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The COVID-19 pandemic has had an unprecedented impact on the lives of children and their families, who have faced innumerable challenges such as illness and death; school closures; social isolation; financial hardship; food insecurity; deleterious mental health effects; and difficulties accessing health care. In almost every outcome related to social, emotional, behavioral, educational, mental, physical, and economic health and well-being, families identifying as Black, Latino, and Native American, and those with low incomes, have disproportionately borne the brunt of the negative effects of the pandemic. The effects of the COVID-19 pandemic on children and families will be felt for years to come. While these long-term effects are unknown, they are likely to have particularly significant implications for children and families from racially and ethnically minoritized communities and with low incomes. Addressing the Long-Term Effects of the COVID-19 Pandemic on Children and Families identifies social, emotional, behavioral, educational, mental, physical, and economic effects of the COVID-10 pandemic and looks at strategies for addressing the challenges and obstacles that the pandemic introduced for children and families in marginalized communities. This report provides recommendations for programs, supports, and interventions to counteract the negative effects of the pandemic on child and family well-being and offers a path forward to recover from the harms of the pandemic, address inequities, and prepare for the future.
"The COVID-19 pandemic has had an unprecedented impact on the lives of children and their families, who have faced innumerable challenges such as illness and death; school closures; social isolation; financial hardship; food insecurity; deleterious mental health effects; and difficulties accessing health care. In almost every outcome related to social, emotional, behavioral, educational, mental, physical, and economic health and well-being, families identifying as Black, Latino, and Native American, and those with low incomes, have disproportionately borne the brunt of the negative effects of the pandemic. The effects of the COVID-19 pandemic on children and families will be felt for years to come. While these long-term effects are unknown, they are likely to have particularly significant implications for children and families from racially and ethnically minoritized communities and with low incomes. Addressing the Long-Term Effects of the COVID-19 Pandemic on Children and Families identifies social, emotional, behavioral, educational, mental, physical, and economic effects of the COVID-19 pandemic and looks at strategies for addressing the challenges and obstacles that the pandemic introduced for children and families in marginalized communities. This report provides recommendations for programs, supports, and interventions to counteract the negative effects of the pandemic on child and family well-being and offers a path forward to recover from the harms of the pandemic, address inequities, and prepare for the future." --
The unprecedented nature of the COVID-19 pandemic impacted individuals, families, communities, states, and countries in ways that were never expected. A closer study of how the pandemic affected different areas of individuals’ development and mental and physical health, while also offering best practices and therapies for contending with extreme changes in life, is necessary to successfully move forward. The Impact of the COVID-19 Pandemic on Child, Adolescent, and Adult Development delves into how the COVID-19 pandemic impacted schooling, relationships, and mental, physical, and developmental health as well as how it adversely impacted those with disabilities. This publication is beneficial to those in academic settings within a variety of disciplines including psychology, sociology, epidemiology, public health, among others, as well as for laypeople and educational institutions who are trying to work through the impact of the pandemic and to better comprehend the changes, aftermath, and best practices for progressing. Covering a range of topics such as creative art therapy and child abuse, this essential reference is ideal for researchers, academicians, practitioners, administrators, instructors, counselors, and students.
This book captures a unique moment in time, relatively early into the COVID-19 pandemic, when the implications and consequences of the pandemic remained unclear and largely unpredictable. The contributors to this volume contemplate the impact of the pandemic on our relationships with children and youth, child and youth serving systems, and broader issues in society that directly relate to childhood and youth. The essays collected in this volume cover a variety of perspectives that range from systemic racism in child-serving institutions to the politics of childhood during a pandemic, and the psychological and even neurological impacts of lockdowns, public restrictions and social isolation. Beyond capturing the moment in time, the contributors also focused on the long-term; they contemplated how the evolving situation might affect the way we think about child and youth services and our relationships to children, their families and their communities. From the very theoretical to the concrete and the practical, this volume provides current thinking and practice in relation to pandemic-impacted residential care settings, education and schools, hospital settings, communities, practitioners, and more. This book was originally published as a special issue of the journal Child & Youth Services.
