Social Isolation Of Children Research Articles

Anxiety disorders among children and adolescents during COVID-19 lockdowns and school closures: a cross-sectional study in Kuwait.

Investigating the epidemiology of mental health disorders resulting from COVID-19 intervention measures, primary school closures, and social isolation in children and adolescents needs to be prioritized over adults at the post-pandemic stage. Most preliminary psychosocial studies conducted during the pandemic have demonstrated that younger age groups are the most vulnerable to such implications. Thus, this study aims to estimate the probable prevalence of specific anxiety disorders in children and quantify their relationships with relevant demographic risk factors. We used a cross-sectional study comprising 430 children aged between 8- and 18 years old living in Kuwait during the period of school closures as well as full and partial lockdowns. The survey included questions about participants' characteristics, children's anxiety using the Screen for Child Anxiety Related Emotional Disorders Questionnaire (SCARED) scale, and children's emotions and behaviours using the Strengths and Difficulties Questionnaire (SDQ). Univariate and multivariate logistic regression analyses were used to summarize the demographic and characteristics of the participants and their association with general, social, and generalized anxieties, as well as behavioural and emotional difficulties. We inferred that 24.83% of our participants had at least one anxiety disorder, while 20.19% were classified as abnormal on the SDQ scale. Our multivariate analysis revealed that lockdown duration and sex of the child were consistently significant predictors (p-values < 0.05) of the broad spectrum of selected mental disorders. Additionally, we inferred notable increases in the likelihood of mental disorders associated with the increased duration of lockdowns. Our findings revealed preliminary insights into the vulnerability of young populations to the indirect negative impacts of strict public health measures during pandemic emergencies. Thus, authorities should consider such implications when planning and implementing similar interventions in future pandemics.

Videogame Education as an Anxiety Treatment between Middle-Year Students Post-Covid 19

The present article seeks to provoke a discussion into how video games can be used in anxiety treatments and social stimulation tools among middle-year students and children of that same age. To do so, we initially start this article by reflecting on how the covid-19 pandemic disparate all anxiety alerts in our society including mental health issues such as depression and special anxiety disorders. Then we compare how the numbers of anxiety among children and young adults were already alarming before the lockdowns imposition and the social distance measures, especially in urban centers. This rising anxiety condition can be felt especially in the years that followed the social isolation of children especially because their social connection and recognition were just starting to grow and to establish important connections between their peers in-person and in virtual environments, throwing light on how to screen media and children`s homes are related with the anxiety increase and how we can investigate that phenomenon without succumbing to excessive positivism to today`s technology or to a deconstructive pessimism that leads us to distrust those media that are already in contact with middle-year students and children`s in that same age. To do so, we will resort to philosophical tools such as Edusemiotics and Cultural Studies to understand how games such as Minecraft and Roblox can be used in school environments to help students and teachers manage anxiety levels and surpass socialization issues past covid-19 lockdowns. To finish our reflection we also bring some data related to how those same media and games helped middle-year students to surpass social isolation and family disconnection during the pandemic while their kept exercising school content in those games, sharing and debating with their peers on virtual platforms.

Social Inclusion of Children with Autism Spectrum Disorder in Educational Setting

Background: Social inclusion is described as the process of improving the terms of participation in society, particularly for disadvantaged individuals. This includes the capacity to make friends, participate in community activities, engage in leisure, and play, and have access to outstanding inclusive classroom practices. Social isolation of children with autism spectrum disorders (ASDs) is well documented in research and inclusive education as a policy that strives to achieve full participation of all children in the school/classroom setting. However, it is not very well known about “What literature exists on social inclusion of children with autism in educational settings?” Objective: The aim of this scoping review was to analyze empirical studies on social inclusion of children with ASD in the educational settings over the past 20 years. Study Design: This was a scoping review. Methods: A systematic process was used to conduct the review as suggested by Arksey and O'Malley strategy for scoping review. This strategy consists of five main steps: (a) identifying the research question, (b) identifying relevant studies, (c) selection of critical articles, (d) reviewing and charting the data, and (e) collating and summarizing the results. A total of more than 15,000 articles were searched in a total of 4 databases, namely Scopus, PubMed, ERIC, and Cochrane, and used Google Scholar as the search engine. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses model was followed to shortlist the articles based on title, abstract, and full article. Finally, 39 selected articles were summarized. Results: This scoping review study highlights the literature on social inclusion of ASD children and summarizes a variety of studies that help us better understand the issues that teachers and children face in the inclusion environment. The studies also describe how inclusion enhances social communication in ASD children. Conclusion: This study helped us to find experiences, key concepts, evidence types, and research gaps by synthesizing current knowledge through systematic search to appraise the stakeholders for social inclusion.

