Social Emotional Well-being Research Articles

Social Emotional Well-Being, Psychological Resilience and Behavioural Problems in Preschool Children: The Mediating Role of Emotion Regulation

Social Emotional Well-Being, Psychological Resilience and Behavioural Problems in Preschool Children: The Mediating Role of Emotion Regulation

AN EXPLORATION OF HOW THE COVID-19 PANDEMIC HAS SHAPED DIGITAL PEDAGOGY AND INFLUENCED TEACHERS AND LEARNERS -A STUDY BASED ON THE MANGALURU REGION

The COVID-19 pandemic necessitated an unexpected, rapid pivot to online education across school districts in Mangaluru. As emergency remote teaching has given way to more permanent integrations of technology-enabled instructional models, there remains a need to examine the resulting outcomes for regional students and teachers. This exploratory study aims to understand how this sudden, immense digital adoption has shaped academic approaches and influenced learners and educators specifically in the Mangaluru area. Using surveys and focus groups, the attitudes, experiences and perceptions of teachers, students, parents and administrators will be analyzed to assess localised trends, benefits, challenges and impacts associated with pandemic-prompted pedagogical transformations. Key dimensions planned for investigation include academic engagement, social-emotional well-being, digital literacy and skills development, teacher workloads and support systems, and student performance and equitable access. By gathering rich insights around stakeholder experiences, the research seeks to provide Mangaluru education leaders, policymakers and curriculum designer’s valuable data for informing effective digital integration strategies, staff support and training programs, and access-improvement initiatives tailored to the needs of regional learner demographics. With technology-immersive classrooms likely persisting post-pandemic, findings will aid local decision-makers in maximising academic promise while safeguarding learner growth and nurturing robust communities of empowered 21st-century teachers and students.

How does parental rearing patterns of children in upper primary school impact social withdrawal? A mediating effect of emotional regulation.

The present study endeavors to elucidate the impact of emotional regulation and parental rearing patterns on the social development of children in the upper grades of primary school. A burgeoning body of literature suggests that these factors significantly influence children's social adaptation and emotional well-being, yet a comprehensive examination of these relationships is warranted. Employing a cross-sectional design, this investigation utilized the Egna Minnen Beträffande Uppfostran (EMBU), Emotional Regulation Questionnaire for Children (ERQC), and Child Behavioural Issues Scale (CBCL) to assess a sample of 276 pupils across grades 4-6. The selection of these instruments allowed for a multifaceted evaluation of the constructs of interest. A pronounced disparity in parental rearing practices, emotional regulation capabilities, and levels of social withdrawal was observed among the different grades, with grade 5 exhibiting the most pronounced effects. Parental emotional warmth demonstrated a significant positive correlation with children's emotional regulation abilities, while punitive, rejecting, and preferential behaviors were inversely correlated. The study established that parental rearing practices indirectly influence social withdrawal through the mediating role of children's emotional regulation, underscoring the complexity of this relationship. The results underscore the salient role of parental rearing and emotional regulation in the social development of children. The study contributes to the existing literature by providing a nuanced understanding of the mechanisms through which parenting styles and emotional competencies interplay to affect social withdrawal. Implications for educational practices and future research directions are discussed.

