学龄儿童的社会情感关注:呼吁在COVID-19和远程学习期间进行校本干预。

IF 1.2 Q3 SOCIAL WORK
Children & Schools Pub Date : 2021-05-25 eCollection Date: 2021-04-01 DOI:10.1093/cs/cdab010
Christine Teal Raffaele, Parmis Khosravi, Alyssa Parker, Sheina Godovich, Brendan Rich, Nancy Adleman
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引用次数: 5

摘要

早期研究表明,COVID-19大流行和随后的法规使儿童面临负面情绪、焦虑、注意力困难和社会挑战的风险增加。同时,这些困难也与儿童社会情感注意缺陷有关。在日常生活中,学生需要处理和回应大量复杂的社会情感信息,包括听老师讲课和与同龄人互动。由于COVID-19的限制,学生在在线学习期间必须盯着电脑屏幕,因此这些注意力需求和相关压力因素有所增加。然而,调查社会和情感信息对儿童注意力的作用的研究却很少。本研究评估了社会相关性和情绪效价对儿童注意需求的影响,以及功能与症状和缺陷的个体差异之间的关系,这些症状和缺陷可能因COVID-19大流行而加剧。结果表明,社会和情感信息影响儿童的注意力。任务表现还与消极情绪、社会压力和注意力集中有关。本研究强调需要以学校为基础的远程学习干预措施,以帮助改善COVID-19大流行给儿童带来的负面社会情绪风险。潜在的有效途径包括基于正念的干预和注意偏见修正训练。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Social-Emotional Attention in School-Age Children: A Call for School-Based Intervention during COVID-19 and Distance Learning.

Early research indicates that the COVID-19 pandemic and subsequent regulations put children at increased risk of negative mood, anxiety, attention difficulties, and social challenges. Concordantly, these difficulties also are associated with deficits in social-emotional attention in children. On a daily basis, students are required to process and respond to a large amount of complex social-emotional information, including attending to teachers and interacting with peers. These attentional demands and associated stressors have increased as students are required to stare at computer screens during online learning as a result of COVID-19 restrictions. However, there is a dearth of research that investigates the role of social and emotional information on attention in children. The present study assessed the effects of social relevance and emotional valence on attentional demands in children and how functioning is related to individual differences in symptoms and deficits that may be exacerbated by the COVID-19 pandemic. Results show that social and emotional information affect attention in children. Task performance also was associated with negative mood, social stress, and attention focus. This study highlights the need for school-based distance learning interventions to help ameliorate negative social-emotional risks of the COVID-19 pandemic in children. Potential effective avenues include mindfulness-based interventions and attention bias modification training.

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来源期刊
Children & Schools
Children & Schools SOCIAL WORK-
CiteScore
3.50
自引率
10.00%
发文量
18
期刊介绍: Children & Schools publishes professional materials relevant to social work services for children. The journal publishes articles on innovations in practice, interdisciplinary efforts, research, program evaluation, policy, and planning. Topics include student-authority relationships, multiculturalism, early intervention, needs assessment, violence, and ADHD. Children & Schools is a practitioner-to-practitioner resource.
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