Masculinity and emotionality in education: critical reflections on discourses of boys’ behaviour and mental health

Pearson, Rebecca

doi:10.1080/00131911.2021.1987390

Cited by 4 publications

(1 citation statement)

References 54 publications

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“…However, the difference in the tendencies of engaging in non-suicidal self-injury between males and females as reported in [31] or the higher self-reported distress in females as discussed in [30] could be due to the stigma associated with boys with regard to mental wellbeing and mental health services. Boys' behaviour with regards to mental health has been shown to be influenced by the societal constructs of masculinity [32], which might lead the male participants to provide responses that are not representative of their actual emotions. For example, Chandra et al [33] have found that boys have lower awareness of mental health concerns and have a higher stigma associated with it than girls.…”

Section: Gender Differences In Mental Wellbeingmentioning

confidence: 99%

Analysing Children’s Responses from Multiple Modalities During Robot-Assisted Assessment of Mental Wellbeing

Abbasi,

Spitale,

Anderson

et al. 2024

Int J of Soc Robotics

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According to the World Health Organization, the early identification of mental wellbeing issues in children is extremely important for children’s growth and development. However, the available health services are not sufficient to address children’s needs in this area. Literature suggests that robots can provide the support needed to promote mental wellbeing in children, but how robots can help with the assessment of mental wellbeing is relatively unexplored. Hence, this work analyses multiple data modalities collected in an exploratory study involving 41 children (8–13 years old, 21 females and 20 males) who interacted with a Nao robot for about 30–45 min. During this session, the robot delivered four tasks: (1) happy and sad memory recall, (2) the Short Moods and Feelings Questionnaire (SMFQ), (3) the picture-based task inspired by the Children Appreciation Test (CAT), and (4) the Revised Children Anxiety and Depression Scale (RCADS). We clustered the participants into three groups based on their SMFQ scores as follows: low tertile (16 participants), med tertile (12 participants), and high tertile (13 participants). Then, we described and analysed the data collected from multiple sources (i.e., questionnaires responses, audio-visual recordings, and speech transcriptions) to gather multiple perspectives for understanding how children’s responses and behaviours differ across the three clusters (low, med, vs high) and their gender (boys vs girls) for robot-assisted assessment of mental wellbeing. Our results show that: (i) the robotised mode is the most effective in the identification of wellbeing-related concerns with respect to standardised modes of administration (self-report and parent-report); (ii) children less likely to have mental wellbeing concerns displayed more expressive responses than children who are more likely to have mental wellbeing concerns; and (iii) girls who are more likely to have mental wellbeing concerns displayed more expressive responses than boys, while boys who are less likely to have mental wellbeing concerns displayed more expressive responses than girls. Findings from this work are promising for paving the way towards automatic assessment of mental wellbeing in children via robot-assisted interactions.

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