scholarly journals SOCIAL AND EMOTIONAL CHARACTERISTICS OF ADOLESCENT WHO UNDERWENT SOCIAL DISTANCING POLICIES DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 15 (1) ◽  
pp. 44-55
Author(s):  
Nur Khotimah Elfiyani ◽  
Hadi Pratomo ◽  
Safitri Widayanti Putri ◽  
Rizki Dhahifa Wahyuni ◽  
Ghifari Andini Mukti
Keyword(s):  
Rapid Assessment ◽  
Positive Influence ◽  
Assessment Procedure ◽  
Negative Effects ◽  
Social Emotional ◽  
Social Distancing ◽  
Social And Emotional ◽  
Emotional Picture ◽  
Emotional Changes ◽  
As Stress

COVID-19 has been declared an international public health emergency by WHO. The Indonesian government has issued a policy as a strategy for controlling COVID-19 and encourages the public to carry out social distancing. Social distancing during the COVID-19 pandemic will affect the mental health of adolescents, where there is an increase in negative effects and a decrease in positive influence on adolescent emotional changes. This research is a qualitative study that aims to determine the social emotional picture of adolescents who carry out social distancing during the COVID-19 pandemic, seen from the aspects of behavior, individuals and the environment based on the SCT Bandura theory. The design used is the Rapid Assessment Procedure (RAP) and data collection was carried out by in-depth interviews through the zoom application (video teleconference). The informants were selected by purposive sampling as many as 9 informants consisting of 6 adolescent informants aged 15-24 years and 3 accompanying informants. Data were analyzed using matrices and thematic analysis. The results showed that adolescents felt various changes in relationships with family and peers during social distancing. Social and emotional changes experienced by adolescents such as stress, symptoms of anxiety, symptoms of depression and loneliness.

A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies

2021 ◽  
pp. 014303432198897
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante
Keyword(s):  
Decision Making ◽  
Self Control ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Self Reports ◽  
One Year ◽  
Competencies Development ◽  
Bullying Participant Roles ◽  
Social And Emotional Competencies

This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students ( Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.

scholarly journals Beyond the Pandemic: COVID-19 Pandemic Changed the Face of Life

2021 ◽  
Vol 18 (11) ◽  
pp. 5645
Author(s):  
Shaden A. M. Khalifa ◽  
Mahmoud M. Swilam ◽  
Aida A. Abd El-Wahed ◽  
Ming Du ◽  
Haged H. R. El-Seedi ◽  
...  
Keyword(s):  
Human Activities ◽  
Social Life ◽  
Positive Impact ◽  
Mental Wellbeing ◽  
Negative Effects ◽  
Population Movements ◽  
Social Distancing ◽  
The Face ◽  
The Impact ◽  
Positive Impacts

The COVID-19 pandemic is a serious challenge for societies around the globe as entire populations have fallen victim to the infectious spread and have taken up social distancing. In many countries, people have had to self-isolate and to be confined to their homes for several weeks to months to prevent the spread of the virus. Social distancing measures have had both negative and positive impacts on various aspects of economies, lifestyles, education, transportation, food supply, health, social life, and mental wellbeing. On other hands, due to reduced population movements and the decline in human activities, gas emissions decreased and the ozone layer improved; this had a positive impact on Earth’s weather and environment. Overall, the COVID-19 pandemic has negative effects on human activities and positive impacts on nature. This study discusses the impact of the COVID-19 pandemic on different life aspects including the economy, social life, health, education, and the environment.

scholarly journals Feasibility of Kangaroo Mother Care (KMC) Implementation in Depok City, Indonesia

2021 ◽  
Vol 8 ◽  
pp. 2333794X2110123
Author(s):  
Tiara Amelia ◽  
Hadi Pratomo ◽  
Asri C. Adisasmita ◽  
Evi Martha ◽  
Yeni Rustina ◽  
...  
Keyword(s):  
Rapid Assessment ◽  
Kangaroo Mother Care ◽  
Assessment Procedure ◽  
Premature Births ◽  
Group Discussions ◽  
City District ◽  
Supporting Material ◽  
Family Readiness ◽  
The City ◽  
Depth Interviews