الإدمان الرقمي وعلاقته بالعزلة الإجتماعية لدى طفل طيف التوحد من وجهة نظر أولياء أمورهم

هذه الدراسة الموسومة ( الإدمان الرقمي وعلاقته بالعزلة الاجتماعية لدى أطفال طيف التوحد من وجهة نظر أولياء امورهم ) تناول فيها الباحث موضوعا مهما ، هو معرفة الإدمان الرقمي لدى طفل طيف التوحد وما علاقته بالعزلة الاجتماعية لديهم ، إذ ترمي الدراسة الى معرفة "الإدمان الرقمي عند طفل طيف التوحد من وجهة نظر أولياء أمورهم ، وذلك عن طريق معرفة مدى إدمان اطفال طيف التوحد ،ومعرفة العلاقة ما بين الإدمان الرقمي وما بين العزلة الاجتماعية لدى أطفال طيف التوحد . وقدمت الدراسة فرضيات عدةِ وهي : &#x0D; &#x0D; يوجد ادمان رقمي عند اطفال طيف التوحد من وجهة نظر اولياء الامور؟&#x0D; توجد عزلة اجتماعية عند اطفال طيف التوحد ؟&#x0D; هناك علاقة ارتباطية بين الإدمان الرقمي والعزلة الاجتماعية لدى أطفال طيف التوحد؟&#x0D; &#x0D; وتحقيقا لأهداف الدراسة أستخدم الباحث المنهج المسحي في الدراسة ، و اعتمد على أداة جمع المعلومات والبيانات وهي، الاستبانة التي تتعلق بمشكلة الدراسة، وقد توصلت الدراسة الى أهم النتائج الآتية:&#x0D; &#x0D; يتضح من نتائج الدراسة وجود إدمان رقمي لدى طفل طيف التوحد.&#x0D; ومن نتائج الفرضيات التي ظهرت بأنه توجد عزلة اجتماعية لدى طفل طيف التوحد.&#x0D; ومن نتائج الفرضيات، هي وجود علاقة ارتباطية موجبة دالة احصائيا ما بين الإدمان الرقمي والعزلة الاجتماعية لدى طفل طيف التوحد.&#x0D;

Consequences of Lockdown During COVID-19 Pandemic in Lifestyle and Emotional State of Children in Argentina.

The implications of the coronavirus disease (COVID-19) lockdown measurements and social isolation in children and their parents are still unknown. The aims of this study were to examine the impact of COVID-19 lockdown on emotional state, feelings and lifestyle of children and their parents, to explore the association between parental characteristics and child well-being and to examine whether the impact of lockdown depends on socio-economic status. Parents completed an online survey including data about socio-demographic information, parent and child feelings and lifestyle during lockdown. Logistic regression and correlation analysis were used to establish associations between variables. In total, 814 parents with children between 4 and 11 were included in the study. According to parents, 69.5% of the children showed changes in their emotional state, 55.3% altered their routine and 62.6% showed sleep disorders. Families with lower socio-economic status were more worried about health, shortage of food and household income (p < 0.01). Parent and children concern about food/essential items were highly associated [OR (CI 95%) 13.0 (6.81, 26.5), p < 0.01]. Adverse children's emotional state was associated with parental feeling of loneliness (r = 0.35) and inversely associated with keeping a routine (r = −0.11). Sleep changes were inversely associated with keeping a routine and having a balcony/garden (r = −0.53 and −0.16). We conclude that lockdown affected emotional state and lifestyle of children and parents, which were strongly related. Routine and positive parental attitude supported children's well-being. Economic issues were an important concern in families with lower socio-economic status. Our findings can help to promote child health during lockdown.

