Mental health problems of preschool children during the COVID-19 home quarantine: A cross-sectional study in Shanghai, China

Ma, Chenhuan; Lian, Jiqin; Chu, Li-ting; Zhang, Chun-cao; Tian, Ye; Chen, Jinjin; Wang, Yu

doi:10.3389/fpsyg.2022.1032244

Cited by 6 publications

(2 citation statements)

References 42 publications

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“…Sometimes, reasons can be magical but also unexplainable. Children at this age can see the virus as an enemy and can be fearful and worried that they could transmit the virus to other members of the family, particularly to grandparents [ 28 ].…”

Section: Reviewmentioning

confidence: 99%

“…Moreover, lockdowns, the inability to attend preschool activities, the lack of any social interactions with peers, long-term experience of fear of possible illness, and other threats significantly affected the behavior of preschool children. Several studies suggested a tendency toward adverse consequences on children's emotional and behavioral function in relation to lockdowns during the COVID-19 peak [11,12,[15][16][17][25][26][27][28]. Moreover, during the time when there was no lockdown, the threat of COVID-19 disease was ubiquitous.…”

Section: Negative Consequences Of the Covid-19 Pandemic Lockdownmentioning

confidence: 99%

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Cognitive-Behavioral Play Therapy and COVID-19 Pandemic Trauma in Preschool Children

Raudenska,

Gumančík,

Raudenský

et al. 2023

Cureus

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Traumatic life events, such as the ongoing COVID-19 pandemic, can be a challenging health emergency, among others. The pandemic can also affect young preschoolers. They can experience negative emotions and behavioral and social difficulties. It can be hard for children to understand on their own what is going on, as well as for their families. This narrative review summarizes the role of psychotherapeutic approaches in working with trauma and aims to manage trauma, such as COVID-19, in preschool children. It focuses on the possibilities of applying cognitive-behavioral play therapy (CBPT) in preschool children who suffer from trauma during the COVID-19 pandemic period. The therapeutic approaches are tailored to specific development in preschoolers. Furthermore, the article provides insights into the relationship between negative emotions, thinking, and behavior, and COVID-19 as a threat, by describing a cognitive model in preschool-aged children. Finally, the article offers possible ways of applying play-based cognitive-behavioral therapy programs in preschool children who are victims of trauma.

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Section: Reviewmentioning

confidence: 99%

Section: Negative Consequences Of the Covid-19 Pandemic Lockdownmentioning

confidence: 99%

Cognitive-Behavioral Play Therapy and COVID-19 Pandemic Trauma in Preschool Children

Raudenska,

Gumančík,

Raudenský

et al. 2023

Cureus

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Improving Emotional and Social Development in Preschool Children: Exploring the Effects of Mindfulness‐Based Mandala Intervention in Social Work Practice in Macao

Wong,

Zhang,

et al. 2024

Child & Family Social Work

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The COVID‐19 pandemic has posed significant challenges to children's well‐being. Mindfulness mandalas, which mobilise attention to the present moment and emphasise the cultivation of here‐and‐now awareness, have proven effective in adjusting attention and emotions. However, research on the effects of mindfulness‐based mandala intervention for children in social work practice, particularly in China, remains inadequate. Using mixed methods and adopting a randomised controlled trial, this study is aimed at exploring the effects of the mindful mandala intervention on improving children's attention and social–emotional competencies. This study involved 16 preschool children in Macao, China, with eight children randomly assigned to the experimental group and eight to the control group. Participants in the experimental group received 8 weeks of mindfulness‐based mandala painting intervention, while participants in the control group were treated as usual. The findings revealed that the intervention improved children's attention and social–emotional outcomes across five themes in the experimental group: attention enhancement, emotion awareness, emotion validation, emotion regulation and identifying interrelationships. This study highlights the effects of the mindful mandala intervention in promoting attention and social–emotional development among preschool children. It supports social workers and other mental health professionals in collaborating proactively with educators and caregivers using this technique to mitigate the impacts of the pandemic on children.

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Parenting style and child mental health at preschool age: evidence from rural China

Wang,

Tian,

Rozelle

2024

BMC Psychiatry

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Background Mental health problems among children at preschool age are a common issue across the world. As shown in literature, a caregiver’s parenting style can play a critical role in child development. This study aims to examine the associations between a caregiver’s parenting style and the mental health problems (or not) of their child when he/she is at preschool age in rural China. Methods Participants were children, aged 49 to 65 months, and their primary caregivers. The primary caregivers of the sample children completed the Parenting Styles and Dimensions Questionnaire, Short Version, the Strengths and Difficulties Questionnaire, and a questionnaire that elicited their socio-demographic characteristics. The level of cognitive development of each sample child was assessed using the Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition. Pearson correlation analysis, linear regression analysis, and multivariable regression analysis were used to analyze the data. Results The prevalence of mental health problems among sample children at preschool age was high (31.6%). If a caregiver practices an authoritative parenting style, it was found to be negatively associated with the mental health problems of their child. In contrast, a caregiver’s authoritarian parenting style was positively associated with the mental health problems of their child. Compared to those in a subgroup of primary caregivers that used a combination of low authoritative and low authoritarian parenting style, primary caregivers that used a combination of high authoritarian and low authoritative or a combination of high authoritative and high authoritarian were found to have positive association with child health problems. A number of demographic characteristics were found to be associated with the adoption of different parenting styles. Conclusion Different parenting styles (including authoritative, authoritarian, and combination of authoritative and authoritarian) of the sample caregivers had different associations with the mental health problems of the sample children. Parenting programs that aim to improve the parenting styles (favoring authoritative parenting styles) should be promoted in an effort to improve the status of child mental health in rural China.

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Mental health problems of preschool children during the COVID-19 home quarantine: A cross-sectional study in Shanghai, China

Cited by 6 publications

References 42 publications

Cognitive-Behavioral Play Therapy and COVID-19 Pandemic Trauma in Preschool Children

Cognitive-Behavioral Play Therapy and COVID-19 Pandemic Trauma in Preschool Children

Improving Emotional and Social Development in Preschool Children: Exploring the Effects of Mindfulness‐Based Mandala Intervention in Social Work Practice in Macao

Parenting style and child mental health at preschool age: evidence from rural China

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