Abusive and positive parenting behavior in Japan during the COVID-19 pandemic under the state of emergency

Yamaoka, Yui; Hosozawa, Mariko; Sampei, Makiko; Sawada, Naomi; Okubo, Yusuke; Tanaka, Kyoko; Yamaguchi, Arisa; Hangai, Mayumi; Morisaki, Naho

doi:10.1016/j.chiabu.2021.105212

Cited by 31 publications

(37 citation statements)

References 39 publications

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“…For instance, school closures as a preventive action led to students struggling with unexpected disturbances in their daily routine. Low physical activity, anxiety and depression, fear of the uncertain future, poor interaction and parent-child conflicts, and increased sedentary behavior are all among the negative impacts of the COVID-19 pandemic on the mental health of children and consequently the family (6). According to this mental health crisis, the implementation of targeted intervention can be essential (5).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Cognitive-Behavioral Therapy (CBT) in Well-Being and Perceived Stress in Adolescents with Low Academic Performance During the COVID-19 Pandemic

Shahrokhian¹,

Hassanzadeh²,

Razini³

et al. 2022

Int J Sport Stud Hlth

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Background: The COVID-19 pandemic is one of the serious issues which has affected mental health in the world. One of the age groups whose learning processes are highly influenced by the pandemic are adolescents, especially those with low academic performance. Although there have always been problems in the learning process at schools prior to the pandemic, online learning systems have added more challenges to the educational system which results in poor academic performance in this group. Increased stress is among the negative consequence which in turn can affect well-being. Objectives: The purpose of this study was to determine whether cognitive-behavioral therapy (CBT) affects well-being and perceived stress in adolescents with low academic performance during the COVID-19 pandemic. Methods: It was a quasi-experimental study with pre-test and post-test design and follow-up with a control group. The subjects were 30 adolescents with low academic who were chosen based on by convenience sampling method and were randomly assigned to the experimental group and the control group. The research tools were the well-being, perceived stress questionnaires, and CBT. The experimental group received CBT intervention for 10 sessions, each for 120 minutes online, and the control group did not receive any intervention. The data were analyzed by the repeated measures analysis method. Results: Based on the obtained results, there was a significant effect of CBT on well-being and perceived stress in the experimental group. The finding indicated that CBT led to increasing wellbeing and reducing perceived stress in adolescents with low academic performance (P ≤ 0.05). This effect impact was persisted following 3 months in the experimental group as well. Conclusions: Considering the effectiveness of mentioned therapy methods on adolescents with low academic performance, it is necessary to apply such a way to improve the well-being of adolescents and relieve their stress during the COVID-19 pandemic, which consequently leads to academic and mental improvement. Moreover, CBT is a feasible and acceptable intervention in adolescents with low academic performance.

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Section: Introductionmentioning

confidence: 99%

The Effects of Cognitive-Behavioral Therapy (CBT) in Well-Being and Perceived Stress in Adolescents with Low Academic Performance During the COVID-19 Pandemic

Shahrokhian¹,

Hassanzadeh²,

Razini³

et al. 2022

Int J Sport Stud Hlth

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“…From this perspective, positive parenting might be considered an important protective and facilitating factor of parent and family resilience ( Walsh, 2004 ; Miller-Graff et al, 2020 ) in the pandemic context. In this line, Yamaoka et al (2021) found that positive parental behaviors, especially those showing empathy, were associated with a lower risk of abusive behavior during the pandemic. By contrast, abusive parent behaviors were associated with greater use of screens, mental health problems of mothers, and intrafamily violence.…”

