COVID-19 should be considered an Adverse Childhood Experience (ACE)

McManus, Michelle; Ball, Emma

doi:10.35502/jcswb.166

Cited by 14 publications

(5 citation statements)

References 6 publications

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“…Research suggests that the recent COVID-19 pandemic, which spread globally in 2020 [11] and resulted in social restrictions on day-to-day life in Australia, is an ACE for some [12], with resulting impacts on socio-emotional development. In Australia, International borders were shut in March, 2020, leading to low case numbers throughout 2020 and 2021 until vaccination was widely available [13,14].…”

Section: Introductionmentioning

confidence: 99%

Socio-Emotional Experiences and Wellbeing of Deaf and Hard of Hearing Children and Their Parents before and during the COVID-19 Pandemic

et al. 2023

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Deaf and hard of hearing (DHH) children in Victoria, Australia, were exposed to strict public health restrictions, including sustained lockdowns, during the COVID-19 pandemic. DHH children have higher health and socio-emotional needs than their hearing peers. We aimed to (1) describe the socio-emotional experiences of DHH children and their parents and (2) compare child and parent socio-emotional wellbeing, before and during the COVID-19 pandemic. Between May and September 2020, 497 (62%) parents of DHH children from the Victorian Childhood Hearing Longitudinal Databank completed an online survey. Measures were drawn from the CoRonavIruS Health Impact Survey (CRISIS) v3.0. Data were summarized using descriptive statistics to compare outcomes before and during the pandemic. Parents reported their children to have more negative socio-emotional wellbeing (mean emotions/worries score, EWS, changed from 0.76 pre-pandemic to 1.10 during the pandemic, mean difference 0.34, 95% CI: 0.28 to 0.39), regardless of the type or severity of hearing loss. Parents also had more negative socio-emotional wellbeing (mean EWS changed from 1.05 pre-pandemic to 1.43 during the pandemic, mean difference 0.38, 95% CI: 0.31 to 0.44). Negative socio-emotional experiences co-occurred with large social changes during the pandemic. Additional services should support the socio-emotional wellbeing of DHH children during significant adverse childhood experiences.

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Section: Introductionmentioning

confidence: 99%

Socio-Emotional Experiences and Wellbeing of Deaf and Hard of Hearing Children and Their Parents before and during the COVID-19 Pandemic

et al. 2023

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“…Secondly, it may be beneficial to embed student-centered trauma-informed approaches into classroom learning, essentially modeling client-centered care by prioritizing student mental health needs (Edgelow & Cramm, 2020). Though COVID-19 has been an international crisis, research continues to emerge underscoring pandemic-related individualized trauma for college students internationally (Liu et al, 2022; McManus & Ball, 2020; Tasso et al, 2021). These traumas necessitate a more systematic, proactive approach to designing pedagogical environments for the current student population, serving their needs from both from a mental health and academic perspective (Barros-Lane et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…The confluence of factors during the COVID-19 pandemic, such as transition to remote learning, economic downturn, social distancing, and international health emergency resulted in significant life disruption for many people, among them college students (Barros-Lane et al, 2021;McManus & Ball, 2020). Per the Substance Abuse and Mental Health Services Administration (SAMHSA, 2014(SAMHSA, , 2018, trauma is a personal experience of an adverse or negative event, with lasting effects on health and well being.…”

Section: Introductionmentioning

confidence: 99%

Signature Pedagogies versus Trauma Informed Approaches: Thematic Analysis of Graduate Students’ Reflections

Friedman

2022

Pedagogy in Health Promotion

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The COVID-19 pandemic is evidenced as a traumatic event, impacting college students preparing for healthcare careers. Trauma-informed pedagogical evidence-based recommendations include clear instruction, faculty availability, and open acknowledgment of challenges . This study explored trauma-informed mechanisms embedded in a fully online health sciences course at a public New Jersey university, given during COVID-19 pandemic in spring, 2021, to ascertain student perceptions of mechanisms and sense of belonging within the online classroom environment. Thirty-four ( n = 34) Master’s and Doctoral graduate students were enrolled in this course, which met for 3 hours weekly, for a 15 week semester. Qualitative data were collected from students, including 42 reflective posts per student (for a total of 1,428 reflections) and anecdotal observations at semester’s end. Via qualitative reflexive thematic analysis, the following four themes emerged: (1) Recognizing the Moment, (2) Creating Empathic Connections, (3) Appreciating Availability/Flexibility, and (4) Clarity of Instruction. These themes are discussed, and implications for an actionable model for signature pedagogies embedded in trauma-informed care in graduate health science education are reviewed.

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“…In addition to COVID potentially leading to an increase in children experiencing maltreatment, literature is beginning to emerge which argues that given the collective nature of the pandemic, and the trauma associated with job losses, death of loved ones, lockdowns, isolation, and heightened stress, COVID itself to should be classified as an Adverse Childhood Experience (McManus and Ball, 2020;Hyter, 2021) which is impacting all children globally and causing many to display symptoms of toxic stress (Araújo et al, 2021). It is in this environment that teachers are finding themselves not only experiencing the stress of living during a pandemic, but also attempting to negotiate changing work conditions as well as meet the needs of a cohort of students who are displaying increasing symptoms of stress, trauma, and negative mental health (Araújo et al, 2021).…”

Section: Covid As a Contributing Factormentioning

confidence: 99%

Compassion fatigue and secondary traumatic stress in teachers: How they contribute to burnout and how they are related to trauma-awareness

2023

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IntroductionTeachers play an integral role in providing positive life experiences for their students and are especially crucial for students who are experiencing or have experienced a trauma in their lives. In Australia however, teachers are increasingly stating that they do not plan on remaining in the profession causing media and governments to warn of a teacher shortage. Several key factors for teacher attrition have been proposed, with burnout being described as a contributing factor). Studies which have focused specifically on teachers’ experiences working with students with histories of trauma have suggested links between lack of trauma-aware training and increased levels of compassion fatigue (CF), secondary traumatic stress (STS), and burnout.MethodsThis paper draws on established research into CF, STS and burnout as well as trauma awareness of teachers using a narrative topical approach to explore the challenges faced by teachers and students in a post-covid landscape.ResultsThe results of this review suggest a need for additional research into the impact on teachers of working with an increasingly traumatized student body.ConclusionThe lack of trauma-specific training reported by pre-service and current teachers indicate a need for higher education institutions and schools to better prepare teachers to support traumatized students while safeguarding their own wellbeing.

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COVID-19 should be considered an Adverse Childhood Experience (ACE)

Cited by 14 publications

References 6 publications

Socio-Emotional Experiences and Wellbeing of Deaf and Hard of Hearing Children and Their Parents before and during the COVID-19 Pandemic

Socio-Emotional Experiences and Wellbeing of Deaf and Hard of Hearing Children and Their Parents before and during the COVID-19 Pandemic

Signature Pedagogies versus Trauma Informed Approaches: Thematic Analysis of Graduate Students’ Reflections

Compassion fatigue and secondary traumatic stress in teachers: How they contribute to burnout and how they are related to trauma-awareness

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