Iovino Emily A, Koslouski Jessica B, Chafouleas Sandra M
Collaboratory on School and Child Health, Institute for Collaboration on Health, Intervention, and Policy, University of Connecticut, Storrs, CT, United States.
Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, CT, United States.
Front Psychol. 2021 Nov 10;12:772260. doi: 10.3389/fpsyg.2021.772260. eCollection 2021.
The COVID-19 pandemic has presented considerable disruptions to routines that have challenged emotional well-being for children and their caregivers. One direction for supporting emotional well-being includes strategies that help children feel their best in the moment, which can bolster their capacity to respond appropriately to thoughts and behaviors. Strengthening emotional well-being equitably, however, must include opportunities in settings that are easily accessible to all, such as schools. In this paper, we focus on simple, evidence-informed strategies that can be used in schools to promote positive feelings in the moment and build coping behaviors that facilitate tolerance of uncertainty. We focus on those strategies that educators can easily and routinely use across ages, stages, and activities. Selected strategies are primarily tied to cognitive behavioral theory, with our review broadly organized across categories of self-awareness, self-soothing, and social relationships. We review evidence for each, providing examples that illustrate ease of use in school settings.
新冠疫情给日常生活带来了巨大干扰，对儿童及其照料者的情绪健康构成了挑战。支持情绪健康的一个方向包括采用一些策略，帮助儿童当下感觉良好，这可以增强他们对思想和行为做出适当反应的能力。然而，公平地增强情绪健康必须包括在学校等所有人都容易进入的环境中提供机会。在本文中，我们关注一些简单的、基于证据的策略，这些策略可用于学校，以促进当下的积极情绪，并培养有助于容忍不确定性的应对行为。我们关注的是教育工作者可以在不同年龄、阶段和活动中轻松且常规使用的那些策略。所选策略主要与认知行为理论相关，我们的综述大致按照自我意识、自我安抚和社会关系类别进行组织。我们审视了每项策略的证据，并提供了说明在学校环境中易于使用的示例。
