Coping With the Pandemic: Implementing Social and Emotional Learning in the California K-12 School System

Varghese, Agnes M.; Natsuaki, Misaki N.

doi:10.1177/23727322211033003

Cited by 6 publications

(4 citation statements)

References 35 publications

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“…We surveyed parents on their child’s use of a broad range of coping skills previously shown to be associated with improved social and emotional functioning, and are a typical part of most mental health treatments. Our findings add to the literature that adaptive child coping has positive effects on family functioning and parental well-being, and are consistent with recent calls for implementing similar interventions in other settings (e.g., schools) to address the pandemic’s impact on children ( Varghese and Natsuaki, 2021 ).…”

Section: Discussionsupporting

confidence: 89%

Brief report of protective factors associated with family and parental well-being during the COVID-19 pandemic in an outpatient child and adolescent psychiatric clinic

et al. 2022

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Families of children with mental health challenges may have been particularly vulnerable to emotional distress during the COVID-19 pandemic. This cross-sectional study surveyed 81 parents of children ages 6–17 years receiving mental health treatment in an outpatient clinic during the pandemic. We sought to characterize the impact of the pandemic on family relationships and parental well-being. Additionally, regression and ANCOVA models examined associations between four potentially protective factors—parents’ psychological resilience, perceived social support, positive family experiences during the pandemic, and children’s use of cognitive or behavioral coping strategies—with family relationships and parental well-being. Findings suggest that families of children with mental health conditions experienced remarkable challenges to family relationships, parental well-being, and parents’ perceived capacity to support their children’s mental health. Nearly 80% of parents reported a negative impact of the pandemic on their own well-being, and 60% reported reduced ability to support their children’s mental health. Simultaneously, protective factors appeared to mitigate the negative impact of the pandemic. Particularly, support within the family (e.g., co-parenting) and from external sources (e.g., mental health services) were associated with better self-reported well-being for parents and their capacity to support their children. Children’s use of coping tools, likely enhanced by mental health treatment, was also positively related to better family relationships and parental ability to support children with mental health challenges. Our findings highlight the need for enhancing supports for families at multiple levels including individual skill-building, family-based/parenting support, and community-based support.

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Section: Discussionsupporting

confidence: 89%

Brief report of protective factors associated with family and parental well-being during the COVID-19 pandemic in an outpatient child and adolescent psychiatric clinic

et al. 2022

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“…It emphasizes the integral role these competencies play in a student's overall development, both within the classroom and in life. Varghese and Natsuaki (2021) highlight the negative mental health impacts on California's K‐12 students due to COVID‐19 school closures, advocating for the implementation of Social and Emotional Learning (SEL) across schools for mental health recovery. Corcoran et al.…”

Section: Literature Reviewmentioning

confidence: 99%

A SWOT analysis of integrating cognitive and non‐cognitive learning strategies in education

Upreti,

Kushwah,

Vats

et al. 2024

Euro J of Education

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Students must receive the knowledge and skills they require for succeeding in a constantly changing world. Meeting each student's diverse needs, nevertheless, is difficult. For the purpose to promote student development and improve educational outcomes, this review study attempts to give a thorough conceptual framework for integrating both cognitive and non‐cognitive learning methodologies. While non‐cognitive learning focuses on social and interpersonal skills, emotional intelligence, and resilience, cognitive learning involves the acquisition of intellectual skills and critical thinking. Both types of education are essential for children's holistic development. Integrating non‐cognitive and cognitive approaches in education sector has several advantages. It promotes a well‐rounded education by offering a balanced approach that addresses the intellectual, emotional, and social elements of student progress. To support the suggested conceptual framework, a thorough analysis of recent research on the subject is conducted. The implementation of cognitive and non‐cognitive learning in the present condition is examined through a bibliometric analysis, which identifies research trends and gaps. In addition, a SWOT analysis has been done to assess the advantages, disadvantages, opportunities, and threats related to these strategies. The issues and areas that require additional research and development are better understood due to this analysis. The research's conclusions demonstrate the importance of adopting a well‐rounded educational strategy which considers various demands of students. The education system can encourage academic performance, critical thinking, socio‐emotional well‐being, and prepare students for success in a variety of spheres of life by integrating cognitive and non‐cognitive learning. It also points out the research gaps and underlines the value of further study for enhancing comprehension and cognitive and non‐cognitive learning methodologies' application.

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“…Losing a parent is an exceptionally traumatic event for a child. Moreover, they have not developed sufficient (Varghese & Natsuaki, 2021). Without proper treatment, this situation enables children to create other PTSD symptoms that may crystallize into abnormal behavior.…”

Section: Introductionmentioning

confidence: 99%

Symptoms of Posttraumatic Stress Disorder in Middle School Students After the Covid-19 Outbreak

Rusmana,

Hafina,

Ruyadi

et al. 2023

J. Kaji. Bimbing. dan Konseling

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COVID-19 bears various traumatic impacts on students. This study aims to identify PTSD symptoms in junior and senior high school students after the COVID-19 outbreak. The study was conducted using a cross-sectional survey method. Meanwhile, the data was collected using a problem checklist instrument. Further, the obtained data were analyzed using non-parametric statistics with the Mann-Whitney test to identify differences in PTSD symptoms based on gender and level of education. The results of the analysis show that symptoms appear in every physical, emotional, mental, behavioral, and spiritual aspect. Besides, we also found a significant difference in the level of anxiety disorder between male and female students after COVID-19, while there is no significantly distinct anxiety disorder between junior and senior high school students. In the end, we recommended that more in-depth research regarding the forms of intervention to reduce PTSD in students should be carried out. Abstrak: COVID-19 telah memberikan berbagai dampak traumatik bagi siswa. Penelitian ini bertujuan untuk mengidentifikasi gejala PTSD pada siswa jenjang SMP dan SMA setelah pandemi COVID-19. Penelitian dilakukan menggunakan metode survey cross-sectional dengan teknik random sampling untuk pengumpulan data. Pengumpulan data dilakukan dengan menggunakan instrumen daftar cek masalah. Analisis data dilakukan menggunakan statistik non-parametrik dengan uji Mann Whitney untuk melihat perbedaan gejala PTSD berdasarkan jenis kelamin dan jenjang pendidikan. Berdasarkan hasil analisis menunjukkan bahwa gejala muncul pada setiap aspek fisik, emosi, mental, perilaku, dan spiritual. Selain itu, terdapat perbedaan yang signifikan tingkat gejala PTSD pasca COVID-19 antara siswa laki-laki dan perempuan dan tidak terdapat perbedaan yang signifikan antara jenjang pendidikan SMP dan SMA. Peneliti memberikan rekomendasi untuk melakukan penelitian lebih mendalam terkait bentuk intervensi yang dapat dilakukan untuk mereduksi PTSD pada siswa di sekolah

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Coping With the Pandemic: Implementing Social and Emotional Learning in the California K-12 School System

Cited by 6 publications

References 35 publications

Brief report of protective factors associated with family and parental well-being during the COVID-19 pandemic in an outpatient child and adolescent psychiatric clinic

Brief report of protective factors associated with family and parental well-being during the COVID-19 pandemic in an outpatient child and adolescent psychiatric clinic

A SWOT analysis of integrating cognitive and non‐cognitive learning strategies in education

Symptoms of Posttraumatic Stress Disorder in Middle School Students After the Covid-19 Outbreak

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