Abstract
Since the beginning of the COVID-19 pandemic, much research has been done on the psycho-social consequences, especially for children, adolescents and families. In the long run, there is a large set of quantitative data available. However, these still seem to be not well understood. Theoretical classifications of the evidence also diagnostic tools still seem to be open. This paper elaborates a possible systematisation based on theoretical models of systemic self-organisation theories. This leads to a model for a comprehensive psycho-social child-in-environment diagnostic to map potential problem areas. Such a theoretical framing should enable both: a deeper understanding of the impact of pandemics on young people and hypotheses for intervention strategies in the context of pandemic management as well as in the context of diagnostic-systemic interventions in psycho-social working settings. In the coming months and years, it will be essential to be able to understand and describe psychosocial disabilities that have developed in the context of the pandemic in a differentiated way in order to establish targeted interventions.
Highlights
After the novel coronavirus SARS-CoV-2 spread very rapidly across more or less the whole globe at the beginning of 2020, measures were taken in almost all countries of the world to contain the outbreak
Time spent as a family can be considered by many young people as quality time that strengthens the attachment to parents, regardless of the young people’s age [20, 22, 23]
The pandemic brought new awareness to the attitude and appreciation of family and friendships. These factors in no way mitigate the risks and negative effects on many young people, but there is a high scientific evidence that the pandemic crisis was able to trigger positive effects in families that entered the crisis with little stress
Summary
After the novel coronavirus SARS-CoV-2 spread very rapidly across more or less the whole globe at the beginning of 2020, measures were taken in almost all countries of the world to contain the outbreak. Just as quickly as this discussion made it into the headlines of major newspapers, it seemed to end when, in the context of adult vaccination advances, increasingly relaxed containment measures were implemented Both for the reflection of the pandemic, the question of what can be learned for future scenarios comparable to the pandemic, and for the post-pandemic phase, it seemed important to the author to review the state of knowledge of psychological and social science research and to theoretically transfer it into models that enable professionals to diagnostically evaluate psycho-social risks of children and adolescents and to develop support measures . For further dynamic phases of this pandemic, for the hopefully soon reached time of the post-pandemic as well as preparatory for perhaps future pandemics and epidemics
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