Evaluation of Anxiety Disorders and Protective-Risk Factors in Children during Pandemic Process

Abstract

In this study, the possible negative effects of the pandemic process on children with anxiety disorders or anxiety sensitivity, risk factors and protective factors are discussed from a psychological point of view. In this context, were tried to review risk factors and protective factors by compiling the studies published in the literature on behavioral and emotional disorders observed in children, especially during the pandemic period. As risk factors are discussed mainly personal psychological characteristics such as traumatic experiences etc. As protective factors, personal qualities such as psychological resilience are discussed from a broad perspective. The aim of the chapter is to draw attention to the possible risk factors of children with anxiety disorders during pandemic process and their disadvantageous position resulting from this. At the same time, it is to contribute to the awareness of protective factors and measures that can be taken to strengthen children against this disadvantageous position.

Semantic Uses of Emotional Intelligence in K-12 Teacher Roles: Discussing Concepts Across Social Cognitive Context

“…Nevertheless, as several studies have demonstrated, part of the reality is that students experiencing ACEs may rely in part on teachers for initial discussion of their situation which may tend to place teachers in a de facto assistive role to the mental health professionals for initial screening and even observation as students are in class regularly [45,50]. This is more support for the calls to increase collaboration between K-12 school administrators, school mental health professionals, teachers, and students' families [49,57,83]. The students' microsystems, mesosystems, and exosystems are intrinsically linked, and so the importance of collaboration is essential in addressing psychic contagion, especially from a semantic perspective.…”