Experiences of integrated care: consumer perspectives

Introduction: While many service users have co-existing physical and mental health concerns, health professionals can tend to approach clients only through their single professional focus. This does not match service users lived experience of the dynamic relationship between physical, social and emotional health. ‘Diagnostic overshadowing’ refers to when clinicians only attend the presenting problem and fail to consider other important areas of health and wellbeing. For people living with mental illness this can result in poor health outcomes and substantially reduced life expectancy. This paper presents two studies investigating consumers perceptions and experiences of physical health and mental health care.
 Aims, Objectives, Theory or Methods: The aim of the research was to explore the experience of care of service users. In particular, the extent to which GPs, allied health and mental health professionals ask about domains outside their traditional professional sphere, such as physical health, mental health, and social wellbeing. Using a co-design, co-production approach this paper reports the results of a national survey on mental health consumers’ experience of GP, allied health and mental health care. It also presents a qualitative analysis of in-depth interviews with service users on their experiences of physical and mental health care. 
 Highlights or Results or Key Findings: The quantitative analysis of survey data revealed approximately 1 in 5 mental health professionals asked about physical health. Similarly, only approximately 1 in 5 allied health professionals enquired about their clients’ social-emotional wellbeing. Disturbingly, when service users raised significant concerns about their physical health or the side-effects of medication, only 52 and 55% (respectively) of health professionals took these concerns seriously. The GP data was generally much better. However, only a low percentage of GPs asked about smoking or breast, prostate, or bowel cancer screening, all of which are major causes of premature mortality for people living with mental illness. 
 The qualitative study of service users’ experiences revealed themes of stigma and discrimination combined with difficulty accessing services. It also revealed frustration about the lack of communication between the healthcare professionals. However, another emergent theme was the transformative power of affirming, considerate encounters with health professionals.
 Conclusions: These results demonstrate the importance of a whole-of-person, integrative approach from the consumer perspective. Diagnostic overshadowing and the consequent failure to consider potential co-existing health factors, misses an opportunity for comprehensive and connected care and may contribute to the increased incidence of premature death from chronic diseases for people with mental illness.
 Implications for applicability/transferability, sustainability, and limitations: These studies only report consumer experiences of their contact with health professionals. A survey of health professionals’ perspectives may provide different results. Nonetheless, the results point to the benefits of educating health professionals to widen their focus to consider and acknowledge the totality of the person; not just the presenting problem within their narrowly focussed professional remit.

Impact of Child and Family Factors on Caregivers' Mental Health and Psychological Distress during the COVID-19 Pandemic in Greece.

Although primary caregivers of children with developmental disabilities (DDs) experience higher levels of distress than primary caregivers of typically developing children do, this problem has received limited attention in Greece. Therefore, this study examined mental health and associated factors among primary caregivers of children with and without DDs in Greece during the COVID-19 pandemic. This cross-sectional study included 156 participants. Primary caregivers completed a self-report survey on sociodemographic characteristics, the Depression, Anxiety, and Stress Scale-21 items, and the 12-item General Health Questionnaire. Primary caregivers of children with DDs, particularly mothers, reported more mental health problems and higher levels of psychological distress than the control group. Among families parenting a child with disabilities, caregivers' psychological distress was significantly related to having a child with autism spectrum disorder and the severity of the child's behavioral difficulties. Significant predictors of caregivers' distress were the parent being female, the child being male, a single-parent family, a lower income, and higher depressive symptoms. Caregivers raising children with DDs face unique challenges in terms of care, necessitating the development of family-based interventions to improve the social-emotional well-being and overall quality of life for both parents and children.

Exploring the Holistic Needs of People Living with Cancer in Care Homes: An Integrative Review.

Up to 26% of individuals residing in care homes are impacted by cancer. This underscores the importance of understanding the holistic needs of care home residents living with cancer to enhance the quality of their care. The primary objective of this integrative literature review was to consolidate the available evidence concerning the comprehensive needs of people living with cancer in care home settings, providing valuable insights into addressing their diverse needs. An integrative literature review was conducted using a systematic approach. Extensive searches were conducted in three databases, complemented by a thorough examination of grey literature and reference lists of relevant papers. The review focused on literature published between 2012 and 2022. The screening process involved two independent reviewers, with a third reviewer resolving any discrepancies. The review identified twenty research papers that met the eligibility criteria. These papers shed light on three primary themes related to the holistic needs of care home residents with cancer: physical, psychological, and end-of-life needs. Physical needs encompassed pain management, symptom control, and nutrition, while psychological needs involved social support, emotional well-being, and mental health care. End-of-life needs addressed end-of-life care and advance care planning. These themes highlight the multifaceted nature of cancer care in care homes and underscore the importance of addressing residents' holistic needs in a comprehensive and integrated manner. Improving care home education about cancer and integrating palliative and hospice services within this setting are vital for addressing the diverse needs of residents with cancer.

