Parents’ Perceived Impact of the Societal Lockdown of COVID-19 on Family Well-Being and on the Emotional and Behavioral State of Walloon Belgian Children Aged 4 to 13 Years: An Exploratory Study

Stassart, Céline; Wagener, Aurélie; Étienne, Anne-Marie

doi:10.5334/pb.1059

Cited by 20 publications

(19 citation statements)

References 45 publications

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“…Fourth, information on children lacks precision since participants did not have to indicate the number of children, their age, if they were still living in the same house, if they had to accompany learning activities at home. Yet, these different elements have been proven to influence one’s well-being since the pandemic (e.g., Stassart, Wagener, & Etienne, 2021 ).…”

Section: Limitationsmentioning

confidence: 99%

COVID-19 and Its Lockdown in Belgium: How Limited Access to Environmental Satisfaction Impacts Emotions?

Wagener

Stassart

Étienne

2022

Psychologica Belgica

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The COVID-19 pandemic has been shown to induce several psychological consequences (e.g., increases in anxiety and stress). Accordingly, it seems relevant to investigate how individuals cope with their emotions. Indeed, when facing negative emotions, individuals need to rely on adaptive emotion regulation strategies to alleviate their negative impacts (e.g., decrease in quality of life, increase in sleep disturbances). Moreover, lockdown’s measures led to a restriction of the access to activities which, in turn, might have decreased the “environmental satisfaction”. Then, this research investigates the pandemic’s psychological impacts on emotions and regulation strategies, intolerance of uncertainty, and environmental satisfaction. Our approach’s originality relies on comparing one’s actual psychological functioning (i.e., since the pandemic) to one’s general psychological functioning (i.e., before the pandemic). This study also assesses the relationships between both negative and positive emotions and (1) emotion regulation strategies, (2) intolerance of uncertainty and, (3) environmental satisfaction since the pandemic and its lockdown. The total sample comprised 948 adults from the general population. Results show that, since the pandemic, individuals experience higher levels of negative emotions, lower levels of positive emotions and environmental satisfaction. They also tend to worry less and to resort to acceptance more often. Also, environmental satisfaction is the most important predictor of both negative emotions and positive ones. Overall, findings confirm previous ones and seem to indicate that environmental satisfaction should be addressed more thoroughly.

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Section: Limitationsmentioning

confidence: 99%

COVID-19 and Its Lockdown in Belgium: How Limited Access to Environmental Satisfaction Impacts Emotions?

Wagener

Stassart

Étienne

2022

Psychologica Belgica

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“…On the other hand, the psychological literature routinely studies children’s psychological well-being through their parents’ perceptions. This has been also done during the COVID-19 lockdown, for instance by Pisano et al ( 2020 ), Orgilés et al ( 2020 ), and Stassart et al ( 2021 ). For all these reasons, identifying those children who, according to their parents, have suffered more during the lockdown, might help policymakers to target interventions aimed at containing the surge of educational inequality.…”

Section: Introductionmentioning

confidence: 97%

“… 18 Again, one could doubt that parental perception of children emotional status may be affected by measurement error. However, the psychological literature has routinely used parental perceptions to study children’s psychological wellbeing, even during the lockdown (Orgilés et al, 2020 ; Pisano et al, 2020 ; Stassart et al, 2021 ). …”

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confidence: 99%

Child development and distance learning in the age of COVID-19

et al. 2022

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School closures, forcibly brought about by the COVID-19 crisis in many countries, have impacted children’s lives and their learning processes. The heterogeneous implementation of distance learning solutions is likely to bring a substantial increase in education inequality, with long term consequences. The present study uses data from a survey collected during Spring 2020 lockdown in France and Italy to analyze parents’ evaluations of their children’s home schooling process and emotional well-being at time of school closure, and the role played by different distance learning methods in shaping these perceptions. While Italian parents have a generally worse judgment of the effects of the lockdown on their children, the use of interactive distance learning methods appears to significantly attenuate their negative perception. This is particularly true for older pupils. French parents rather perceive that interactive methods are effective in mitigating learning losses and psychological distress only for their secondary school children. In both countries, further heterogeneity analysis reveal that parents perceive younger children and boys to suffer more during this period.

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“…Such stressors can, in turn, influence the quality of family relationships, making patient and empathic parenting challenging at times (Osborne et al, 2008). Families in several European countries (Italy, Spain, and Belgium;Orgilés et al, 2020;Stassart et al, 2021) and the United Kingdom (Morgül et al, 2020) reported difficulties with family co-existence during the home confinement. In the United Kingdom, families who found co-existence difficult were more likely to report that their children's behavior and emotional state had changed for the worse since the lockdown had started (Morgül et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Caregiver-Reported Changes in the Socioemotional Wellbeing and Daily Habits of Children With Special Educational Needs During the First COVID-19 National Lockdown in the United Kingdom

et al. 2022

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The implementation of social distancing measures (e.g., school closures) by governments worldwide to prevent the spread of COVID-19 has affected millions of children and their families. However, the consequences of such measures on the wellbeing of children with special educational needs (SEN) and their caregivers are not fully understood. The present study examined the socioemotional wellbeing and daily habits of children between 5 and 12 years old with SEN during the first national COVID-19 lockdown in the United Kingdom. Participants were 995 caregivers between 18 and 61 years old living in the United Kingdom who completed a 20 -min electronic survey on child and family wellbeing distributed via social networks between July and August 2020. The findings showed that children with SEN were more likely to experience more emotional and behavioral difficulties during the lockdown than children without SEN. Children with SEN but without mental health difficulties did not have more behavior difficulties during the lockdown than children without SEN. There was a significant increase in screen time and decrease in sleep time for children with and without SEN during the lockdown, but children with SEN were using screens more often than children without SEN both before and during the lockdown. Finally, caregivers with children with SEN reported more difficulty with the confinement than caregivers with children without SEN, but caregiver and child poor mental health were likely to explain the difference. The findings show that the wellbeing of children with SEN was more likely to be negatively affected by the lockdown than the wellbeing of children without SEN. Caregiver and child mental health were likely to explain the differences.

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Parents’ Perceived Impact of the Societal Lockdown of COVID-19 on Family Well-Being and on the Emotional and Behavioral State of Walloon Belgian Children Aged 4 to 13 Years: An Exploratory Study

Cited by 20 publications

References 45 publications

COVID-19 and Its Lockdown in Belgium: How Limited Access to Environmental Satisfaction Impacts Emotions?

COVID-19 and Its Lockdown in Belgium: How Limited Access to Environmental Satisfaction Impacts Emotions?

Child development and distance learning in the age of COVID-19

Caregiver-Reported Changes in the Socioemotional Wellbeing and Daily Habits of Children With Special Educational Needs During the First COVID-19 National Lockdown in the United Kingdom

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