新西兰10-13岁儿童的封锁经历
Brigid McNeill1,2,3, Gail T Gillon2,3
1School of Teacher Education, College of Education Health and Human Development, University of Canterbury, Private Bag 4800, Christchurch, 8140 New Zealand.
New Zealand journal of educational studies
|April 16, 2024
概括
这项研究探讨了新西兰短暂的COVID-19封锁期间儿童的经历. 研究结果显示,它对儿童的心理社会功能和家庭关系产生了积极和消极的影响.
科学领域:
- 儿童心理学 儿童心理学
- 社会学 社会学 社会学
- 公共卫生 公共卫生
背景情况:
- 全球范围内实施了包括学校关闭在内的COVID-19封锁措施,以制病毒传播.
- 目前关于封锁影响的研究主要集中在长时间,并使用家长调查,通常在不同的文化背景下.
- 新西兰最初的7周全国封锁为研究更短的封锁期对儿童的影响提供了独特的机会.
研究的目的:
- 调查短暂的COVID-19封锁对10-13岁儿童的心理社会影响.
- 了解孩子们对锁定体验的积极和消极方面的观点.
- 检查在锁定期间儿童与亲属关系的变化.
主要方法:
- 在学校重新开放后立即对139名学龄儿童 (10-13岁) 进行了定性采访.
- 参与者分享了他们在新西兰7周的国家封锁期间的经历.
- 对自我概念进行了评估,以评估锁定后的心理社会技能.
主要成果:
- 定性分析揭示了儿童对封锁的不同观点,突出了有益和有害的方面.
- 在封锁期间,观察到儿童与近亲关系的显著变化.
- 自我概念评估提供了关于儿童在封锁后心理社会调整的见解.
结论:
- 这项研究强调了短期封锁对儿童心理社会福祉和家庭动态的影响.
- 这些发现为优化未来的封锁策略提供了宝贵的见解,以更好地支持儿童的需求.
- 了解儿童的生活经历对于在危机期间制定有效的公共卫生干预措施至关重要.
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