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COVID-19 Salgını ve Çocuk Psikolojisi

Year 2021, Volume: 13 Issue: 4, 739 - 750, 25.12.2021
https://doi.org/10.18863/pgy.877883

Abstract

Dünya’yı etkisi altına alan COVID-19 salgını süresince hem fizyolojik hem de psikososyal riskler, bireylerin yaşamını olumsuz yönde
etkilemiştir. Ülkeler sınırlarını kapatırken salgını kontrol altına almak amacıyla evde kalma kampanyalarını düzenlemiştir. Toplu
alanlar arasında bulunan okul, park, spor salonları gibi çocukların yaşamında önemli yer tutan birimlerin kapanması çocuklarda
kaygı, travma, depresyon gibi psikolojik sorunların daha sık gözlenmesine; yüz yüze eğitim yerine uzaktan eğitime geçilmesi
ile de hem eğitime ulaşımda sorunlara hem de uyum sağlama sürecinde sorun yaşadıkları belirlenmiştir. Bu süreçte çocuk ve
ergen ruh sağlığı sürecinde de aksamalar olmuştur. Salgınla birlikte çevrim içi psikoterapi kullanımı da artmıştır. Psikolojik
hizmetlerin çevrim içi ortama aktarılması ile yaşanan zorluklar olduğu gözlenmiştir. Ancak çocuklarla dans ve sanat terapisinin
çevrim içi sürdürülmesinin etkili olduğu belirlenmiştir. Bu makalede salgın sürecinde çocukların yaşadıkları sorunlar, eğitim ve
psikoterapideki değişimler tartışılmıştır.

