Addressing the Long-Term Effects of the COVID-19 Pandemic on Children and Families (2023) / Chapter Skim
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3 Social, Emotional, and Behavioral Effects
3 Social, Emotional, and Behavioral Effects
Pages 69-92
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From page 69... ...
It is too soon to know the full consequences of the pandemic, but many organizations that work at the intersection of trauma and adversity, child development, and education have predicted the need for increased support for children who are experiencing the effects of such a prolonged, unpredictable, and stressful health crisis (e.g., National Child Traumatic Stress Network; National Association of School Psychologists; Substance Abuse and Mental Health Services Administration; Trauma Learning and Policy Initiative; Gurwitch & Brymer, 2020; National Association of School Psychologists and National Association of School Nurses, 2020; Mental Health Technology Transfer Center Network, 2020; Trauma and Learning Policy Initiative, 2020)
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From page 70... ...
SHORT-TERM EFFECTS AND CONSEQUENCES Short-Term Social, Emotional, and Behavioral Consequences As described in Chapters 1 and 2, child and family life has been fundamentally altered by the primary and secondary exposures to COVID-19, including the substantial public health measures intended to reduce the disease's spread. Notably, widespread closures of child care programs and schools affected children worldwide.
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From page 71... ...
Adverse events in children's environments, and experiences of adversity over time, such as the primary and secondary exposures described above, can trigger immediate physiological and emotional responses that, when activated for prolonged periods, can alter how children respond to ongoing stress,
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From page 72... ...
The child disaster literature recognizes that disaster-generated developmental insults can disrupt key developmental transitions, such as the transition from middle school to high school or from high school to higher education. Disasters and the prolonged recovery environment can significantly interfere with anticipated or new developmental opportunities and concomitantly deflate developmental aspirations.
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From page 73... ...
A few studies have examined the effects of COVID-19 on young adults, primarily college students, and revealed several patterns in disrupted autonomy and personal space; shifts in family roles; and challenges in navigating communication, expectations, and family interactions. Those returning home in March 2020 experienced more negative interactions with parents and increased fear for their own and their family's health, perceived less acceptance by their parents about returning home, reported low personal autonomy, and engaged in fewer positive self-improvement and coping strategies for strengthening family relationships than they had previously experienced.
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From page 74... ...
. While the societal values and investment in the social contract that will emerge from this pandemic among the current child and adolescent generations are unknown, disaster and adolescent traumatic stress studies suggest that high exposure and persistent adversity can alter the moral development of a generation (Goenjian et al., 1999)
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From page 75... ...
, and a heuristic model of stress management in Black families (Murry et al., 2018) -- allows the incorporation of proximal and distal processes that affect and influence the occurrence and responses of Black families to stressful life events.
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From page 76... ...
Optimism is a relatively stable trait, and optimists generally tend to expect positive outcomes, which in turn influence how individuals respond to challenging circumstances. Having a positive outlook on life has been associated with better psychological adjustment to negative life events, increased access to positive social networks, and better physical health (Taylor, 2010)
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From page 77... ...
In addition, some interventions are designed to provide children and adolescents with opportunities to learn and practice foundational social and emotional skills and perspectives that enable them to manage and respond to ongoing experiences of uncertainty and disruption. Across the interventions, a central feature is a connection to adults and experiences that offer opportunities for ongoing screening and observation to identify children and adolescents who are struggling and to connect them to needed support.
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From page 78... ...
. In a report to Congress about the federally funded tribal home visiting programs, performance measurement data showed improvement in indicators of six legislatively mandated benchmark areas: maternal and newborn health; child injuries, abuse, neglect, or maltreatment and emergency department visits; school readiness and achievement; crime or domestic violence; family economic self-sufficiency; and service coordination and referrals (Lyon et al., 2015)
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From page 79... ...
Weiland and colleagues (2022) summarize the overall benefit of preschool programs for young children: "On average, children who attend preschool enter kindergarten with stronger school readiness skills than if they had stayed home.
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From page 80... ...
The Chicago School Readiness Project (CSRP) is an intervention adapted from the Incredible Years social and emotional development program5 and supplemented with mental health consultation and coaching for educators.
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From page 81... ...
. Overall, the approach can address multiple goals, including stress reduction and emotional regulation techniques for the provider; early identification of children with significant emotional or problem behaviors who may need a referral for mental health assessment, diagnosis, and treatment; reducing problem behaviors and increasing social skills in children who may be at risk for developing a clinically significant disorder without targeted interventions; and promoting the social and emotional development of all children in the program by improving the climate, structure, and operations.
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From page 82... ...
For example, some programs target emotion regulation and prosocial behavior, while others focus more on executive function, growth mindset, character traits, or other similar constructs. Some programs rely heavily on teacher modeling and whole-class discussions as their primary approach, while others incorporate such methods as read-alouds, games, role-play, and music.
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From page 83... ...
. Schools, early childhood education settings, and out-of-school-time programs provide a unique opportunity to build students' social and emotional skills; address trauma, including that specific to pandemic experiences; and move toward educational equity.
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From page 84... ...
As licensed professionals, school counselors promote students' well-being and social and emotional development by providing critical short-term counseling, implementing developmental classroom lessons, supporting multitiered systems of support, and making referrals for specialized support (Savitz-Romer, 2019)
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From page 85... ...
. For example, such programs as Strong African American Families16 build strength-based factors and assets in parents -- including involved and vigilant parenting; adaptive racial socialization; open, clear, and supportive communication in families; and supportive family relationships -- that can foster resilience in children through increases in youth protective factors (e.g., positive racial identity, future orientation, internalization of parental norms, and values regarding risk-avoidance behaviors)
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From page 86... ...
building and maintaining supportive rela tionships and connections, (2) providing children with opportunities to learn and practice foundational social and emotional skills, (3)
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From page 87... ...
. Change in caregiver depression as a function of the Strong African American Families Program.
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From page 88... ...
. National Center for Child Traumatic Stress.
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From page 89... ...
. Tribal ma ternal, infant, and early childhood home visiting: A report to Congress.
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From page 90... ...
. Impacts on family outcomes of evidence-based early child hood home visiting: Results from the mother and infant home visiting program evalua tion. (OPRE Report No.
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From page 91... ...
. Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial.
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From page 92... ...
. How a population health approach improves health and reduces disparities: The case of Head Start. Preventing chronic Disease, 13, E11. https://doi.org/10.5888/pcd13.150565 Trauma and Learning Policy Initiative.
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