Understanding de novo onset of anxiety during COVID-19: Pre-pandemic socio-emotional functioning in vulnerable children.
Understanding de novo onset of anxiety during COVID-19: Pre-pandemic socio-emotional functioning in vulnerable children.
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DOI：
10.1002/jcv2.12076
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发表时间：
2022-06
期刊：
影响因子：
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通讯作者：
van Goozen, Stephanie
中科院分区：
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作者：
Adegboye, Dolapo;Lennon, Jessica;Batterbee, Olivia;Thapar, Anita;Collishaw, Stephan;Shelton, Katherine;Langley, Kate;Hobson, Christopher;Higgins, Andrea;van Goozen, Stephanie
有必要了解和减轻COVID-19大流行对已知脆弱儿童的心理影响。我们需要疫情前的数据，以就COVID-19的社会情绪影响提供可靠的评估，并识别更脆弱的人群。这项研究利用了英国正在进行的一项研究，该研究针对的是在大流行之前被教师确定为有心理健康问题“风险”的小学儿童（4-8岁）。我们收集了大流行之前（时间1）的心理健康和社会情绪功能数据，并在封锁期间（时间2，2020年夏季）和封锁后12个月（时间3; 2021年夏季）通过研究人员领导的视频电话重新评估了该队列（N = 143）。精神健康问题，特别是临床上显著的焦虑，在封锁期间从34%增加到43%，在封锁后增加到48%。父母的心理健康问题（焦虑和抑郁）在封锁期间普遍存在（40%），但在1年后有所下降（20%）。在大流行期间出现临床显着焦虑的儿童在时间1时的社会情感功能受损（即，情绪识别受损、自尊心低及社交问题），以及高比例（44%）在禁闭期间没有与任何同龄人接触，这可能导致他们焦虑，尤其是在学校的焦虑。这一流行病似乎加剧了本已脆弱的儿童的焦虑。一项社会情绪问题的调查发现，一群儿童在疫情期间出现了严重的焦虑。这些社会情绪过程可以作为干预的目标，以减轻大流行病对心理健康的负面影响，并有助于儿童的复原力。
There is a need to understand and mitigate the psychological impacts of the COVID‐19 pandemic for children known to be vulnerable. Data from prior to the pandemic are required to provide robust assessments of the socio‐emotional impacts of COVID‐19 and identify those who are more vulnerable. This study capitalises on an ongoing UK study of primary school children (4–8 years) identified prior to the pandemic as “at risk” for mental health problems by teachers. We collected mental health and social‐emotional functioning data prior to the pandemic (Time 1) and re‐assessed this cohort (N = 143) via researcher‐led videocalls during lockdown (Time 2, summer 2020) and post‐lockdown, 12 months later (Time 3; summer 2021). Mental health problems, particularly clinically significant anxiety, increased from 34% to 43% during lockdown and to 48% post‐lockdown. Parental mental health difficulties (anxiety and depression) were prevalent during lockdown (40%) but had decreased 1 year later (20%). Children who developed clinically significant anxiety during the pandemic had impaired socio‐emotional functioning at Time 1 (i.e., impaired emotion recognition, low self‐esteem and social problems) and a high proportion (44%) had no contact with any peers during lockdown, which may have contributed to their anxiety, especially their school anxiety. The pandemic appears to have exacerbated anxiety in already vulnerable children. A profile of socio‐emotional problems identified a group of children who developed significant anxieties during the pandemic. These socio‐emotional processes can be targeted for intervention to mitigate the negative mental health consequences of the pandemic and contribute to resilience in children.