Pub Date : 2022-09-26DOI: 10.1080/13575279.2022.2104218
Margaret Curtin, M. O’Shea, C. Hayes
ABSTRACT Background: The Covid-19 pandemic has impacted on all aspects of life. The physical health burden predominately impacts adults. However, the psychological burden has impacted significantly on the development and wellbeing of babies and young children. The aim of this research was to explore the impact of Covid-19 restrictions on vulnerable children (aged 0–6) and their families who were registered with a prevention and early intervention programme in an area of socio-economic disadvantage in southern Ireland. Methods: A convenience sample of 15 mothers were contacted by the staff from the multidisciplinary Infant Mental Health home visiting team. All participated in semi-structured telephone interviews. Two scales, the UCLA 3-Item Loneliness Scale and the Parental Stress Scale were included. A focus group was conducted with the home visiting team. Results: Parental concerns for their children related to six categories: altered behaviour; lack of services; social isolation; missed school; mental health; and physical health. Concerning behaviours regarding developmental regression, feeding, self-regulation, sleep and worrying new behaviours such as repetitive hand washing were reported. 27% of families experienced hunger during lockdown and staff raised concerns regarding substandard housing. Delayed or cancelled medical appointments included speech and occupational therapy, and developmental assessment. Loneliness and isolation were issues for parents. 67% scored greater than five on the loneliness scale. The mean stress score was 44 (range 37–56). Staff raised concerns regarding maternal mental health and highlighted the lack of services for parents. Conclusion: Covid 19 has had a disproportionate impact on vulnerable children. There is evidence of regression and issues regarding self-regulation and socio-emotional development. Lack of services and the offering of alternative appointments by phone resulted in loss of the crucial face-to-face contact with services. The pandemic has exacerbated inequalities in the early years and this is a crisis in the making.
{"title":"The Impact and Lived Experience of Covid-19 Restrictions for Vulnerable Children and Families in a Low-Income Irish Community","authors":"Margaret Curtin, M. O’Shea, C. Hayes","doi":"10.1080/13575279.2022.2104218","DOIUrl":"https://doi.org/10.1080/13575279.2022.2104218","url":null,"abstract":"ABSTRACT Background: The Covid-19 pandemic has impacted on all aspects of life. The physical health burden predominately impacts adults. However, the psychological burden has impacted significantly on the development and wellbeing of babies and young children. The aim of this research was to explore the impact of Covid-19 restrictions on vulnerable children (aged 0–6) and their families who were registered with a prevention and early intervention programme in an area of socio-economic disadvantage in southern Ireland. Methods: A convenience sample of 15 mothers were contacted by the staff from the multidisciplinary Infant Mental Health home visiting team. All participated in semi-structured telephone interviews. Two scales, the UCLA 3-Item Loneliness Scale and the Parental Stress Scale were included. A focus group was conducted with the home visiting team. Results: Parental concerns for their children related to six categories: altered behaviour; lack of services; social isolation; missed school; mental health; and physical health. Concerning behaviours regarding developmental regression, feeding, self-regulation, sleep and worrying new behaviours such as repetitive hand washing were reported. 27% of families experienced hunger during lockdown and staff raised concerns regarding substandard housing. Delayed or cancelled medical appointments included speech and occupational therapy, and developmental assessment. Loneliness and isolation were issues for parents. 67% scored greater than five on the loneliness scale. The mean stress score was 44 (range 37–56). Staff raised concerns regarding maternal mental health and highlighted the lack of services for parents. Conclusion: Covid 19 has had a disproportionate impact on vulnerable children. There is evidence of regression and issues regarding self-regulation and socio-emotional development. Lack of services and the offering of alternative appointments by phone resulted in loss of the crucial face-to-face contact with services. The pandemic has exacerbated inequalities in the early years and this is a crisis in the making.","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"29 1","pages":"470 - 486"},"PeriodicalIF":1.9,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46029509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1080/13575279.2022.2109596
Cong Liu, Mohd Nazri Abdul Rahman, Xinyi Wang, Yanan Mao
{"title":"Parental Demands for Childcare Services of Infants and Toddlers in China Under the Three-Child Policy","authors":"Cong Liu, Mohd Nazri Abdul Rahman, Xinyi Wang, Yanan Mao","doi":"10.1080/13575279.2022.2109596","DOIUrl":"https://doi.org/10.1080/13575279.2022.2109596","url":null,"abstract":"","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44872335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.1080/13575279.2022.2098255
Pete King, S. Newstead