COVID-19 school closures and social isolation in children and youth: prioritizing relationships in education

We pursue an evidence-informed argument that interpersonal relationships in childhood and adolescence are central to achieving learning outcomes and that school closures across various parts of Canada during the COVID-19 pandemic have compromised these critical relationships, jeopardizing educational attainment. We highlight how the centrality of relationships with peers and educators in achieving learning goals is well established in the literature. So too is the importance of peers in creating stable mental health and wellness for children and youth. The pandemic context has drastically interfered with ongoing wellness, exacerbating feelings of loneliness and social isolation, which takes a toll on what children and youth can achieve in the virtual classroom. In the interest of reducing harm, we call on provincial/territorial governments to move quickly to ensure schools are open in the fall and to think carefully and consult effectively before any further closure decisions are made. We understand that safety is paramount and as such offer a framework for planning a safe return where necessary. Now more than ever there is a need to prioritize social–emotional learning opportunities to protect young people from the lasting effects of social isolation and threats to the fundamental need to belong that have been induced or exacerbated by the pandemic.

A COVID-19 e os reflexos sociais do fechamento das escolas

Esta pesquisa tem por objetivo apresentar reflexos sociais que foram acarretados pelo fechamento das escolas por conta da pandemia da COVID-19. Para responder a tal cenário, se dispôs de pesquisa bibliográfica e documental a partir de jornais, legislação e documentos oficiais, sites e artigos científicos. E como resultado percebe-se reflexos potenciais nos alunos, professores e pais, tendo em vista que problemáticas derivadas desse fechamento como: a interrupção do aprendizado; alimentação escolar; adaptação dos professores a nova realidade tecnológica; pais sem preparação para as atividades em ensino remoto e em casa; desafio na melhoria e manutenção do ensino remoto; lacunas de assistência às crianças; aumento na taxa de evasão escolar; isolamento social das crianças; e, os desafios para validar e medir o aprendizado, tendem a afetar de forma direta e indiretamente esses indivíduos, principalmente aqueles que vivem em situação de vulnerabilidade e injustiça social. Isto posto, respostas a tais reflexos sociais devem advir das relações que entremeiam o Estado-escola-aluno-família de modo que o apoio mútuo poderá dar o suporte necessário a dirimir as consequências acarretadas pelo fechamento das escolas.

Relationship between children physical activity, inflammatory mediators and lymphocyte activation: possible impact of social isolation (COVID-19).

ObjectiveLifestyle and body composition may be simultaneously responsible for immune response modulation. This study aimed to compare plasmatic adipokines concentration and lymphocyte cytokine production in children with different daily steps (DS) range, as well as to discuss the potential negative impact of the social isolation during COVID-19 pandemic in this context. DS can be a useful and low-cost way of monitoring children’s health status. Study designFifty children were classified into clusters based in DS measured by pedometer: Sedentary Group (DS = 9338 ± 902 steps) and Active Group (DS = 13,614 ± 1003 steps). Plasma and lymphocytes were isolated and cultured to evaluate cytokine production.ResultsSedentary group presented lower adiponectin (7573 ± 232 pg/mL), higher leptin (16,250 ± 1825 pg/mL) plasma concentration, and higher lymphocyte production of IL-17, IFN-gamma, TNF-, IL-2 in relation to active group, suggesting predominance of Th1 response. Otherwise, the active group presented higher lymphocyte supernatant concentration of IL-10 and higher regulatory T cell (Treg) percentage. ConclusionThese results indicate that lymphocytes of children performing higher DS have an anti-inflammatory profile, especially of Treg. Besides, the prolonged social isolation in children during the COVID-19 pandemic, limiting physical mobility and exercise, reduces DS and increases adiposity, which could impair the immune system function and raise the susceptibility to inflammatory diseases.

Effects of a Multicomponent Peer Mediated Intervention on Social Communication of Preschoolers With Autism Spectrum Disorder

The absence of direct intervention and peer and staff training can contribute to social isolation in children with autism spectrum disorder (ASD). Effective interventions are needed to realize the benefits of inclusive education. This study examines the effects of a multicomponent, peer-mediated intervention on the social communication behaviors of children with ASD and their typical peers in inclusive preschool classrooms. A multiple-probe design across three dyads was used to examine the effects of the multicomponent intervention on social initiations and social communication exchanges. Improved social communication exchanges between children with ASD and their peers resulted for each dyad. In contrast to previous research, children with ASD demonstrated increased social initiations but less positive effects for social responses. The study contributes to an emerging body of literature that examines the effects of multicomponent peer-mediated interventions on social communication among preschool children with ASD.

