COVID-19 was declared a pandemic in March 2020, resulting in many countries worldwide calling for lockdowns. This study aimed to review the existing literature on the effects of the lockdown measures ...established as a response to the COVID-19 pandemic on the mental health of children and adolescents. Embase, Ovid, Global Health, PsycINFO, Web of Science, and pre-print databases were searched in this PRISMA-compliant systematic review (PROSPERO: CRD42021225604). We included individual studies reporting on a wide range of mental health outcomes, including risk and protective factors, conducted in children and adolescents (aged ≤ 19 years), exposed to COVID-19 lockdown. Data extraction and quality appraisal were conducted by independent researchers, and results were synthesised by core themes. 61 articles with 54,999 children and adolescents were included (mean age = 11.3 years, 49.7% female). Anxiety symptoms and depression symptoms were common in the included studies and ranged 1.8–49.5% and 2.2–63.8%, respectively. Irritability (range = 16.7–73.2%) and anger (range = 30.0–51.3%), were also frequently reported by children and adolescents. Special needs and the presence of mental disorders before the lockdown, alongside excessive media exposure, were significant risk factors for anxiety. Parent–child communication was protective for anxiety and depression. The COVID-19 lockdown has resulted in psychological distress and highlighted vulnerable groups such as those with previous or current mental health difficulties. Supporting the mental health needs of children and adolescents at risk is key. Clinical guidelines to alleviate the negative effects of COVID-19 lockdown and public health strategies to support this population need to be developed.
The study aims to investigate the state anxiety of parents of special needs children during the 2019 coronavirus disease (COVID-19) epidemic and the influence of parental stress, social support, and ...other related variables on the anxiety of parents.
Bespoke questionnaires of children's and parent's mental and behavioral problems during the epidemic were used in the study. We also used the State Anxiety Inventory (S-AI), the Parenting Stress Index-Short Form-15 (PSI-SF-15), the NEO Five-Factor Inventory (NEO-FFI), and the Multidimensional Scale of Perceived Social Support (MSPSS). The data used in the study were pooled from an online survey of parents of special needs children and analyzed by one-way analysis of variance (ANOVA) and multiple linear regression.
Overall, 1,451 individuals were included, of which 402 were fathers (27.71%) and 1,049 were mothers (72.29%). ANOVA results showed that educational background, family monthly income, and type of their child's disability made parents' state anxiety significantly different. The results of multiple linear regression showed that during the epidemic, social support negatively predicted parents' state anxiety (
= -0.15,
< 0.001), whereas parenting stress (
= 0.07,
= 0.001) and parental mental and behavioral problems (
= 0.37,
< 0.001) positively predicted parents' state anxiety.
During the outbreak of COVID-19, parents of special needs children suffered mental and behavioral problems, together with parenting stress and social support, which influenced their state anxiety. These findings can be used to develop relevant psychological interventions to improve the mental health of vulnerable groups during a pandemic like COVID-19.
Slow Learner is part of one of the children with special needs but still above disability. This study aims to determine the profile of slow-learning children commonly called slow learners in one of ...the junior high schools in Madura. This research uses a qualitative case study approach with data collection methods of observation, interviews, and documentation. The results of this study are that of students who experience slow learning, 60% are caused by hereditary and genetic factors and 40% are caused by environmental factors originating from families who use authoritarian family education. This affects the learning process of children who are of course intellectually all of them are below the average of other normal children when looking at the academic scores obtained so that the school takes an attitude of maximizing children's learning and cooperating with related parties.
A housewife is a woman who is married and has been given the gift of children in her marriage. Housewives have a big role in the process of child development. So that mothers must be understand and ...find out about the conditions and needs of their children, especially in taking care of children with special needs (Special Needs Children). Therefore, this study aims to find out about how the picture of psychological well-being in housewives who have children with special needs based on aspects and factors, how about their self-acceptance, positive relationships with others, independence, purpose in life, and personal growth of the subjects used. Then this can be supported by one or several demographic factors, social support, evaluation of life experiences, and their locus of control. This research is qualitative research with a phenomenological approach. The data collection technique used is the interview method. This study uses 3 subjects as sources of information in extracting data, plus 3 secondary subjects as reinforcement of information sources from the main subject. The data collection technique used to get the subject is the snowball sampling technique which will meet the criteria: 1) housewives who do not work, and 2) mothers aged 30 – 40 years.The results of the research that have been obtained state that the three subjects have psychological well-being based on aspects and factors of the psychological well-being. In addition, there are other influences that support the psychological well-being of the subject, namely gratitude, self-adjustment, self-concept, and regulations that exist in the three subjects.