The Covid-19 pandemic has had a major impact on infants, children, and adolescents. While the clinical course of SARS-Cov2 is generally mild in young subjects, significant challenges in this age group have been identified regarding mental health. These challenges were associated with social distancing and public health measures employed to limit infection rates. Different countries chose to adopt different public health strategies concerning the extent of social isolation of children, for example, whether and how long schools were closed. Pandemic isolation as a natural experiment allows for assessing the consequences for the psychosocial development and mental health of the next generation. It has become clear that timely research is necessary to guide healthcare and welfare politics to provide adequate surveillance strategies for children and adolescents in order to make a maximum of safe social contact in this context possible. Moreover, the consequences of disease management measures such as social distancing, homeschooling, or mask-wearing for the well-being and mental health of the next generation also need to be quantified. The psychosocial burden on children and adolescents must be addressed and effective measures to return to healthy lives and learn our lesson for future pandemic situations need to be based on solid evidence. Apart from a dimensional assessment of sub-categorical impairments, clinical consequences with respect to categorical mood, anxiety, or eating disorders warrant a thorough examination. Adequate scientific instruments for the monitoring and assessment of psychosocial consequences for children and adolescents need to be provided, addressing both the view of parents and children and adolescents themselves. Finally, apart from safe real-life social contacts, digital technologies, and telemedicine interventions, ranging from videoconference-based psychotherapy to mobile phone apps, need to be further investigated in children and adolescents to provide adequate health care in a pandemic situation.
With specially commissioned introductions from international experts, the Psychological Insights for Understanding COVID-19 series draws together previously published chapters on key themes in psychological science that engage with people’s unprecedented experience of the pandemic. This volume collects chapters that address prominent issues and challenges presented by the SARS-CoV-2 pandemic to families, parents, and children. A new introduction from Marc H. Bornstein reviews how disasters are known to impact families, parents, and children and explores traditional and novel responsibilities of parents and their effects on child growth and development. It examines parenting at this time, detailing consequences for home life and economies that the pandemic has triggered; considers child discipline and abuse during the pandemic; and makes recommendations that will support families in terms of multilevel interventions at family, community, and national and international levels. The selected chapters elucidate key themes including children’s worry, stress and parenting, positive parenting programs, barriers which constrain population-level impact of prevention programs, and the importance of culturally adapting evidence-based family intervention programs. Featuring theory and research on key topics germane to the global pandemic, the Psychological Insights for Understanding COVID-19 series offers thought-provoking reading for professionals, students, academics, policy makers, and parents concerned with the psychological consequences of COVID-19 for individuals, families, and society.
The coronavirus disease 2019 (COVID-19) pandemic has created numerous risk factors for families and children to experience toxic stress (TS). The widespread implementation of lockdowns and quarantines contributed to the increased incidence of domestic abuse and mental health issues while reducing opportunities for effective action, including social and educational interventions. Exposure to TS negatively affects a child,Äôs development which may result in a lasting impact on the child,Äôs life, as measured by tools, such as Adverse Childhood Experiences (ACE) score. When TS becomes highly prevalent within a society, it may develop into a health security threat, both from short- and long-term perspectives. Specific resources to combat the pandemic have been put in place, such as COVID-19 vaccines, novel therapeutics, and the use of telemedicine. However, the overall implementation has been challenging due to a multitude of factors, and more effort must be devoted to addressing issues that directly or indirectly lead to the emergence of TS. Only then can we begin to reduce the incidence and intensity of pandemic-associated toxic stress.
Child life is a profession that draws on the insights of history, sociology, anthropology and psychology to serve children and families in many critical stress points in their lives, but especially when they are ill, injured or disabled and encounter the hosts of caregivers and institutions that collaborate to make them well. Children and their families can become overwhelmed by the task of understanding and navigating the healthcare environment and continue to face challenges through their daily encounters. It is the job of child life professionals to provide care and guidance in these negotiations to serve as culture brokers, interpreters of the healthcare apparatus to family and child and the child to medical professionals. Despite the best efforts to provide quality, sensitive psychosocial care to children and their families, they remain vulnerable to lingering aftereffects. The goal of this revised edition is to help prepare child life specialists to deliver the highest level of care to children and families in the context of these changing realities. Each chapter has been substantially revised and two new chapters have been added. This book will be a valuable resource for not only child life specialists but also nurses, occupational and recreational therapists, social workers and other hospital personnel.