Section: Introductionmentioning

confidence: 91%

Parenting and Children’s Behavior During the COVID 19 Pandemic: Mother’s Perspective

et al. 2022

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Since the onset of the COVID-19 pandemic, many parents have felt anxious, overwhelmed, and stressed out due to the changes in education and family and working routines. This work aimed to (a) describe three dimensions of perceived parenting (positive parenting, parenting stress, and parental school support) in the COVID-19 pandemic context, (b) describe possible changes perceived by mothers in their children’s behavior during the social isolation phase, (c) analyze if behavioral changes vary according to the dimension of perceived parenting, and (d) analyze whether the characteristics of perceived parenting dimensions vary with mother’s age, number of children and number of work hours. The purposive sample consisted of 646 mothers of school-aged children in Argentina. Questionnaires on sociodemographic and work-related data, and on children’s behavior were administered, as well as an instrument (Vargas Rubilar et al., 2021) that assessed the three parenting dimensions (positive parenting, parenting stress, and parent-school support). The sociodemographic and work-related variables of the study were described using descriptive statistics: measures of central tendency, frequencies, and percentages. The changes perceived in children’s behavior according to the reports given by the mothers regarding positive parenting, parenting stress, and school support were compared using the Mann Whitney’s U test, respecting the qualitative nature of the evaluated indicators. A factorial MANOVA was conducted to analyze the effect of mother’s age, ä number of children, and the number of work hours on parenting perceived by mothers. Parenting dimensions influenced the perceived children’s behavior. Mothers with higher positive parenting perceived more changes in their children’s behavior. In addition, those mothers who were more stressed out perceived more problems in almost all the measured behaviors than less stressed mothers. The mothers who reported to have provided more school support to their children perceived that they adapted better to online classes. Finally, mothers’ age and the number of children I parenting, particularly on parenting stress and school support, whereas work hours did not. A number of children affected stress and school support, and age only affected parenting stress. The only significant interaction regarding parenting was observed between the number of children and the number of work hours, which specifically affected parenting stress. Although social isolation due to COVID-19 affected children’s behavior, according to mothers, this might be partially linked to the number of children, mothers’ age, and the mothers’ parenting style. These initial findings may allow the identification of some protective factors and some risk factors of parenting in the Argentine context of a pandemic, and the design of preventive psychoeducational interventions to optimize the psychological wellbeing of families.

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“…The types of games given to children greatly affect the psychological condition of children which will affect them when they are adults, therefore it is necessary to pay attention to the types of games according to their age [17]. varied atmosphere [20].…”

Section: The Selection Of Educational Game Toolsmentioning

confidence: 99%

The Relationship of Mother's Knowledge with the Selection of Educational Game Tools among Preschool Age Children during the COVID-19 Pandemic

Suhariati¹,

Nofalia²

2022

Babali Nurs. Res.

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Introduction: Most parents or mothers do not understand about educational game tools, even many of them buy beautiful and interesting game tools but they do not think what to do with these game tools. In this case, if children are left in this condition, in the end this can actually be counterproductive to the purpose of education itself and interfere the growth process of preschool age children (4-6 years). The purpose of this study is to know the relationship of mother’s knowledge with the selection of educational game tools among preschool age children during the COVID-19 pandemic. Methods: The design of this study used cross-sectional analysis with a population of all mothers who have preschool children at Al Husna Tembelang Islamic Kindergarten, Jombang with a sample of 40 people using simple random sampling technique. The data was collected through a questionnaire, then to determine the relationship between the two variables, the Spearman Rank statistical test was carried out with a significance level of = 0.05. Results: The results showed that most of the mothers had good knowledge of 52.6% while the selection of educational game tools was 50% according to the age of the children. Based on the results of the Spearman Rank correlation test, the value of < or 0.000 < 0.05. Conclusion: The conclusion of this study there is a relationship between mother's knowledge and the selection of educational game tools for preschool age children during the COVID-19 pandemic at Al Husna Tembelang Islamic Kindergarten, Jombang.

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Abusive and positive parenting behavior in Japan during the COVID-19 pandemic under the state of emergency

Cited by 31 publications

References 39 publications

The Effects of Cognitive-Behavioral Therapy (CBT) in Well-Being and Perceived Stress in Adolescents with Low Academic Performance During the COVID-19 Pandemic

The Effects of Cognitive-Behavioral Therapy (CBT) in Well-Being and Perceived Stress in Adolescents with Low Academic Performance During the COVID-19 Pandemic

Parenting and Children’s Behavior During the COVID 19 Pandemic: Mother’s Perspective

The Relationship of Mother's Knowledge with the Selection of Educational Game Tools among Preschool Age Children during the COVID-19 Pandemic

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