Abstract
Psychosocial is commonly defined as referring to a relationship that is close in both psychological and social factors. Emotional and cognitive development, as well as social factors such as interpersonal relationships and the community in which a person lives all influence a person's psychological well-being. Psychosocial is focused on the interpersonal aspects that exist alongside psychological aspects (thoughts, emotions, and behavior) (social relations, traditions and culture). Initiated psychological encouragement (commonly referred to as DPA) is also known as PFA (PFA). Psychosocial encouragement is a type of DPA. DPA aims to reduce the detrimental effects of stress, to help individuals recover from disasters, and to assist in the process of their return to normal. A crisis situation is an ongoing (or expected) event that places people, groups, communities, or societies in an unstable and dangerous position, which then impacts those people, groups, or societies. There are both positive and negative impacts that teachers, students, and also parents have to face and deal with during a COVID-19 pandemic. Stress and pressure can arise naturally, for everyone, when someone is in an unpleasant/crisis situation. Emotional expressions, such as crying in children aged 0-3 years, or other non-adaptive behavior, such as aggressive or tantrums, are common indicators of stress in students (venting anger or excessive emotional outbursts at a certain age because there are unfulfilled wants or needs).
Highlights
Teachers, children, and parents will all be forced to adapt to the new environment during this epidemic era
In the midst of Covid-19, this study tries to discover psychological encouragement for high school pupils preparing for online learning
Students' stress can manifest itself in a variety of ways, including emotional displays like as sobbing in children aged 0-3 years or other non-adaptive behaviors such as aggression or tantrums
Summary
Children, and parents will all be forced to adapt to the new environment during this epidemic era. Low-income parents are less involved in their children's learning activities than upper-middle-income parents, owing to a lack of knowledge and a preoccupation with earning money During this pandemic, pupils are more vulnerable to not receiving their educational rights due to the restrictions of both students, parents, and teachers. Around 53% of participants reported that they were unable to meet their dietary demands throughout the pandemic, while only 40% stated that their nutritional needs were addressed adequately Both teachers and pupils are secluded and operate in less-than-ideal environments. Does it put pressure on students, but the pandemic condition that has led to the deployment of Distance Learning (PJJ) as an educational technique exposes teachers to risk. The assistance supplied is contingent on the local government's activities
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