The purpose of this study was to determine and analyze the effect of service quality and customer value on satisfaction and loyalty, the effect of satisfaction on loyalty, the role of satisfaction in ...mediating the relationship between service quality and customer value on customer loyalty in Bank Sultra. Analysis of data processing using the Structural Equation Model (SEM) with Lisrel software The results of the study found that service quality, customer value had a positive but insignificant effect on customer satisfaction but a positive and significant effect on customer loyalty. In addition, satisfaction has an effect on customer loyalty, and satisfaction itself could play a role in mediating the relationship between service quality and customer loyalty. In connection with these findings, researchers suggest the need to build and maintain customer loyalty with a strategy to increase factors that are considered not optimal by customers, such as reliability, responsiveness, assurance, and empathy, in addition to the need to maintain and develop a high sense of belonging to Bank Sultra customers by trying to emphasize to staff the importance of building emotional relationships with customers by greeting in a friendly manner, serving politely, interacting, and trying to understand the identity of the customer's background so that intimacy with customers is established.
This study aims to determine learning difficulties in students with special needs. The learning difficulties experienced by children are caused by the unstable psychological condition of the ...children. This study used a qualitative approach with interview, observation, and documentation techniques. This research was conducted at Inclusion BA 4 Public Elementary School. The results of this study indicated that grade 3 ABK students at Inclusion BA 4 Public Elementary School had different learning difficulties. Among them are caused by slow learner disorders, hyperactivity, and intellectual disability.
The purpose of this study was to estimate the prevalence of adverse childhood experiences (ACEs) among children in the United States and to examine the relationship between child and family ...characteristics and the likelihood of reported exposure to ACEs.
Data were drawn from the nationally representative 2016 National Survey of Children’s Health (NSCH). Parent-reported child ACE exposure was measured using counts of those reporting zero ACEs, one to three ACEs, and four or more ACEs.
The study sample included 45,287 children. The most prevalent types of ACE exposure experienced by children were economic hardship (22.5%) and parent or guardian divorce or separation (21.9%). Older children (34.7%), Non-Hispanic African American children (34.7%), children with special health care needs (SHCN; 36.3%), children living in poverty (37.2%), and children living in rural areas (30.5%) were more likely to be exposed to parental divorce or separation than their counterparts. Five cross-cutting factors emerged as important across outcomes: child’s age, family structure, poverty, type of health insurance, and SHCN status.
We found high prevalence rates of economic hardship on a national level. Our findings of higher prevalence among rural children further suggest the importance of the intersection of place and ACEs. Therefore, the geographic component of ACEs must be considered by policymakers. The identification of predictive factors related to high ACE exposure can inform early interventions at the national level.
Background
The coronavirus disease 2019 (COVID-19) pandemic is having a profound impact on the health and development of children worldwide. There is limited evidence on the impact of COVID-19 and ...its related school closures and disease-containment measures on the psychosocial wellbeing of children; little research has been done on the characteristics of vulnerable groups and factors that promote resilience.
Methods
We conducted a large-scale cross-sectional population study of Hong Kong families with children aged 2–12 years. Parents completed an online survey on family demographics, child psychosocial wellbeing, functioning and lifestyle habits, parent–child interactions, and parental stress during school closures due to COVID-19. We used simple and multiple linear regression analyses to explore factors associated with child psychosocial problems and parental stress during the pandemic.
Results
The study included 29,202 individual families; of which 12,163 had children aged 2–5 years and 17,029 had children aged 6–12 years. The risk of child psychosocial problems was higher in children with special educational needs, and/or acute or chronic disease, mothers with mental illness, single-parent families, and low-income families. Delayed bedtime and/or inadequate sleep or exercise duration, extended use of electronic devices were associated with significantly higher parental stress and more psychosocial problems among pre-schoolers.
Conclusions
This study identifies vulnerable groups of children and highlights the importance of strengthening family coherence, adequate sleep and exercise, and responsible use of electronic devices in promoting psychosocial wellbeing during the COVID-19 pandemic.
Developing academic skills and cognitive abilities is critical for children's development. In this article, we review evidence from recent research on the bidirectional relations between academic ...achievement and cognitive abilities. Our findings suggest that (a) reading/mathematics and cognitive abilities (i.e., working memory, reasoning, and executive function) predict each other in development, (b) direct academic instruction positively affects the development of reasoning, and (c) such bidirectional relations between cognitive abilities and academic achievement seem weaker among children with disadvantages (e.g., those with special needs or low socioeconomic status). Together, these findings are in line with the theory of mutualism and the transactional model. They suggest that sustained and high‐quality schooling and education directly foster children's academic and cognitive development, and may indirectly affect academic and cognitive development by triggering cognitive‐academic bidirectionality.
Developing academic skills and cognitive abilities is critical for children's development. In this article, we review evidence from recent research on the bidirectional relations between academic achievement and cognitive abilities. Our findings suggest that (a) reading/mathematics and cognitive abilities (i.e., working memory, reasoning, and executive function) predict each other in development, (b) direct academic instruction positively affects the development of reasoning, and (c) such bidirectional relations between cognitive abilities and academic achievement seem weaker among children with disadvantages (e.g., those with special needs or low socioeconomic status). Together, these findings are in line with the theory of mutualism and the transactional model. They suggest that sustained and high‐quality schooling and education directly foster children's academic and cognitive development, and may indirectly affect academic and cognitive development by triggering cognitive‐academic bidirectionality.
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