Abstract Background When Covid-19 arrived and sparked a wave of lockdowns in the Spring of 2020, parents and other caregivers (e.g., grandparents, adult siblings) needed to decide what to tell their children, how to respond to the children's questions about the changes in their routines, and how much to shelter their children from pandemic news and media. At the time, information about the "new normal" was plentiful and chaotic; families were left mostly on their own to determine how to care for the physical, social, and mental well-being of the family members. Families, already essential yet underappreciated or overlooked learning environments, became visible centers for learning as the physical boundaries between school, home, work, and community life collapsed. Indeed, the Covid-19 pandemic is a special lens through which to understand expansive family learning dynamics with respect to the experience of sense-making in the pandemic. Caregivers are mediators and brokers of learning for their children; thus, their perspectives are critical to understand as we prepare to respond to future crises. Objective This study examines how three mechanisms shaped learning about the Covid-19 pandemic in families with elementary school children from around the U.S. during the Spring of 2020. My primary research questions are: (1) What can we learn about children's information needs in times of crisis from the questions they asked of their caregivers about the Covid-19 pandemic? (2) How were families using social and media resources to learn about Covid-19, and how did these resources play into caregivers' approaches to discussing the pandemic with their children? (3) How were caregivers managing the flow of Covid-19 information in their homes with respect to their children? Methodology The data analyzed come from a larger diary study research project conducted by Dr. Brigid Barron's youthLab, documenting how 109 families with elementary school-aged children across the U.S. adapted to distance learning in the first wave of Covid-19 lockdowns. We used dscout, a cell-phone-based, multimodal, qualitative research platform, to both collect the data and recruit participants. To qualify to participate in the study, caregivers who applied to be in the study needed to have at least one child in K-5 and give IRB consent. The final participants were mostly female caregivers (67%) who had children in public schools (84%). 55% self-identified as White, and X% self-reported incomes at or below the national average of $74,000. One portion of the study asked the caregivers to reflect on how they were learning about Covid-19 with their families. I took the multimodal data that participants provided in response to our prompts about their Covid-19 learning ecologies (written responses, two-minute selfie-style videos, pictures, and answers to multiple-choice questions) and performed multiple rounds of qualitative and descriptive statistical analyses on three units of analysis. These units of analysis are aligned to the research questions above. They are: the questions caregivers reported their children asking about Covid-19, the social and media resources caregivers drew on to learn about the pandemic with their children and inform their conversations, and caregivers' perspectives on their children's information needs and their goals for how their children's experience in the pandemic. The analyses build on each other to inform holistic case analyses of six families that demonstrate how the dynamics of Covid-19 learning were playing out in the caregiver's reports of the families' engagement with information about the pandemic. Conclusions Caregivers struggled to navigate the plethora of Covid-19 information generally and find helpful "kid-friendly" explanations they felt were appropriate for younger children. The emotional impact of not only disease but also the physical and social limitations imposed by the lockdowns also appears strongly in the children's questions also indicate their position as active participants in their families' health conversation and practices, as well as the pandemic-related topics that were most pressing on their minds in May 2020. In terms of caregiver mediation and brokering, I describe the relationship between caregivers' self-perceived transparency of information with their children versus the actions they report taking to curate their children's Covid-19 learning ecologies. Importantly, sheltering children and filtering the information they hear may have implications for public health education. Additionally, examining the social and media resources that caregivers leveraged to discuss the pandemic with their children surfaced novel forms of joint-media engagement that have implications for future research on learning in media-saturated environments. Implications Taken together, the findings imply a need for a more visible, coordinated public health educational system. A multitude of design opportunities to improve the learning environment in the next crises are evident. Some of those opportunities are material - e.g., improved public health education and messaging through all modes of media - and some are social - e.g., re-establishing sources of local information that are reliable and present a (relatively) unified message. Misinformation researchers are also calling attention to the risks to public health from the media infosphere. Now more than ever, these need to be headed and interventions designed specifically with the needs and dynamics of families in mind. Family management of the infosphere will only continue to grow in relevance as the misinformation online is not regulated. To reach families and meet their diverse needs, we must understand the frameworks that guide caregivers' actions and provide roadmaps for responding to difficult or unexpected situations. These frameworks are situationally dependent and evolve as new contradictions arise. However, we have the tools to start breaking down what is important to caregivers at a deeper level than on the surface. This study presents one method of doing so and points to novel opportunities for research on learning in families coming out of the Covid-19 pandemic.