Student and Teacher Evaluation of a School Re-entry Program Following the Initial Covid19 Lockdown

Capurso, Michele; Buratta, Livia; Pazzagli, Chiara; Salmi, Luciana Pagano; Casucci, Simone; Finauro, Stefania; Potenza, Cristina; Mazzeschi, Claudia

doi:10.1177/08295735211037805

Cited by 6 publications

(15 citation statements)

References 12 publications

(15 reference statements)

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“…The children also reported a high level of satisfaction with the activities. Most studies reported a statistically significant decrease in PTSD symptoms and anxiety and/or an increase in self-efficacy and coping in the intervention groups (Baum et al, 2013; Berger et al, 2007; Berger & Gelkopf, 2009; Capurso et al, 2021). Only three studies (Dhital et al, 2019; Karam et al, 2008; Peltonen et al, 2012) did not report statistically significant results.…”

Section: Resultsmentioning

confidence: 99%

“…and continues throughout the programme's delivery. In several of the studies, teachers were trained and involved in implementing the intervention (e.g., Ager et al, 2021; Berger et al, 2012; Capurso et al, 2021; Shoshani, 2020). To ensure standardization of the intervention, teachers were usually equipped with a written manual and the student curriculum materials, including detailed session plans and activities for each session (e.g., Ager et al, 2021; Berger et al, 2012; Shoshani, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…To ensure standardization of the intervention, teachers were usually equipped with a written manual and the student curriculum materials, including detailed session plans and activities for each session (e.g., Ager et al, 2021; Berger et al, 2012; Shoshani, 2020). For example, in a study of a school-based post-Covid-19 lockdown re-entry programme, Capurso et al (2021) showed that including teachers in the decision-making process about the intervention time and modality, providing training and a written manual, and direct and effective communication with teachers during the intervention, had positive impacts on the programme acceptability.…”

Section: Discussionmentioning

confidence: 99%

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Universal crisis psychoeducational interventions in schools: A scoping review

Capurso

Stasio²,

Ragni

2022

School Psychology International

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In times of crisis, schools are expected to help students deal with the situation and any help offered should consider the social and emotional problems arising from the critical event. Therefore, school-based activities enabling children to recognize the experience and work through it are essential to sustain their normal development and prevent academic and mental health problems. This paper provides an overview of the literature on universal school crisis interventions. We performed a scoping literature search in Scopus, ERIC, and Psych Info for articles published between January 2000 and May 2021 and identified 32 universal school-based crisis interventions based on three main crisis types (armed conflict, natural disaster, and Covid-19). Analysis of the methodologies and theoretical backgrounds generated six key psychoeducational factors commonly adopted. Comparing the different programmes in terms of topics, course content, duration, and methodology can help administrators and educators select the most appropriate crisis intervention for their school and situation. We also discuss the collaboration between mental health care specialists, school teams, and other important factors needed to implement these programmes and ensure their effectiveness under real-life conditions.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Universal crisis psychoeducational interventions in schools: A scoping review

Capurso

Stasio²,

Ragni

2022

School Psychology International

Self Cite

View full text Add to dashboard Cite

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“…In a recent study, a school reentry program was undertaken which offered instructors and students with activities in their classrooms to help them process emotions and lockdown experiences. The training was well received and was associated with a reduction in children's state anxiety and negative emotions (Capurso et al, 2021). The tertiary education institutes should implement a yearly mental health checkup to ensure students' education isn't affected.…”

Section: Discussionmentioning

confidence: 99%

Depression, Anxiety and Stress Level among University Students of Class Reentry Post Covid-19 Pandemic

2022

IJSSES

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Since the breakdown of the COVID-19, tertiary education in Malaysia is still using online classes. Returning to normal study routines might have some positive effects or opposite and causes anxiety for other students as with class reentry. Therefore, this study is evaluating the depression, anxiety, and stress in reentry classes of university students post covid-19 from all over Malaysia. Observational study was conducted using online questionnaire that was developed by adapting the Patient Health questionnaire (PHQ-9), Generalized Anxiety Disorder (GAD-7), and Perceived stress scale (PSS). The results show higher levels of anxiety and perceived stress among Malaysian university students towards class reentry which causes moderate depression. The findings revealed a significant correlation between depression, anxiety, and perceived stress. Thus, policies should be implemented by educational institutions and instructors to help understand the students' mental strain and deal with future pandemic to overcome students' anxiety and emotional distress.

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“…Sixty classes (72% primary school, 28% middle school) from three school districts in the Umbria region of central Italy took part in the program. This involved 54 teachers who administered it to 906 students [48.8% female, mean age 9.4 years, standard deviation (SD) 1.7 years, age range 7–13 years] after obtaining parental written consent and approval of each school board ( Capurso et al, 2021a ).…”

Section: Methodsmentioning

confidence: 99%

Primary and middle-school children’s drawings of the lockdown in Italy

Capurso

Buratta²,

Mazzeschi³

2022

Front. Psychol.

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This retrospective-descriptive study investigated how primary and middle-school children perceived the first COVID-19 lockdown in Italy (March–May 2020) as manifested in their drawings. Once school restarted after the first COVID-19 wave, and as part of a structured school re-entry program run in their class in September 2020, 900 Italian children aged 7–13 were asked to draw a moment of their life during the lockdown. The drawings were coded and quantitatively and qualitatively analyzed; several pictorial examples are illustrated in this article. Most children used colorful and full-body representations of the self, but in almost half of the pictures drawn by older students, the self was either missing or represented without the face visible. Most children drew the interior of their houses, and the outside world was completely invisible in over half of the pictures. The most represented activities among younger students were playing or sport, followed by screentime or technology-use. Domestic routines and distance learning were also depicted. Most children, but predominantly girls, drew characters showing emotional cohesion clues, and more younger pupils and girls depicted contentment as their main emotion. Conflicting emotions were virtually non-existent. Our data suggest that children coped with the lockdown through play, screen, and technology use. The high incidence of the missing self-representation in preadolescents could indicate how the enforced loneliness and lack of direct physical contact with others impacted their perception of the self. The findings presented here deepen our knowledge of the dynamics connected to the effects of the COVID crisis on children and young people and show how drawings can provide a valuable window into children’s emotions and perceptions.

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Student and Teacher Evaluation of a School Re-entry Program Following the Initial Covid19 Lockdown

Cited by 6 publications

References 12 publications

Universal crisis psychoeducational interventions in schools: A scoping review

Universal crisis psychoeducational interventions in schools: A scoping review

Depression, Anxiety and Stress Level among University Students of Class Reentry Post Covid-19 Pandemic

Primary and middle-school children’s drawings of the lockdown in Italy

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