Many changes were thrust upon families by the COVID-19 pandemic, including mandated quarantines, social distancing, transitions to distance learning for children, and remote work. The current study used mixed methods to examine the challenges and resilience of families in the United States during the pandemic (May–July 2020), as well as predictors and moderators of parent/child psychological distress. Our sample included 469 parents (459 mothers) of children aged ∼2–13 years (239 girls, 228 boys, one nonbinary child, one “prefer not to answer” selection), who completed an online survey with closed-ended and open-ended portions. The sample had middle-to-high socioeconomic status and 86% of families were White/non-Hispanic. Qualitative (content and thematic analyses) and quantitative (descriptive statistics and regressions) findings revealed that, even in this relatively privileged sample, parents and families were experiencing struggles in many life domains (e.g., family, school) and shifts in family dynamics and routines, which were related to emotional and mental health. Families experienced many changes in their lives, some positive and some negative, and often exhibited resilience through managing these changes. Our moderation analyses indicated that COVID-19’s daily impact was significantly associated with psychological distress for children and parents, and this association was stronger for older versus younger children. Less active/instructive parental media mediation was also related to less child psychological distress. Moving forward, practitioners can focus on preventive efforts including psychoeducation regarding healthy outlets for negative emotions during COVID-19, and practical help troubleshooting childcare and health care challenges impacting many families.
This mixed methods study examined parent-reported child screen media use before and during the COVID-19 pandemic by examining 2019-2020 changes in parent perceptions of media, screen media use (SMU), and problematic media use (PMU) in children aged 2-13 years (N = 129; 64 boys, 64 girls, 1 nonbinary; 90.7% White, 4.6% Hispanic/Latino, 0.8% Black, 8.5% multiethnic; primarily middle-tohigh income). Quantitative analyses showed a significant SMU and PMU increase (medium effect size). There was a steeper increase in PMU among school-age (older) children. Together, the qualitative and quantitative results suggest that the PMU and SMU increase were influenced by distal, proximal, and maintaining factors including the COVID-19 pandemic, distance learning, child behaviors, other children, parental mediation, and positive media reinforcement.
Objective: To assess the dissemination of evidence-based content within smartphone apps for depression and anxiety by developing and applying user-adjusted analysis-a method for weighting app content based on each app's number of active users. Method: We searched the Apple App Store and Google Play Store and identified 27 apps within the top search hits, which real-world users are most likely to encounter. We developed a codebook of evidence-based treatment elements by reviewing past research on empirically supported treatments. We coded the apps to develop an initial tally of the frequency of treatment elements within the MH apps. We then developed and applied user-adjusted analysis to refine the tallies based on each app's number of monthly active users. Results: The two most popular apps were responsible for 90% of monthly active users, and user-adjusted analysis markedly altered conclusions of prior reports based on tallies alone. For example, mindfulness was present in 37% of apps but reached 96% of monthly active users, cognitive restructuring was present in 22% but reached only 2%, and exposure was present in 7% but reached only 0.0004%. Conclusions: The potential impact of MH apps on mental health may be best evaluated via assessment that combines tallies of evidence-based content with data on the content users are actually accessing. Given wide variation in the popularity of MH apps, findings weighted by usage data may differ markedly from findings based on raw tallies alone.
BackgroundThe COVID-19 crisis has introduced a variety of stressors, while simultaneously decreasing the availability of strategies to cope with stress. In this context, it could be useful to understand issues that people find most concerning and ways in which they cope with stress. In this study, we explored these questions with a sample of graduate and professional students.MethodUsing open-ended assessments, we asked participants (n = 305) to identify their biggest challenge or concern (“top problem”), their most effective way of handling stress (“effective strategy”), and their most common way of handling stress (“common strategy”). We applied thematic analysis and evaluated whether participants’ strategies corresponded with evidence-based practices (EBPs).ResultsParticipants frequently reported top problems relating to productivity (27% of sample), physical health (26%), and emotional health (14%). Distraction was the most frequently classified common strategy (43%), whereas behavioral activation was the most frequently identified effective strategy (50%). Participants who reported a common strategy classified as an EBP reported lower depressive and anxiety symptoms. In contrast, there was no evidence of an association between symptom levels and whether or not participants’ effective strategy was an EBP. Participants who reported the same strategy as both their common and effective strategy (29%) reported lower depressive symptoms than those whose common and effective strategies were different.ConclusionOur findings highlight stressors that students are experiencing and ways they are coping during the COVID-19 crisis. We discuss how these findings can inform mental health promotion efforts and future research on coping with stressors.
Family socialization into the centuries-old culture of Whiteness-involving colorblindness, passivity, and fragility-perpetrates and perpetuates U.S. racism, reflecting an insidious Whiteness pandemic. As a poignant case study, this mixed methods study examined Whiteness socialization among White mothers (N = 392, M = 37.99 years, SD = 4.34) in Minneapolis, Minnesota in the month following the May 2020 police killing of unarmed Black resident, George Floyd. Using Helms ' (1984, 2017) White racial identity development theory (WRID), content analyses of qualitative responses classified participants into lower versus higher levels of WRID, after which thematic analyses compared their Whiteness socialization beliefs/values, attitudes, practices, and emotions, and analyses of variance compared their demographics, multiculturalism, and psychological distress. There was strong convergence across qualitative and quantitative findings and results aligned with the WRID model. Racially silent participants (i.e., no mention of Floyd's murder or subsequent events on open-ended questions: 53%) had lower multiculturalism scores and lower psychological distress. Among mothers who were racially responsive (i.e., mentioned Floyd's murder or subsequent events: 47%), those with more advanced WRID (17%) had higher multiculturalism scores; lower ethnic group protectiveness scores; a more effective coping style featuring empathy, moral outrage, and hope; more color-and power-conscious socialization beliefs/values; and more purposeful racial socialization practices than their less advanced peers (30%). Collectively, color-evasion and power-evasion-pathogens of the Whiteness pandemicare inexorably transmitted within families, with White parents serving as carriers to their children unless they take active preventive measures rooted in antiracism and equity-promotion. Public Significance StatementFamily socialization into the centuries-old culture of Whiteness-involving colorblindness, passivity, and fragility-perpetrates and perpetuates U.S. racism, reflecting an insidious Whiteness pandemic. As a case study immediately following the high-profile 2020 police homicide of Black unarmed Minneapolis resident-George Floyd-by a White police officer, we found that most White Minneapolis mothers displayed apathy or were overwhelmed and fearful, and avoided discussing Floyd's murder or systemic racism with their children. On the other hand, mothers with more advanced White racial identity development (only 17%), who embraced multiculturalism more fully and felt less of a need to protect their own ethnic/racial group, displayed grief, concern, and hope, and discussed Floyd's murder and Black Lives Matter with their children using color-conscious and power-conscious parenting.
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