The International Playwork Census (IPC) was undertaken to compare demographic data from both playworkers and non-playworkers who use a playwork approach in their work. Data were collected from 273 responses in nineteen di ff erent countries re fl ecting the growth of playwork from its United Kingdom beginnings. Results showed the combined playwork (102 responses) and non-playwork (171 responses) workforce is female, white with no registered disability with an average age of 44.8 years. There were also signi fi cant di ff erences between job roles in relation to sector employed, playwork training and play quali fi cations undertaken. There were di ff erences between playworkers and non-playworkers. Playworkers were signi fi cantly found to work in management or practice within the Third (Voluntary) sector and have playwork quali fi cations. Non-playworkers were signi fi cantly employed in the statutory sector, work at the board level and have no playwork quali fi cation. Up-to-date demographic data are important to develop the professionalisation of playwork. This study provides a current pro fi le of professionals working with children in a play context who see themselves as belonging to the playwork fi eld. It provides a unique insight into two di ff erent sectors within the playwork fi eld: adults who describe themselves as “ playworkers ” and adults who describe their practice as “ a playwork approach ” .
{"title":"A Comparison of Playworkers and Non-playworkers Who Use a Playwork Approach","authors":"Pete King, S. Newstead","doi":"10.1080/13575279.2022.2098255","DOIUrl":"https://doi.org/10.1080/13575279.2022.2098255","url":null,"abstract":"The International Playwork Census (IPC) was undertaken to compare demographic data from both playworkers and non-playworkers who use a playwork approach in their work. Data were collected from 273 responses in nineteen di ff erent countries re fl ecting the growth of playwork from its United Kingdom beginnings. Results showed the combined playwork (102 responses) and non-playwork (171 responses) workforce is female, white with no registered disability with an average age of 44.8 years. There were also signi fi cant di ff erences between job roles in relation to sector employed, playwork training and play quali fi cations undertaken. There were di ff erences between playworkers and non-playworkers. Playworkers were signi fi cantly found to work in management or practice within the Third (Voluntary) sector and have playwork quali fi cations. Non-playworkers were signi fi cantly employed in the statutory sector, work at the board level and have no playwork quali fi cation. Up-to-date demographic data are important to develop the professionalisation of playwork. This study provides a current pro fi le of professionals working with children in a play context who see themselves as belonging to the playwork fi eld. It provides a unique insight into two di ff erent sectors within the playwork fi eld: adults who describe themselves as “ playworkers ” and adults who describe their practice as “ a playwork approach ” .","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41289035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.1080/13575279.2022.2095983
A. Stålberg, Henrik Eriksson
{"title":"Perceptions and Implementation of a Child Perspective among Professionals Working with Vulnerable Children who Have Experienced War and Crises","authors":"A. Stålberg, Henrik Eriksson","doi":"10.1080/13575279.2022.2095983","DOIUrl":"https://doi.org/10.1080/13575279.2022.2095983","url":null,"abstract":"","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42012350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-29DOI: 10.1080/13575279.2022.2093330
Naina Kumar, V. Bhatia
ABSTRACT It’s been more than two years and the world is still struggling with the COVID-19 pandemic, which has tested the health and education system of almost every country and has resulted in the worst crisis ever. Children and youths all over the world have suffered the most due to partial and or complete closure of schools and will remember this dramatic experience for the rest of their lives. The present review briefs some of the impacts of the COVID-19 pandemic on the education system and children and youths worldwide. The literature was searched from governmental, non-governmental agencies including UNICEF, UN, UNESCO, WHO, UNFPA, OECD, CARE, ITU, World Economic Forum, and many English peer-reviewed journals, using PubMed/MEDLINE, SCOPUS, Web of Science, Science Direct databases. Literature from the COVID-19 pandemic onset till May 2022 about the impact of school closure on children and adolescents was searched. Present review observed that COVID-19 pandemic-related school closure has resulted in the loss of education for many students worldwide. They have lost a safe environment, the support of peers and teachers, and a source of nutrition. Though COVID-19 has many negative impacts on education, it has also opened innovative ways of teaching that will help in developing a better and student-friendly curriculum. School closure has not only disrupted the education of children and adolescents, but has also pushed them into poverty, malnutrition, mental illness, child marriages, teenage pregnancies, and sexual, physical, and emotional violence, which needs urgent attention.