The Perception of ChatGPT among Educators: Preliminary Findings

ChatGPT was first released in November 2022, which has led to varying reactions among educators. Educators are one of the major stakeholders in the education system. As a result of this, educators’ perceptions of ChatGPT are worth investigating to inform future policy decision-making. This study examined the perceptions of ChatGPT among educators using an online survey. Thematic coding was conducted to interpret perceptions about their concerns about ChatGPT and their thoughts on the potential benefits of ChatGPT in education. The results indicated that even though educators did not know much about ChatGPT yet, they were open to receiving training about its applicability within education. Educators mentioned plagiarism/cheating, loss of higher-order thinking skills, overreliance on technology, lack of authenticity, decreasing content comprehension, fears of the unknown, and concern for social-emotional well-being as their concerns. On the other hand, educators were hopeful about developing teaching materials to reduce workload, instant information access, and a higher level of teaching using ChatGPT. The findings of the study suggest some important implications and recommendations for educators and policymakers.

Remembering the Past with Today's Technology: A Scoping Review of Reminiscence-Based Digital Storytelling with Older Adults.

Reminiscence has been identified as a potentially effective intervention strategy for the mental health of older adults. It has been suggested that reminiscence work and subsequent production of a life storybook (e.g., DST: digital storytelling) is associated with improvements in the well-being of older adults. The specific objectives of this scoping review are to: (1) examine how reminiscence-based DST is conducted/used with older adults, (2) identify whether and how intergenerational engagement is included in this literature, and (3) report on the outcomes identified in this literature, including older adults as well as other participants such as co-creators and viewers of DST. A scoping review following the Joanna Briggs Institute's methods and the Arksey and O'Malley framework examined studies published in English that included reminiscence with older adults and incorporated digital storytelling. The initial search resulted in 702 articles for review, and following screening, 35 studies were included for full-text review. A total of 10 articles specifically on reminiscence-based DST were identified for final review. Only one study intentionally included intergenerational engagement in its design. DST impacted older adults on their personal meaning and catharsis, social connectedness, cognitive function, and spiritual and emotional well-being. Impacts on reviewers and creators were also reported. Overall, the combination of individual reminiscence work with intergenerational engagement and the use of DST is largely understudied. Additional research is warranted given there is a credible evidence base for these types of interventions.

Supporting Early College High School Students: The Effects of Cognitive Behavioral Therapy for Perfectionism on Perfectionism, Negative Affectivity, and Social–Emotional Well-Being

Supporting Early College High School Students: The Effects of Cognitive Behavioral Therapy for Perfectionism on Perfectionism, Negative Affectivity, and Social–Emotional Well-Being

“I Think She’s Forgiven Me”: Utilizing the Language of Play to Nurture Connection between a Nonverbal Child and Their Mother

The ability to communicate, to understand and share meaning, is a salient feature of human development, crucial for integration in, and acceptance by, the social group and for the emergence of a sense of selfhood. Human infants are primed to communicate through playful interaction from the moment of birth and play remains the primary mode of communication throughout childhood, accessible by all ages and abilities. Play is integral to the development of intersubjectivity on which all human connection depends, and which is vital to social acceptance and emotional wellbeing. This paper describes the way in which play represents a mode of metacommunication when a child is diagnosed with a serious illness or disability as a means of sharing meaning around healthcare experiences. A case example from the Japanese context illustrates the way in which the Health Play Specialist uses the language of play to nurture connection in a parent-child dyad living with a diagnosis of neurological impairment, reinforcing the need for wider recognition of the role of play as the universal language of childhood.

