A Year of PandemicPsychological Effects in Spanish Children from 3 to 11 Years of Age

  1. Marta Giménez-Dasi
  2. Laura Quintanilla
  3. Teresa Simón López
Aldizkaria:
Psicothema

ISSN: 0214-9915,  1886-144X

Argitalpen urtea: 2023

Alea: 35

Zenbakia: 2

Orrialdeak: 119-128

Mota: Artikulua

DOI: 10.7334/PSICOTHEMA2022.223 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Psicothema

Garapen Iraunkorreko Helburuak

Laburpena

After the lockdown, schools adopted measures to avoid infection, which changed pre-pandemic routines. We evaluated whether the new school conditions constituted a stress factor for children or contributed to their recovery after the impact of the lockdown period. Method: Participants included 291 families with children between 3 and 11 years of age. The children were assessed by parents through the Child and Adolescent Assessment System (SENA) at three time points: T1 (before COVID-19 confinement), T2 (after the children had spent between 4 and 6 weeks confined), and T3 (one year after the beginning of the pandemic). Results: For Preschoolers, no statistical differences were found in any scale or time point. For primary-school children, the differences between T1 and T3 were not significant. Comparisons between T2 and T3 showed significant differences in Willingness to study, Emotional regulation and Hyperactivity and impulsivity. Conclusions: Our results suggest that returning to school might have improved some dimensions of primary-school children’s well-being. However, it seems that neither the confinement nor the restrictive measures have had a negative effect on our sample. To interpret these findings, we discuss the psychological factors of protection and vulnerability

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