References

  • Al-Sabbah S, Darwish A, Fares N, Barnes J, Almomani JA (2021) Biopsychosocial factors linked with overall well-being of students and educators during the COVID-19 pandemic. Cogent Psychology, 8(1): 1875550.
  • American Psychological Association (APA) joint task force for the development of telepsychology guidelines for psychologists. Guidelines for the practice of telepsychology. American Psychologist, 68(9): 791–800. https://doi.org10.1037/a0035001
  • Bradbury‐Jones C, Isham L (2020) The pandemic paradox: The consequences of COVID‐19 on domestic violence. https://doi.org/10.1111/jocn.15296
  • Brown SM, Doom JR, Lechuga-Peña S, Watamura SE, Koppels T (2020) Stress and parenting during the global COVID-19 pandemic. Child abuse & neglect, 110: 104699. https://doi.org/10.1016/j.chiabu.2020.104699
  • Callahan JL (2020) Introduction to the special issue on telepsychotherapy in the age of COVID-19. Journal of Psychotherapy Integration, 30(2): 155-159 https://doi.org/10.1037/int0000231
  • Cooke JE, Eirich R, Racine N, Madigan S (2020) Prevalence of posttraumatic and general psychological stress during COVID-19: A rapid review and meta-analysis. Psychiatry research, 292: 113347. https://doi.org/10.1016/j.psychres.2020.113347
  • Desai D (2020) ‘We’re going on a bear hunt’: Canadians place teddy bears in windows to distract children from COVID-19. National Post. https://nationalpost.com/news/were-going-on-a-bear-hunt-canadians-place-teddy-bears-in-window-to-distract-children-from-covid-19 (23 Aralık 2020’de ulaşıldı).
  • Duan L, Zhu G (2020) Psychological interventions for people affected by the COVID-19 epidemic. The Lancet Psychiatry, 7(4): 300-302. https://doi.org/10.1016/S2215-0366(20)30073-0
  • Duan L, Shao X, Wang Y, Huang Y, Miao J, Yang X, Zhu G (2020) An investigation of mental health status of children and adolescents in china during the outbreak of COVID-19. J Affective Dis, 275: 112-118. https://doi.org/10.1016/j.jad.2020.06.029
  • Galea S, Merchant RM, Lurie N (2020) The mental health consequences of COVID-19 and physical distancing: the need for prevention and early intervention. JAMA internal medicine, 180(6): 817-818. https://doi.org/10.1001/jamainternmed.2020.1562
  • Gewin V (2020) Five tips for moving teaching online as COVID-19 takes hold. Nature, 580(7802): 295-296. https://doi.org/10.1038/d41586-020-00896-7
  • Humphreys KL, Myint MT, Zeanah CH (2020) Increased risk for family violence during the COVID-19 pandemic. Pediatrics, 146(1): e20200982. https://doi.org/10.1542/peds.2020-0982
  • Jiao WY, Wang LN, Liu J, Fang SF, Jiao FY, Pettoello-Mantovani M, Somekh E (2020) Behavioral and emotional disorders in children during the COVID-19 epidemic. J Pediatr, 221: 264. https://doi.org/10.1016/j.jpeds.2020.03.013
  • Johnston J (2020) Coronavirus: Belgian children go on a (teddy) bear hunt. The Brussels Times. https://www.brusselstimes.com/belgium/103775/coronavirus-belgian-children-go-on-a-teddy-bear-hunt/ (23 Aralık 2020’de ulaşıldı).
  • Joline EB, Lainie KH, Susan DA, Amy JH, Robert R, Maurice GS (2020) School reopening during COVID-19 pandemic: Considering students with disabilities. Journal of Pediatric Rehabilitation Medicine, (Preprint), 1-7. https://doi.org/10.3233/PRM-200746
  • Lee J (2020) Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6): 421. https://doi.org/10:1016/s2352-4642(20)30109-7
  • Li H, Liu SM, Yu XH, Tang SL, Tang CK (2020) Coronavirus disease 2019 (COVID-19): current status and future perspectives. Int J Antimicrob Agents, 55(5), 105951. https://doi.org/10.1016/j.ijantimicag.2020.105951
  • Maheu MM, Drude KP, Hertlein KM, Lipschutz R, Wall K, Hilty DM (2020) Correction to: An interprofessional framework for telebehavioral health competencies. J Technol Behav Sci, 5(1): 79-111. https://doi.org/10.1007/s41347-019-00113-x
  • Mayall B (2002) Towards a sociology for childhood: Thinking from children’s lives, Open University Press.
  • McCord C, Bernhard P, Walsh M, Rosner C, Console K (2020) A consolidated model for telepsychology practice. Journal of Clinical Psychology, 76(6): 1060-1082. https://doi.org/10.1002/jclp.22954