Conflict management in Physical Education: The critical role of team-based activities in physical education to improve cooperation and wellbeing

Physical Education (PE) teachers’ responsibility is critical in supporting the development of students’ motivation, positive attitude and behaviour. . This study explored students’ conflict management styles, the most common sources of conflicts during PE, and the relationship between conflict management styles, self-perceived health and social-emotional wellbeing among high school students in Hungary. A self-administered, anonymous, cross-sectional survey was completed by students in high school (n=385, 54.8 % female Mage =16.98 yrs, SD. 1.28). Only 2.9% of the students reported applying a collaborating management style. These students also rated their health higher. However, students with competitive conflict management were more satisfied with their lives. Most students never had conflicts with the teacher, and if any, they used accommodating conflict management strategies. Behavioural expectations, extreme performance requirements, and disliking the subject were the most common sources of conflicts in PE. The conflict management strategies did not significantly correlate with the psychosomatic symptoms scale; however, students with collaborating conflict management reported fewer sleep problems. These findings underpin the significant role of conflict management skills in health and social-emotional wellbeing. Keywords: adolescent, team sports, physical education, wellbeing, conflicts

Democracy Therapy: Lessons from ThriveNYC

Abstract Despite massive unmet needs, U.S. mental health care systems and policy continue to aim too low. Laments about brittle foundations-including inadequate funding, fragmentation, stigma, lack of parity, ineffectiveness, unavailability, overmedicalization, and coercion-all share the same source. The mental health system is not working because it has been chasing the wrong goal: to treat illness, rather than to enable people to do nurturing things together. A focus on community nurturing and caring changes everything. It yields better treatment approaches while also engaging with the mutually reinforcing and desperately needed work of social cohesion, emotional well-being, participatory action, and communal learning and connection. In fact, the nurtured emotional health of individuals is fundamental to humane and resilient societies and to democracy itself. And in the face of environmental collapse and the related unraveling of core institutions, the stakes have never been higher. This essay makes the case for a paradigm shift in care and explores a recent effort to implement it at scale: ThriveNYC. The successes and especially the failures of ThriveNYC point to the possibilities and challenges of this essential mission.

Social support and emotional well-being among boarders and day school students: A two-wave longitudinal study

The present study assessed the impact of boarding school experience on the emotional well-being of primary school students and explored the associations between parent and peer support and students’ emotional well-being using a two-wave longitudinal design. The participants were 289 primary school students (45.3% boys; 55.4% boarders) from fourth to sixth grades in mainland China. Children reported parent and peer support and emotional well-being at the beginning of the first semester (Time 1) and two months later (Time 2). Results showed no significant difference in emotional well-being between boarders and day school students. Cross-lagged path models showed that peer support was positively associated with children’s later overall emotional well-being, life satisfaction, and happiness. Parent support was negatively associated with children’s later overall emotional well-being and happiness. Multi-group analysis revealed that boarders’ peer support, rather than parent support, was positively associated with emotional well-being. For day school students, parent support was negatively related to later emotional well-being, whereas peer support was positively associated with later happiness. Implications for educators, child service providers, and parents were discussed.

Social support and emotional wellbeing among women living with bacterial vaginosis in new york city

Abstract Background Bacterial Vaginosis (BV) is a common pathological vaginal condition in women and is disproportionately higher among Black (33%) and Hispanic women (31%) than among non-Hispanic White (23%) or Asian women (11%). BV can have highly distressing impacts on women, yet the role of social support has received limited attention. This paper aimed to explore women's experiences of social support for BV. Methods We conducted semi-structured interviews with women (n = 41) aged 18 years or older and who had a BV diagnosis in the past year. Interviews examined women's infection history and symptoms, BV management approaches, the impact of BV on women's lives, and BV clinical care experiences. Qualitative data were analyzed with an a priori coding framework based on key domains, followed by open-coding to uncover emergent themes. Results The majority of participants were Non-Hispanic Black/African American (63.4%). Nearly a quarter (22.0%) of participants identified as lesbian or bisexual or reported having sex with a woman in the past year. Most women with BV expressed feelings of shame. Many women noted a lack of social support, particularly from sexual partners, which might lead to relationship mistrust and blame for the infection. Sexual partners’ inadequate knowledge of BV resulted in women's reluctance to discuss their diagnosis and avoidance of sexual activities. Supportive partners or friends helped women recognize BV infection and seek treatment earlier, provided emotional support and reduced feelings of isolation. In addition, women reported receiving greater support and care from sexual health clinics than from other healthcare settings. Conclusions The study highlights the importance of social support in women's experiences of BV. Findings imply that enhancing sexual partners’ understanding of BV, fostering open-dialogues among women, and promoting empathetic healthcare systems can potentially improve women's emotional well-being and overall BV experiences. Key messages • The study highlights the importance of social support in women’s experiences of BV. • Enhancing sexual partners’ understanding of BV, fostering open-dialogues among women, and promoting empathetic healthcare systems can potentially improve women’s overall BV experiences.

