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      A year of pandemic: psychological effects in Spanish children from 3 to 11 years of age Translated title: Un año de pandemia: efectos psicológicos en niños españoles de 3 a 11 años

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          Abstract

          Abstract: Background: After the lockdown, schools adopted measures to avoid infection, which changed pre-pandemic routines. We evaluated whether the new school conditions constituted a stress factor for children or contributed to their recovery after the impact of the lockdown period. Method: Participants included 291 families with children between 3 and 11 years of age. The children were assessed by parents through the Child and Adolescent Assessment System (SENA) at three time points: T1 (before COVID-19 confinement), T2 (after the children had spent between 4 and 6 weeks confined), and T3 (one year after the beginning of the pandemic). Results: For Preschoolers, no statistical differences were found in any scale or time point. For primary-school children, the differences between T1 and T3 were not significant. Comparisons between T2 and T3 showed significant differences in Willingness to study, Emotional regulation and Hyperactivity and impulsivity. Conclusions: Our results suggest that returning to school might have improved some dimensions of primary-school children's well-being. However, it seems that neither the confinement nor the restrictive measures have had a negative effect on our sample. To interpret these findings, we discuss the psychological factors of protection and vulnerability.

          Translated abstract

          Resumen: Antecedentes: Tras el confinamiento, la escuela se adaptó a las restricciones para controlar el COVID-19. Evaluamos si el regreso al colegio constituyó un estresor para los niños o contribuyó a su recuperación tras el impacto del confinamiento. Método: Participaron 291 familias con niños entre 3 y 11 años. Los padres evaluaron a los niños a través del Sistema de Evaluación de Niños y Adolescentes (SENA) en tres momentos: T1 (unas semanas antes del confinamiento), T2 (después de estar entre 4 y 6 semanas confinados) y T3 (un año después del inicio de la pandemia). Resultados: Para los niños de Infantil, las comparaciones no mostraron diferencias en ninguna de las escalas y ninguno de los tiempos evaluados. Para los niños de Primaria, no se hallaron diferencias entre T1 y T3. La comparación entre T2 y T3 indicó una mejora en las escalas Disposición al estudio, Regulación emocional e Hiperactividad e impulsividad. Conclusiones: La vuelta al colegio contribuyó a mejorar algunas dimensiones en los niños de Primaria. Sin embargo, parece que ni el confinamiento ni las posteriores medidas restrictivas han tenido un impacto negativo en los niños de esta muestra. Para interpretar estos resultados discutimos los factores de protección y vulnerabilidad psicológica.

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          An investigation of mental health status of children and adolescents in China during the outbreak of COVID-19

          Highlight • Children and adolescents who are often neglected in the wake of the outbreak were taken as subjects to investigate their mental health status and analyze the related influencing factors during the global pandemic of COVOID-19. • The presence of clinical depressive symptoms, resident in urban regions, implementation of the precaution and control measures, being female, having a family member or friend infected with coronavirus were associated with increased levels of anxiety. • Smartphone addiction, Internet addiction, resident in Hubei province and urban areas, family members or friends infected with coronavirus, graduation affected by the epidemic, levels of separation anxiety, physical injury fear, and tendency to adopt an emotion-focused coping style were associated with increased levels of respondents’ depressive symptoms. • It's urgent to concern and address emotional distress for children and adolescents during the epidemic. Targeted intervention measures could be formulated based on the significant influencing factors on anxiety and clinical depressive symptoms.
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            Parents' Stress and Children's Psychological Problems in Families Facing the COVID-19 Outbreak in Italy

            Objectives: The present study aimed to explore the effect of risk factors associated with the COVID-19 outbreak experience on parents' and children's well-being. Methods: Parents of children aged between 2- and 14-years-old completed an online survey reporting their home environment conditions, any relation they had to the pandemic consequences, their difficulties experienced due to the quarantine, their perception of individual and parent-child dyadic stress, and their children's emotional and behavioral problems. Results: Results showed that the perception of the difficulty of quarantine is a crucial factor that undermines both parents' and children's well-being. Quarantine's impact on children's behavioral and emotional problems is mediated by parent's individual and dyadic stress, with a stronger effect from the latter. Parents who reported more difficulties in dealing with quarantine show more stress. This, in turn, increases the children's problems. Living in a more at-risk area, the quality of the home environment, or the relation they have with the pandemic consequences, do not have an effect on families' well-being. Conclusions: Dealing with quarantine is a particularly stressful experience for parents who must balance personal life, work, and raising children, being left alone without other resources. This situation puts parents at a higher risk of experiencing distress, potentially impairing their ability to be supportive caregivers. The lack of support these children receive in such a difficult moment may be the reason for their more pronounced psychological symptoms. Policies should take into consideration the implications of the lockdown for families' mental health, and supportive interventions for the immediate and for the future should be promoted.
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              Physically isolated but socially connected: Psychological adjustment and stress among adolescents during the initial COVID-19 crisis.

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                Author and article information

                Journal
                psicothema
                Psicothema
                Psicothema
                Colegio Oficial de Psicólogos del Principado de Asturias (Oviedo, Asturias, Spain )
                0214-9915
                1886-144X
                2023
                : 35
                : 2
                : 119-128
                Affiliations
                [1] Madrid orgnameUniversidad Complutense de Madrid Spain
                [2] Madrid orgnameUniversidad a Distancia de Madrid Spain
                Article
                S1886-144X2023000200002 S1886-144X(23)03500200002
                10.7334/psicothema2022.223
                ec0789ce-63c5-41b4-8773-bcd653fdfc44

                This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

                History
                : 17 August 2022
                : 06 May 2022
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 54, Pages: 10
                Product

                SciELO Spain

                Categories
                Articles

                Psychological effects,estudio longitudinal,educación primaria,educación infantil,crisis sanitaria COVID-19,Efectos psicológicos,longitudinal study,primary education,early childhood,COVID-19 health crisis

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