  • Mochida S, Sanada M, Shao Q, Lee J, Takaoka J, Ando S, Sakakihara Y (2021) Factors modifying children’s stress during the COVID-19 pandemic in Japan. European Early Childhood Education Research Journal, 1-15. https://doi.org/10.1080/1350293X.2021.1872669
  • Mukherjee U (2020) Rainbows, Teddy Bears and ‘Others’: The Cultural Politics of Children’s Leisure Amidst the COVID-19 Pandemic. Leisure Sciences, 1-7. https://doi.org/10.1080/01490400.2020.1773978
  • Orgilés M, Morales A, Delvecchio E, Mazzeschi C, Espada JP (2020) Immediate psychological effects of the COVID-19 quarantine in youth from Italy and Spain. Frontiers in psychology, 11: 2986. https://doi.org/10.31234/osf.io/5bpfz
  • Otte J (2020) ‘Everything will be all right’: message of hope spreads in Italy. The Guardian. https://www.theguardian.com/world/2020/mar/12/everything-will-be-alright-italians-share-slogan-of-hope-in-face-of-coronavirus-crisis (23 Aralık 2020’deulaşıldı).
  • Pisano L, Galimi D, Cerniglia L (2020) A qualitative report on exploratory data on the possible emotional/behavioral correlates of Covid-19 lockdown in 4-10 years children in Italy. file:///C:/Users/cemaliye/Downloads/A%20qualitative%20report_COVID-19.pdf (23 Aralık 2020’de ulaşıldı).
  • Qiu J, Shen B, Zhao M, Wang Z, Xie B, Xu Y (2020) A nationwide survey of psychological distress among Chinese people in the COVID-19 epidemic: implications and policy recommendations. General psychiatry, 33(2): e100213. https://doi.org/10.1136/gpsyc h-2020-100213
  • Roy EA (2020) ‘Bear hunt’ helps banish coronavirus boredom for New Zealand children. The Guardian. https://www.theguardian.com/world/2020/mar/31/bear-hunt-helps-banish-coronavirus-boredom-for-new-zealand-children (23 Aralık 2020’de ulaşıldı).
  • Sahu P (2020) Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus, 12(4). https://doi.org/10.7759/cureus.7541
  • Salerno JP, Williams ND, Gattamorta KA (2020) LGBTQ populations: Psychologically vulnerable communities in the COVID-19 pandemic. Psychol Trauma, 12(1): 239–242. https://doi.org/10.1037/tra0000837
  • Saurabh K, Ranjan S (2020) Compliance and psychological impact of quarantine in children and adolescents due to Covid-19 pandemic. The Indian Journal of Pediatrics, 87: 532-536. https://doi.org/10.1007/s12098-020-03347-3
  • Van Lancker W, Parolin Z (2020) COVID-19, school closures, and child poverty: a social crisis in the making. The Lancet Public Health, 5(5): 243-244. https://doi.org/10.1016/S2468-2667(20)30084-0
  • Wendel M, Ritchie T, Rogers MA, Ogg JA, Santuzzi AM, Shelleby EC, Menter K (2020) The association between child ADHD symptoms and changes in parental involvement in kindergarten children’s learning during COVID-19. School Psychology Review, 49(4): 466-479. http://dx.doi.org/10.1080/2372966X.2020.1838233
  • World Health Organization (WHO) (2020) Coronavirus. https://www.who.int/health-topics/coronavirus#tab=tab_1 (06 Ocak 2021’de ulaşıldı).
  • World Health Organization (2020) Coronavirus disease (COVID-19) advice for the public: Myth busters.https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/myth-busters (06 Şubat 2021’de ulaşıldı).
  • World Health Organization (WHO) (2021) Weekly epidemiological update. https://www.who.int/emergencies/diseases/novel-coronavirus-2019 (27 Aralık 2020’de ulaşıldı).
  • Yip T (2020) Addressing inequities in education during the covıd-19 pandemic: how education policy and schools can support historically and currently marginalized children and youth. Statement of the Evidence, Society for Research in Child Development (SRCD). https://www.srcd.org/research/ addressing-inequities-education-during-covid-19-pandemic-how-education-policy-and-schools (23 Aralık 2020’de ulaşıldı).
  • Zhang L, Finan LJ, Bersamin M, Fisher DA (2020) Sexual orientation–based depression and suicidality health disparities: The protective role of school‐based health centers. Journal of research on adolescence, 30: 134-142. https://doi.org/10.1111/jora.12454
  • Zhong BL, Luo W, Li HM, Zhang QQ, Liu XG, Li WT, Li Y (2020) Knowledge, attitudes, and practices towards COVID-19 among Chinese residents during the rapid rise period of the COVID-19 outbreak: a quick online cross-sectional survey. Int J Biol Sci, 16(10): 1745. https://doi.org/10.7150/ijbs.45221