Intrinsic motivation in preschool children: Predictive effect on levels of resilience

This study was conducted to explain the relationship between motivation and psychological resilience of preschool children. The study group consists of a total of 202 children, 107 girls and 77 boys, aged 36-72 months, attending various pre-school education institutions in the capital city of Turkey. In this study, which was designed in a relational screening model, the Motivation Scale for Preschool Children was used to determine the motivation levels of children, and the Social-Emotional Well-Being and Resilience Scale for Preschool Children were used to define their psychological resilience. Pearson correlation coefficient and multiple regression analysis were used in the evaluation of the obtained data. As a result of the research, it was found that there was a moderate and high-level positive relationship between the motivation levels of children and their psychological resilience. Additionally, in multiple regression analyses based on the resilience of children's motivation levels, it was found that motivation subscales predicted resilience at medium and high levels. In the light of this result, it has been suggested to develop scales on specific issues to apply to children and prepare intervention programs that reflect the common denominators of psychological resilience and motivation since scales developed on motivation and resilience in future studies are prepared mostly based on the opinions of parents and teachers. Keywords: Preschool education, children, intrinsic motivation, psychological resilience, well-being

How an early learning and child care program embraced outdoor play: A case study

Research indicates outdoor play influences children’s physical, cognitive and social-emotional well-being, but there are barriers to implementation in early learning settings. This study explores an early learning and child care (ELCC) program achieving success with outdoor play to identify strategies that may help overcome barriers and support outdoor play in similar contexts. Focus groups and interviews were conducted with ELCC program Early Childhood Educators (ECEs) and facilitators, school teachers and principal, and government staff. Data also included relevant documentation and photographs of the outdoor play spaces. Thematic analysis of all data was completed, resulting in a description of the ELCC program’s outdoor play space and practices and factors that may be influencing these identified practices. Six themes or influencing factors were identified: 1) outdoor play, including loose parts and risky play, is valued; 2) outdoor play is promoted and engaged in by others; 3) space and resources are available; 4) communication and engagement happens; 5) leaders are integral; and 6) partnerships and collaboration are essential. Using Bronfenbrenner’s ecological systems model, this research identifies outdoor play implementation strategies that may provide guidance to ELCC stakeholders such as ECEs and policymakers. To overcome outdoor play challenges, considerations should be made to purposefully target and engage multiple subsystems and stakeholders as described in this study for greatest impact.

Psychosocial therapy models in news media scenarios on adolescents with social anxiety disorders

Background Social anxiety disorder (SAD) among adolescents is a significant mental health concern that can hinder their social and emotional development. This study explores the positive effects of a psychosocial therapy model based on the news media context for treating social anxiety disorder in adolescents.Subjects and Methods A randomized controlled trial design was employed, involving 120 adolescents diagnosed with SAD. Participants were divided into two groups: the intervention group and the control group. The intervention group received the psychosocial therapy model based on the news media context, while the control group received standard treatment. The Stanford Acute Stress Response Questionnaire (SASRQ) and the 3-min Confusion Assessment Scale (3D-CAM) were utilized to assess anxiety levels and cognitive functioning, respectively. Data analysis was conducted using SPSS23.0 software.ResultsThe results indicated significant reductions in anxiety levels within the intervention group compared to the control group (P< 0.05). Furthermore, cognitive functioning, as assessed by the 3D-CAM, showed significant improvement in the intervention group (P< 0.05). Participants in the intervention group reported increased self-confidence, improved social skills, and decreased social anxiety symptoms.Conclusions The psychosocial therapy model based on the news media context demonstrated positive effects in the treatment of social anxiety disorder among adolescents. The findings suggest that incorporating news media scenarios into therapy can enhance the overall treatment outcomes, including anxiety reduction and cognitive improvement. This integrated approach has the potential to positively impact adolescents’ social functioning and emotional well-being. Further research is warranted to validate and expand upon these findings.