Household cost of out-patient treatment of Buruli ulcer in Ghana: a case study of Obom in Ga South Municipality

BackgroundThe economic burden of diseases has become increasingly relevant to policy makers as healthcare expenditure keep rising in the face of limited and competing resources. Buruli ulcer (BU), a neglected but treatable tropical disease caused by Mycobacterium ulcerans, the only known environmental mycobacterium is capable of causing long term disability when left untreated. However, most BU studies have tended to focused on its bacteriology, epidemiology, entomology and other social determinants to the neglect of its economic evaluation. This paper reports estimated the household economic costs of BU and describe the intangible cost suffered by BU patients in an endemic area.MethodsRetrospective one year cost data was used. A total of 63 confirmed BU cases were randomly sampled for the study. Economic cost and cost burden of BU were estimated. Sensitivity analysis was conducted to test the robustness of the cost estimates. Intangible cost measured stigmatization, pain, functional limitation and social isolation of children.ResultsThe annual total household economic cost was US$35,915.98, of which about 65% was cost incurred by children with a mean cost of US$521.04. The mean annual household cost was US$570.09. The direct cost was 96% of the total cost. Non-medical cost accounts for about 97% of the direct cost with a mean cost of US$529.27. The mean medical cost was US$18.94. The main cost drivers of the household costs were transportation (78%) and food (12%). Caregivers and adult patients lost a total of 535 productive days seeking care, which gives an indirect cost valued at US$1,378.67 with a mean of US$21.88. A total of 365 school days (about 1 year) were lost by 19 BU patients (mean, 19.2 days). Functional loss and pain were low, and stigma rated moderate. Most children suffering from BU (84%) were socially isolated.ConclusionHousehold cost burden of out-patient BU ulcer treatment was high. Household cost of BU is therefore essential in the design of its intervention. BU afflicted children experience social isolation.

Responses of guinea pigs to brain stimulation during isolation: Examining the transition from “protest” to depressive-like behavior

It has been known for over 60 years that social isolation of children and the young of some non-human primate species elicits agitated vocalizing and other active behavior, which eventually segues into a second, passive stage of depressive-like responding. How this transition occurs remains obscure. A leading hypothesis proposes that continued activation of the neural substrates underlying the vocalization response drives the onset of the passive stage. Guinea pigs also exhibit a 2-stage, active/passive response during isolation, and much of the identification of neural structures underlying the separation vocalization was based on studies of electrical brain stimulation in guinea pigs. We, therefore, asked whether repeated electrical stimulation of brain sites subserving the isolation vocalization would increase later depressive-like responding in guinea pigs. In Experiments 1 and 2, female guinea pigs with stimulating electrodes placed in the bed nucleus of the stria terminalis (BNST) and periaqueductal gray, respectively, were tested over 10 daily, 30-min trials. Stimulation of either site produced elevated levels of vocalizing, which diminished over repeated isolation trials. However, there was no increase in depressive-like responding either before or after subsequent trials, or during probe trials in which no stimulation was administered. In Experiment 3, stimulation of the BNST increased vocalizing during the first 30-min of the 3-h isolation period, but produced no increase in depressive-like behavior during the remainder of the trial. In sum, continued activation of brain sites underlying isolation vocalizations was not sufficient, in and of itself, to induce later depressive-like responding.

