but significant number reported positive consequences. Three key areas of concern were identified in the analysis: balancing home-schooling with parent work activities; parent relationships with schools and support services and agencies and home-schooling effects on the well-being and mental health of parents and children. 相似文献
19.
创新教育是素质教育的重要方面之一,开展创新教育的根本目的在于培养学生的创新意识和创新思维。创造性思维是指用新异和创造性的方法和程序解决问题的思维活动,培养学生创造性思维的方法很多,如颠倒法、添加法、联想法等等,这些方法可以通过教会学生发散性思维、丰富学生想象力、培养学生的独创性思维等具体途径实现。 相似文献
20.
This study aimed to measure the relative contribution of adverse experiences to adolescent behavioral health problems using administrative data. Specifically, we sought to understand the predictive value of adverse experiences on the presence of mental health and substance abuse problems for youth receiving publicly funded social and health services. Medicaid claims and other service records were analyzed for 125,123 youth age 12–17 and their biological parents. Measures from administrative records reflected presence of parental domestic violence, mental illness, substance abuse, criminal justice involvement, child abuse and/or neglect, homelessness, and death of a biological parent. Mental health and substance abuse status of adolescents were analyzed as functions of adverse experiences and other youth characteristics using logistic regression. In multivariate analyses, all predictors except parental domestic violence were statistically significant for substance abuse; parental death, parental mental illness, child abuse or neglect and homelessness were statistically significant for mental illness. Odds ratios for child abuse/neglect were particularly high in both models. The ability to identify risks during childhood using administrative data suggests the potential to target prevention and early intervention efforts for children with specific family risk factors who are at increased risk for developing behavioral health problems during adolescence. This study illustrates the utility of administrative data in understanding adverse experiences on children and the advantages and disadvantages of this approach. 相似文献