Goldberg Abbie E, McCormick Nora, Virginia Haylie
Department of Psychology Clark University Worcester Massachusetts USA.
Fam Relat. 2022 Feb;71(1):68-89. doi: 10.1111/fare.12612. Epub 2021 Nov 6.
This mixed-methods exploratory study sought to address the experiences of 89 adoptive parents (heterosexual, lesbian, and gay) in the United States with school-age children in relation to the transition to remote schooling and their children's mental health during the early part of the COVID-19 pandemic.
The transition to remote schooling and associated confinement during the COVID-19 pandemic presents challenges for families, particularly when children are struggling with mental health and learning challenges.
Data were collected via an online survey between May and June 2020. Before the pandemic, almost half of the children received special education services.
Findings revealed that although a minority of children were doing well with remote schooling, the majority were struggling due to lack of motivation and an inability to work independently. Some parents voiced challenges with teacher communication and inconsistencies across classes and were overwhelmed by the demands of their new role as proctor/teacher. Some were dissatisfied with how children's school services had been implemented and noted difficulties with the online format of various services (e.g., therapy was less engaging). Regarding children's mental health, half of parents said it had stayed the same, one third said it had worsened, and the remainder said it had improved. The mental health of children adopted via foster care seemed to have benefited from the additional time spent at home. Yet most children were described as struggling in part due to social isolation and loss of routine, which manifested in a variety of ways, including anxiety, schoolwork avoidance, and boundary testing. Most parents tried to show patience, tolerance, and reassurance, but more than one third reported stress and frustration associated with not knowing how to best support their children.
The transition to remote schooling during COVID-19 may be especially challenging for adoptive families and other families whose children have higher levels of need.
Findings have implications for parents, teachers, school social workers and psychologists, and other professionals who work with children and families.
这项混合方法探索性研究旨在探讨美国89名养父母（异性恋、女同性恋和男同性恋）在新冠疫情初期，其学龄子女向远程学习过渡的经历以及子女的心理健康状况。
在新冠疫情期间向远程学习过渡以及相关的居家限制给家庭带来了挑战，尤其是当孩子在心理健康和学习方面面临困难时。
2020年5月至6月通过在线调查收集数据。在疫情之前，近一半的孩子接受特殊教育服务。
研究结果显示，尽管少数孩子在远程学习中表现良好，但大多数孩子由于缺乏动力和无法独立学习而苦苦挣扎。一些家长表示在与教师沟通以及课程之间的不一致方面存在挑战，并且被他们作为监考员/教师的新角色的要求压得喘不过气来。一些家长对儿童学校服务的实施方式不满意，并指出各种服务的在线形式存在困难（例如，治疗的吸引力较小）。关于孩子的心理健康，一半的家长表示保持不变，三分之一的家长表示恶化，其余家长表示有所改善。通过寄养收养的孩子的心理健康似乎受益于在家中度过的额外时间。然而，大多数孩子被描述为苦苦挣扎，部分原因是社交隔离和日常生活规律的丧失，这以多种方式表现出来，包括焦虑、逃避学业和试探界限。大多数家长试图表现出耐心、宽容和安慰，但超过三分之一的家长报告了因不知道如何最好地支持孩子而产生的压力和沮丧。
在新冠疫情期间向远程学习过渡对收养家庭和其他孩子需求较高的家庭来说可能特别具有挑战性。
研究结果对家长、教师、学校社会工作者和心理学家以及其他与儿童和家庭打交道的专业人员具有启示意义。