COVID-19 Pandemic and Child Psychology

Year 2021, Volume: 13 Issue: 4, 739 - 750, 25.12.2021
https://doi.org/10.18863/pgy.877883

Abstract

During the COVID-19 epidemic, which affected the world, both physiological and psychosocial risks negatively have been affected
the lives of individuals. As countries closed their borders, they have been organized stay-at-home campaigns to control the
pandemic. The closure of the units that have an important place in children’s lives such as schools, parks, sports halls among
the public areas, causing psychological problems such as anxiety, trauma and depression to be observed more frequently in
children; It was determined that they faced problems in both access to education and the adaptation process with the transition
to distance education instead of face-to-face education. With the pandemic, the use of online psychotherapy has also increased.
It has been observed that there are difficulties in transferring psychological services to the online environment. However it has
been determined that maintaining dance and art therapy online with children has been found to be effective. In this article, the
problems experienced by children during the epidemic process and the changes in education and psychotherapy are discussed

References

  • Al-Sabbah S, Darwish A, Fares N, Barnes J, Almomani JA (2021) Biopsychosocial factors linked with overall well-being of students and educators during the COVID-19 pandemic. Cogent Psychology, 8(1): 1875550.
  • American Psychological Association (APA) joint task force for the development of telepsychology guidelines for psychologists. Guidelines for the practice of telepsychology. American Psychologist, 68(9): 791–800. https://doi.org10.1037/a0035001
  • Bradbury‐Jones C, Isham L (2020) The pandemic paradox: The consequences of COVID‐19 on domestic violence. https://doi.org/10.1111/jocn.15296
  • Brown SM, Doom JR, Lechuga-Peña S, Watamura SE, Koppels T (2020) Stress and parenting during the global COVID-19 pandemic. Child abuse & neglect, 110: 104699. https://doi.org/10.1016/j.chiabu.2020.104699
  • Callahan JL (2020) Introduction to the special issue on telepsychotherapy in the age of COVID-19. Journal of Psychotherapy Integration, 30(2): 155-159 https://doi.org/10.1037/int0000231
  • Cooke JE, Eirich R, Racine N, Madigan S (2020) Prevalence of posttraumatic and general psychological stress during COVID-19: A rapid review and meta-analysis. Psychiatry research, 292: 113347. https://doi.org/10.1016/j.psychres.2020.113347
  • Desai D (2020) ‘We’re going on a bear hunt’: Canadians place teddy bears in windows to distract children from COVID-19. National Post. https://nationalpost.com/news/were-going-on-a-bear-hunt-canadians-place-teddy-bears-in-window-to-distract-children-from-covid-19 (23 Aralık 2020’de ulaşıldı).
  • Duan L, Zhu G (2020) Psychological interventions for people affected by the COVID-19 epidemic. The Lancet Psychiatry, 7(4): 300-302. https://doi.org/10.1016/S2215-0366(20)30073-0
  • Duan L, Shao X, Wang Y, Huang Y, Miao J, Yang X, Zhu G (2020) An investigation of mental health status of children and adolescents in china during the outbreak of COVID-19. J Affective Dis, 275: 112-118. https://doi.org/10.1016/j.jad.2020.06.029
  • Galea S, Merchant RM, Lurie N (2020) The mental health consequences of COVID-19 and physical distancing: the need for prevention and early intervention. JAMA internal medicine, 180(6): 817-818. https://doi.org/10.1001/jamainternmed.2020.1562
  • Gewin V (2020) Five tips for moving teaching online as COVID-19 takes hold. Nature, 580(7802): 295-296. https://doi.org/10.1038/d41586-020-00896-7
  • Humphreys KL, Myint MT, Zeanah CH (2020) Increased risk for family violence during the COVID-19 pandemic. Pediatrics, 146(1): e20200982. https://doi.org/10.1542/peds.2020-0982
  • Jiao WY, Wang LN, Liu J, Fang SF, Jiao FY, Pettoello-Mantovani M, Somekh E (2020) Behavioral and emotional disorders in children during the COVID-19 epidemic. J Pediatr, 221: 264. https://doi.org/10.1016/j.jpeds.2020.03.013
  • Johnston J (2020) Coronavirus: Belgian children go on a (teddy) bear hunt. The Brussels Times. https://www.brusselstimes.com/belgium/103775/coronavirus-belgian-children-go-on-a-teddy-bear-hunt/ (23 Aralık 2020’de ulaşıldı).
  • Joline EB, Lainie KH, Susan DA, Amy JH, Robert R, Maurice GS (2020) School reopening during COVID-19 pandemic: Considering students with disabilities. Journal of Pediatric Rehabilitation Medicine, (Preprint), 1-7. https://doi.org/10.3233/PRM-200746
  • Lee J (2020) Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6): 421. https://doi.org/10:1016/s2352-4642(20)30109-7
  • Li H, Liu SM, Yu XH, Tang SL, Tang CK (2020) Coronavirus disease 2019 (COVID-19): current status and future perspectives. Int J Antimicrob Agents, 55(5), 105951. https://doi.org/10.1016/j.ijantimicag.2020.105951
  • Maheu MM, Drude KP, Hertlein KM, Lipschutz R, Wall K, Hilty DM (2020) Correction to: An interprofessional framework for telebehavioral health competencies. J Technol Behav Sci, 5(1): 79-111. https://doi.org/10.1007/s41347-019-00113-x