Background: The infant and neonatal mortality rate in Depok City is still high, with low birth weight (LBW) and premature births being one of the main causes. In 2018, 14 out of 41 cases of early neonatal death were due to LBW. Studies show that Kangaroo Mother Care (KMC) can prevent or reduce LBW deaths caused by hypothermia, but the implementation is still not evenly distributed. Objective: Describe KMC feasibility as a supporting material for a KMC policy umbrella at Depok City. Method: Qualitative research was conducted with a Rapid Assessment Procedure (RAP) design. A total of 56 informants were divided into 8 discussion groups, 7 in-depth interviews and 2 Focus Group Discussions (FGD). The types of informants were families and inter-sectoral officers. Thematic analysis was used to analyze the data. Results: KMC implementation feasibility in Depok City in terms of facilities and infrastructure was still limited and the quality was insufficient. The number of human resources was still limited, and the competency was still not evenly distributed. LBW family readiness can be maintained if provided with complete and accurate knowledge; therefore, a strong commitment may develop to continue KMC at home. The potential sources of KMC financing are found at health facilities and inter-sectoral; however, to use it, a legal umbrella at the city district level is necessary. Conclusions: The factors of potential financing sources need to be followed up into a priority. This is to overcome the constraints of KMC feasibility implementation.

scholarly journals SWK-12. PEDIATRIC NEURO-ONCOLOGY PARENT PERSPECTIVE ON ASPECTS OF SOCIAL AND EMOTIONAL SUPPORT FOR ONLINE APPLICATION

2020 ◽  
Vol 22 (Supplement_3) ◽  
pp. iii466-iii467
Author(s):  
Kendra Koch ◽  
Tatum Fettig ◽  
Meghan Slining
Keyword(s):  
Focus Group ◽  
Emotional Support ◽  
Deep Understanding ◽  
Personal Characteristics ◽  
Evidence Based ◽  
Family Needs ◽  
Social Emotional ◽  
Online Application ◽  
Parent Perspective ◽  
Social And Emotional

Abstract Addressing family needs for social/emotional support is part of the duty of oncology care teams. This research presents a (2020) scoping review and a (2019) focus group initiated to explore pediatric neuro-oncology parent experience of social/emotional support in conjunction with developing an online peer application to address family needs. Currently, the value of online support is in the forefront of clinical conversation. The focus group queried eight parents whose children were under neuro-oncology treatment in the Northwest USA. Thematic findings include—parents want supportive peers who have (1) a personal and deep understanding of parenting a child with serious illness (they “get it”); (2) particular characteristics and skills that promote and sustain relationships, including—(a) good social skills, (b) ability to engage in “balanced” (cancer/non-cancer) conversations, (c) individual similarities (beliefs, age of children, cancer diagnosis/treatment), (d) logistic commonalities (location, availability), (e) pro-social personal characteristics (i.e. sense of humor, emotional/social flexibility), and an (f) ability to navigate and maintain social/emotional boundaries. Parents also initiated discussion about “the burden of supportive relationships” and supporting families doing “normal” activities without worrying about treatment side effects and contagions. The literature review supports finding (1) above; reveals the paucity of evidence-based supports available to this population; underscores the critical need for practitioners and researchers to develop more evidence-based supports and interventions for families of children experiencing cancer; and supports practitioners’ consistently assessing parent and sibling social and emotional needs and then consistently referring or intervening when needs are identified.

scholarly journals Enhancement and Standardization of a Universal Social-Emotional Health Measure for Students’ Psychological Strengths

2021 ◽  
Author(s):  
Michael J. Furlong ◽  
Erin Dowdy ◽  
Karen Nylund-Gibson ◽  
Rhea Wagle ◽  
Delwin Carter ◽  
...  
Keyword(s):  
Emotional Health ◽  
Reliability And Validity ◽  
Validation Sample ◽  
Social Emotional ◽  
Social And Emotional ◽  
Criterion Validation ◽  
Adolescent Sample ◽  
Structural Validation ◽  
Diverse Groups ◽  
California Schools