Impact of a Mathematics Bridging Course on the Motivation and Learning Skills of University Students

AbstractThe transition from secondary to tertiary education is an exciting and yet challenging event in the educational biography of students. During this transition, students often meet with unexpected challenges, which may cause them to drop out from their degree program. Many universities offer bridging courses or longer-term interventions to support their incoming students in this period. To examine the effect of a bridging course designed to reduce gaps in prior mathematical knowledge, promote social-emotional well-being, and foster learning skills, we implement a repeated-measures intervention study. We analyze the outcomes of the intervention, which features tutors with special training, autonomous choice of topic areas, peer learning, and materials for self-directed learning. We measure the development of motivational beliefs reflecting the will to learn (achievement goals, satisfaction of basic psychological needs, implicit theories, self-efficacy) and the skills to learn (reactions to errors, self-regulated learning) at the secondary-tertiary transition. These aspects are captured at multiple measurement points among students (N = 679) who participate in the bridging course (intervention group) and those who do not (control group). The intervention boosts motivational beliefs related to social embeddedness and learning skills in the short term. The observed decrease in autonomy, competence, and self-efficacy might be explained by higher standards that students use for their self-assessment in the new peer group. In the long term, all aspects of the will to learn, except for social relatedness, show stable to strongly negative developments in both groups. Among those students who do not participate in the bridging course, mostly strongly negative developments are observed. The results suggest that the peer tutoring strategy is highly effective and the need for longer-term interventions to uphold the positive short-term effects.

A longitudinal model of sleep problems and classroom self-regulation across elementary school

This study explored longitudinal and bidirectional associations among behavioral sleep problems and self-regulation difficulties across the elementary school years. Analyses drew data from the Kindergarten Cohort (N = 4983) of the Longitudinal Study of Australian Children (LSAC) across five data waves, when children were aged 4–13 years (49% female, 86% English-speaking). Cross-lagged structural equation models revealed significant bidirectional associations, with greater sleep problems consistently predicting classroom self-regulation two years later, while poorer self-regulation predicted later sleep problems only at certain time points. Greater behavioral sleep problems were associated with poorer post-elementary achievement and social-emotional wellbeing, while stronger classroom self-regulation skills supported more positive outcomes in these constructs. Findings indicate strong developmental associations among sleep problems and dysregulation.

Socioemotional aspects in the school trajectory and effects on academic performance

This study focuses on exploring the socio-emotional aspects of the school trajectory and its impact on the academic performance of students. It is recognized that socio-emotional aspects play a crucial role in the development of students, not only in their general well-being, but also in their academic performance. Understanding how these aspects influence the school trajectory is essential to implement effective strategies to support and promote academic achievement at the high school level. Through an exhaustive review of the scientific and academic literature, the different socio-emotional aspects that can affect the school trajectory and academic performance of students are analyzed. Key variables such as socio-emotional well-being, anxiety, stress and emotional intelligence, and their relationship with academic performance, are examined. The findings highlight the importance of socio-emotional well-being in the school trajectory. Students who experience greater social-emotional well-being show greater motivation, commitment to learning, and better academic results. In addition, it is identified that elevated levels of anxiety and stress can have negative effects on academic performance, affecting attention, concentration, and memory of students. On the other hand, the role of emotional intelligence in academic performance stands out, since students with more developed skills in this area tend to show greater commitment and obtain better results in standardized tests. Recommendations are proposed to improve academic performance in high school, such as implementing social-emotional education programs, providing emotional support and counseling, promoting a positive school environment, setting realistic goals, and fostering collaboration between parents, teachers, and students. These recommendations aim to strengthen the emotional and social health of students, providing strategies and tools that allow them to face academic and socio-emotional challenges effectively.