  • Mayall B (2002) Towards a sociology for childhood: Thinking from children’s lives, Open University Press.
  • McCord C, Bernhard P, Walsh M, Rosner C, Console K (2020) A consolidated model for telepsychology practice. Journal of Clinical Psychology, 76(6): 1060-1082. https://doi.org/10.1002/jclp.22954
  • Mochida S, Sanada M, Shao Q, Lee J, Takaoka J, Ando S, Sakakihara Y (2021) Factors modifying children’s stress during the COVID-19 pandemic in Japan. European Early Childhood Education Research Journal, 1-15. https://doi.org/10.1080/1350293X.2021.1872669
  • Mukherjee U (2020) Rainbows, Teddy Bears and ‘Others’: The Cultural Politics of Children’s Leisure Amidst the COVID-19 Pandemic. Leisure Sciences, 1-7. https://doi.org/10.1080/01490400.2020.1773978
  • Orgilés M, Morales A, Delvecchio E, Mazzeschi C, Espada JP (2020) Immediate psychological effects of the COVID-19 quarantine in youth from Italy and Spain. Frontiers in psychology, 11: 2986. https://doi.org/10.31234/osf.io/5bpfz
  • Otte J (2020) ‘Everything will be all right’: message of hope spreads in Italy. The Guardian. https://www.theguardian.com/world/2020/mar/12/everything-will-be-alright-italians-share-slogan-of-hope-in-face-of-coronavirus-crisis (23 Aralık 2020’deulaşıldı).
  • Pisano L, Galimi D, Cerniglia L (2020) A qualitative report on exploratory data on the possible emotional/behavioral correlates of Covid-19 lockdown in 4-10 years children in Italy. file:///C:/Users/cemaliye/Downloads/A%20qualitative%20report_COVID-19.pdf (23 Aralık 2020’de ulaşıldı).
  • Qiu J, Shen B, Zhao M, Wang Z, Xie B, Xu Y (2020) A nationwide survey of psychological distress among Chinese people in the COVID-19 epidemic: implications and policy recommendations. General psychiatry, 33(2): e100213. https://doi.org/10.1136/gpsyc h-2020-100213
  • Roy EA (2020) ‘Bear hunt’ helps banish coronavirus boredom for New Zealand children. The Guardian. https://www.theguardian.com/world/2020/mar/31/bear-hunt-helps-banish-coronavirus-boredom-for-new-zealand-children (23 Aralık 2020’de ulaşıldı).
  • Sahu P (2020) Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus, 12(4). https://doi.org/10.7759/cureus.7541
  • Salerno JP, Williams ND, Gattamorta KA (2020) LGBTQ populations: Psychologically vulnerable communities in the COVID-19 pandemic. Psychol Trauma, 12(1): 239–242. https://doi.org/10.1037/tra0000837
  • Saurabh K, Ranjan S (2020) Compliance and psychological impact of quarantine in children and adolescents due to Covid-19 pandemic. The Indian Journal of Pediatrics, 87: 532-536. https://doi.org/10.1007/s12098-020-03347-3
  • Van Lancker W, Parolin Z (2020) COVID-19, school closures, and child poverty: a social crisis in the making. The Lancet Public Health, 5(5): 243-244. https://doi.org/10.1016/S2468-2667(20)30084-0
  • Wendel M, Ritchie T, Rogers MA, Ogg JA, Santuzzi AM, Shelleby EC, Menter K (2020) The association between child ADHD symptoms and changes in parental involvement in kindergarten children’s learning during COVID-19. School Psychology Review, 49(4): 466-479. http://dx.doi.org/10.1080/2372966X.2020.1838233
  • World Health Organization (WHO) (2020) Coronavirus. https://www.who.int/health-topics/coronavirus#tab=tab_1 (06 Ocak 2021’de ulaşıldı).
  • World Health Organization (2020) Coronavirus disease (COVID-19) advice for the public: Myth busters.https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/myth-busters (06 Şubat 2021’de ulaşıldı).
  • World Health Organization (WHO) (2021) Weekly epidemiological update. https://www.who.int/emergencies/diseases/novel-coronavirus-2019 (27 Aralık 2020’de ulaşıldı).
  • Yip T (2020) Addressing inequities in education during the covıd-19 pandemic: how education policy and schools can support historically and currently marginalized children and youth. Statement of the Evidence, Society for Research in Child Development (SRCD). https://www.srcd.org/research/ addressing-inequities-education-during-covid-19-pandemic-how-education-policy-and-schools (23 Aralık 2020’de ulaşıldı).
  • Zhang L, Finan LJ, Bersamin M, Fisher DA (2020) Sexual orientation–based depression and suicidality health disparities: The protective role of school‐based health centers. Journal of research on adolescence, 30: 134-142. https://doi.org/10.1111/jora.12454
  • Zhong BL, Luo W, Li HM, Zhang QQ, Liu XG, Li WT, Li Y (2020) Knowledge, attitudes, and practices towards COVID-19 among Chinese residents during the rapid rise period of the COVID-19 outbreak: a quick online cross-sectional survey. Int J Biol Sci, 16(10): 1745. https://doi.org/10.7150/ijbs.45221
There are 38 citations in total.

Details

Primary Language Turkish
Subjects Psychology
Journal Section Review
Authors

Cemaliye Direktör 0000-0002-2249-4908

Publication Date December 25, 2021
Acceptance Date May 21, 2021
Published in Issue Year 2021 Volume: 13 Issue: 4

Cite

AMA Direktör C. COVID-19 Salgını ve Çocuk Psikolojisi. Psikiyatride Güncel Yaklaşımlar - Current Approaches in Psychiatry. December 2021;13(4):739-750. doi:10.18863/pgy.877883

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