AbstractRobust evidence links students’ positive mental health with academic achievement and provides a compelling rationale for developing and refining strength-based assessments. The Social Emotional Health Survey–Secondary (SEHS-S) assesses adolescents’ social and emotional skills and positive psychological dispositions. Previous studies provide reliability and validity evidence; nonetheless, there is a need for continued refinement and validation across diverse groups. The current study revised and standardized the updated SEHS-S-2020 to validate further its use in secondary schools (Grades 9–12) with a large, diverse adolescent sample. Study participants included 72,740 from 113 California schools (structural validation sample), 10,757 students from 15 randomly selected California schools (criterion validation sample), and 707 students from four additional California schools (test-retest sample). Data analyses examined structural validity, measurement invariance, criterion validity, internal consistency, and response stability. Results supported the SEHS-S-2020 validity across diverse groups of youth in various contexts. The discussion focuses on implications for assessing students’ psychosocial assets and universal school-based screening.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

scholarly journals Get Close to the Robot: The Effect of Risk Perception of COVID-19 Pandemic on Customer–Robot Engagement

2021 ◽  
Vol 18 (12) ◽  
pp. 6314
Author(s):  
Jifei Wu ◽  
Xiangyun Zhang ◽  
Yimin Zhu ◽  
Grace Fang Yu-Buck
Keyword(s):  
Risk Perception ◽  
Perceived Risk ◽  
Hospitality Industry ◽  
Positive Influence ◽  
Mediating Effect ◽  
Service Robots ◽  
Industry Analysis ◽  
Social Distancing ◽  
Risk Seeking ◽  
Positive Effect

The purpose of this study was to examine the effect of the COVID-19 pandemic on customer–robot engagement in the Chinese hospitality industry. Analysis of a sample of 589 customers using service robots demonstrated that the perceived risk of COVID-19 has a positive influence on customer–robot engagement. The positive effect is mediated by social distancing and moderated by attitudes towards risk. Specifically, the mediating effect of social distancing between the perceived risk of COVID-19 and customer–robot engagement is stronger for risk-avoiding (vs. risk-seeking) customers. Our results provide insights for hotels when they employ service robots to cope with the shock of COVID-19 pandemic.

involvED: Applying a Scientific Approach to Education Technology Innovation for Promoting Family Engagement in the Schools

2021 ◽  
pp. 004723952110551
Author(s):  
Lindsay B. Eck ◽  
Samuel F. Whitley
Keyword(s):  
Family Involvement ◽  
Classroom Teacher ◽  
School Psychologist ◽  
Family Systems Theory ◽  
Social Emotional ◽  
Social And Emotional ◽  
Scientific Approach ◽  
Consistent Manner ◽  
School Events ◽  
Technology Tool

Parent involvement is a reverently studied, crucial concept that impacts overall student achievement. An educational technology tool, involvED, was developed by a School Psychologist and Licensed Clinical Social Worker using principles of behavioral change research and grounded in family systems theory. Incorporating a scientific approach for targeted, meaningful intervention in regards to family involvement allows for addressment of equity gaps by educating underprivileged families on vital skills, including academic readiness, social emotional learning and trauma informed practices and responses, all while providing incentives for various levels of engagement. The researchers hypothesized that by educating families in an efficient, convenient and consistent manner, as well as providing user- selected incentives for engagement, it would not only increase parent attendance at school events, but also increase the academic, social and emotional skills of the child. Positive statistically significant effects were found amongst users of the tool on both dependent variables, event attendance and the academic, social and emotional ratings of the targeted students by the classroom teacher via the SAEBRS. By addressing potential parental skill deficits and incentivizing prosocial behaviors, student outcomes are positively affected, influencing a breadth of stakeholders.

A PILOT STUDY TO FIND THE EFFECTIVENESS OF SOCIALEMOTIONAL LEARNING INTERVENTION ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS.

2021 ◽  
pp. 65-68
Author(s):  
Jayashree Das ◽  
Soumitra Ghosh
Keyword(s):  
Pilot Study ◽  
Mental Disorders ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Changes ◽  
Social Emotional ◽  
Post Intervention ◽  
Social And Emotional ◽  
Stressful Environment ◽  
Concern For Others

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present, or its manifestations is linked to various psychosocial maladjustments or mental disorders and are negatively associated with prosocial behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as “the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively." In this pilot study 80 students from an English medium school were taken. Using three questionnaires, aggression and empathy of students were measured pre SEL intervention. After twelve sessions of SEL intervention, the aggression and empathy was again measured using the same questionnaires to nd out if there is a difference between the pre and the post scores. Most of the aggression and anger came down post SEL intervention. It was also found to have signicant difference in pre and post intervention ratings of empathy. The signicant difference in pre and post intervention ratings of aggression as well as empathy led to conclude the efcacy and effectiveness of the SEL intervention.

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