Abilities of development support in children with genetic syndromes. Experiences from annual integrational meetings

Recognition of a genetic syndrome, as a course of psychomotor development retardation, requires genetic counselling where a prognosis of development for children with different syndrome si s given. Recent knowledge according respective genetic syndrome defines: how to diagnose them, describes the child’ sl imits in comparison to coevals, usually do not obtain any data according to the child’s abilities, which we may use in our stimulation advance with children during their individual developmental profile. The pessimistic vision of child’s development leads towards social isolation and even isolation of the whole family. Looking for a solution against social isolation of children with genetic disorders with metal handicap and deprivation of their families motivated us to organise conferences, which would integrate clinical geneticists, other doctors, psychologists, pedagogues, therapists and families associated with support groups. This idea allowed for the building of a dialog platform between specialists, presenting the newest discoveries of native and European scientists and parents taking part in the conference together with children, as specific experts of their child. The meetings were a special form because individual and group medical and pedagogical consulta tions of patients and/or their families with medical students and young physician were included .The aim of respective conferences about such syndromes as Down s., Rett s., Prader-Willi s., Angelman s., Wolf-Hirschhorn s., Cat cry s., Russell-Silver s., Neurofibromatosis type I, Cornelia de Lange s. and Williams s. was to point out the necessity of a collaboration among different groups of specialists taking care of children with genetic disorders together with parental support groups. This kind of collaboration is important for the recognition of the important role which parents play in the development of knowledge about genetic disorders and of public awareness.

Conversation skills training for socially isolated children

A social skills training program consisting of instructions, modeling, behavior rehearsal, performance feedback, and programmed generalization set was used to teach conversational behavior to four socially isolated children. Effects of training were assessed in a multiple-baseline analysis across behavior. Subjects were selected on the basis of peer sociometric ratings, a behavioral role-playing task, naturalistic observation, and teacher ratings. All subjects demonstrated noticeable improvement in the target behavior as well as in overall conversational ability. However, these gains were maintained unequally in the children at follow-up probe administrations (4-and 8-weeks). Generalization assessment revealed some transfer of treatment effects to the school setting for all children. Results are discussed in terms of the complexity of social isolation in children and factors which influenced generalizability of the treatment program.

Toward a Definition of Social Isolation in Children

GOTTMAN, JOHN M. Toward a Definition of Social Isolation in Children. CHILD DEVELOPMENT, 1977, 48, 513-517. There are 2 separate definitions of social isolation in existing literature, 1 based on low frequencies of peer interaction and 1 based on low levels of peer acceptance using sociometric measures. 113 children in 8 Head Start classrooms were assessed using sociometric measures of acceptance and rejection and observational measures of behavior when alone, when interacting with peers, and when interacting with the teachers. There was no relationship between peer acceptance and the relative frequency of peer interaction, suggesting that these 2 measures of social isolation do not tap the same dimension. A direct cluster rotation analysis resulted in 5 orthogonal clusters of children which defined 5 pure types. These types were: (1) sociometric stars, (2) sociometric rejectees, (3) children who had highly negative interactions with the teacher, (4) children who interacted frequently with peers, and (5) children who were frequently "tuned out" or off task when alone. Of these 5 groups, the tuned-out children also had the lowest means on peer acceptance and were high on a set of shy, anxious, and fearful behaviors coded "hovering." This group seems to best fit the construct of the shy, socially anxious child who also is neither accepted nor rejected, but rather is ignored by peers.

Toward a Definition of Social Isolation in Children

GOTTMAN, JOHN M. Toward a Definition of Social Isolation in Children. CHILD DEVELOPMENT, 1977, 48, 513-517. There are 2 separate definitions of social isolation in existing literature, 1 based on low frequencies of peer interaction and 1 based on low levels of peer acceptance using sociometric measures. 113 children in 8 Head Start classrooms were assessed using sociometric measures of acceptance and rejection and observational measures of behavior when alone, when interacting with peers, and when interacting with the teachers. There was no relationship between peer acceptance and the relative frequency of peer interaction, suggesting that these 2 measures of social isolation do not tap the same dimension. A direct cluster rotation analysis resulted in 5 orthogonal clusters of children which defined 5 pure types. These types were: (1) sociometric stars, (2) sociometric rejectees, (3) children who had highly negative interactions with the teacher, (4) children who interacted frequently with peers, and (5) children who were frequently tuned out or off task when alone. Of these 5 groups, the tuned-out children also had the lowest means on peer acceptance and were high on a set of shy, anxious, and fearful behaviors coded hovering. This group seems to best fit the construct of the shy, socially anxious child who also is neither accepted nor rejected, but rather is ignored by peers.