The Consequences Of Covid 19 On The Mental Well Being Of Parents Children And Adolescents

The coronavirus disease 2019 (COVID-19) epidemic has dramatically spread throughout the world, which has also caused mental health problems among the public, especially vulnerable groups like children and adolescents. As a traumatic event, the outbreak of COVID-19 might increase the prevalence of a series of mental health problems in children and adolescents probably due to social distancing, school closures, as well as separation from parents, and home quarantine. The continuing spreading of COVID-19 infection, as well as vaccine uptake strategies, quarantine policies, and health services during post epidemic era may also have a long-lasting side effect on children and adolescents. Children and adolescents are in critical periods of neurodevelopment and once they develop mental health problems, the long-lasting negative influence might span across their lifetime. Moreover, long-term multisystem sequelae, including neurological and psychiatric systems, of COVID-19 infection in children also compromise the development of physical and mental wellbeing in adulthood. Though there have been several studies on mental health consequences and long-term impact on the mental health of children and adolescents caused by COVID-19, there is still limited data and more comprehensive studies are needed on this important topic.

This phenomenological study highlighted the perceived mental health effects on school-age children and adolescents because of the COVI-19 pandemic. The people directly impacted by this problem were the students, with parents and educators being indirectly impacted. The study examined the perceptions of teachers who witnessed perceived mental health issues in their students. The guiding theoretical framework used for this dissertation included the social psychological theories for loneliness and interdependence. The sample of participants included elementary, middle and high school teachers who met the requirements for the study. Each teacher selected participated in an interview, which the researcher transcribed and coded using the phenomenological approach. The shared experiences from the teachers were to assist parents, educators and mental health counselors to understand the effects of the COVID-19 pandemic on students. The results in relation to the research questions showed that there were perceived prevalent mental health issues associated with the COVID-19 pandemic and loss of in- person learning. Future practice should include schools and communities that develop school programs, family support programs and a system to identify students who are still suffering mental health issues from the pandemic.

On 20 November 2009, the global community celebrates the 20th anniversary of the adoption by the United Nations General Assembly of the Convention on the Rights of the Child, the unique document that sets international standards for the care, treatment and protection of all individuals below age 18. To celebrate this landmark, the United Nations Children's Fund is dedicating a special edition of its flagship report The State of the World's Children to examining the Convention's evolution, progress achieved on child rights, challenges remaining, and actions to be taken to ensure that its promise becomes a reality for all children.

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.

This book highlights the effects of the COVID-19 pandemic on the mental health needs of children and adolescents in order to shed light on future practice and reform needed to better deal with the aftermath of such devastating events. The book identifies the conditions during any public health crisis that heighten the mental health needs of children and adolescents and suggests the reforms of mental health services needed to better meet the needs of children and youths during and following pandemics and other public health crises. Importance is placed not only on addressing the effects of COVID-19 but on anticipating and preparing for other public health disruptions to the lives of those who have not reached adulthood. Although mental health services in all settings are considered, special attention is given to the role of schools in providing for the mental health of children and adolescents and preparing for the mental health implications of future public health disruptions. The book will be of equal use to both students and researchers in the fields of mental health, well-being, and education as well as teachers, educational psychologists, social workers, and practitioners working in schools and communities to address students’ mental health needs. It will help readers better understand how and why COVID-19 was a negative influence on students’ mental health, and unpack how best to deal with the aftermath of the pandemic.

What is the coronavirus, and why is everyone talking about it? Engagingly illustrated by Axel Scheffler, this approachable and timely book helps answer these questions and many more, providing children aged 5-10 and their parents with clear and accessible explanations about the coronavirus and its effects - both from a health perspective and the impact it has on a family’s day-to-day life. With input from expert consultant Professor Graham Medley of the London School of Hygiene & Tropical Medicine, as well as advice from teachers and child psychologists, this is a practical and informative resource to help explain the changes we are currently all experiencing. The book is free to read and download, but Nosy Crow would like to encourage readers, should they feel in a position to, to make a donation to: https://www.nhscharitiestogether.co.uk/