摘要两年多过去了，全球仍在与新冠肺炎疫情作斗争，这场疫情几乎考验了每个国家的卫生和教育系统，并导致了有史以来最严重的危机。由于学校部分和/或完全关闭，世界各地的儿童和青年遭受的痛苦最大，他们将在余生中记住这一戏剧性的经历。本综述简要介绍了新冠肺炎疫情对世界各地教育系统和儿童和青年的一些影响。使用PubMed/MEDLINE、SCOPUS、Web of Science、Science Direct数据库，从包括联合国儿童基金会、联合国教科文组织、世界卫生组织、联合国人口基金、经合组织、援外社、国际电联、世界经济论坛和许多英文同行评议期刊在内的政府和非政府机构检索文献。检索了从新冠肺炎大流行开始到2022年5月关于学校关闭对儿童和青少年影响的文献。目前的审查观察到，新冠肺炎流行病相关的学校关闭已导致世界各地许多学生失去教育。他们失去了一个安全的环境、同伴和老师的支持以及营养来源。尽管新冠肺炎对教育产生了许多负面影响，但它也开辟了创新的教学方式，有助于开发更好的、对学生友好的课程。学校关闭不仅扰乱了儿童和青少年的教育，还使他们陷入贫困、营养不良、精神疾病、童婚、少女怀孕以及性暴力、身体暴力和情感暴力，这些都需要紧急关注。
{"title":"Continuing Trail of COVID-19 Pandemic Impacts on the Education and Psychology of Children and Youths: A Narrative Review","authors":"Naina Kumar, V. Bhatia","doi":"10.1080/13575279.2022.2093330","DOIUrl":"https://doi.org/10.1080/13575279.2022.2093330","url":null,"abstract":"ABSTRACT It’s been more than two years and the world is still struggling with the COVID-19 pandemic, which has tested the health and education system of almost every country and has resulted in the worst crisis ever. Children and youths all over the world have suffered the most due to partial and or complete closure of schools and will remember this dramatic experience for the rest of their lives. The present review briefs some of the impacts of the COVID-19 pandemic on the education system and children and youths worldwide. The literature was searched from governmental, non-governmental agencies including UNICEF, UN, UNESCO, WHO, UNFPA, OECD, CARE, ITU, World Economic Forum, and many English peer-reviewed journals, using PubMed/MEDLINE, SCOPUS, Web of Science, Science Direct databases. Literature from the COVID-19 pandemic onset till May 2022 about the impact of school closure on children and adolescents was searched. Present review observed that COVID-19 pandemic-related school closure has resulted in the loss of education for many students worldwide. They have lost a safe environment, the support of peers and teachers, and a source of nutrition. Though COVID-19 has many negative impacts on education, it has also opened innovative ways of teaching that will help in developing a better and student-friendly curriculum. School closure has not only disrupted the education of children and adolescents, but has also pushed them into poverty, malnutrition, mental illness, child marriages, teenage pregnancies, and sexual, physical, and emotional violence, which needs urgent attention.","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"29 1","pages":"389 - 404"},"PeriodicalIF":1.9,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49268419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-20DOI: 10.1080/13575279.2022.2082380
Alannah McGurgan, C. Wilson
{"title":"Parental Involvement in Psychological Interventions for Recurrent Abdominal Pain in Childhood","authors":"Alannah McGurgan, C. Wilson","doi":"10.1080/13575279.2022.2082380","DOIUrl":"https://doi.org/10.1080/13575279.2022.2082380","url":null,"abstract":"","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41441809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-19DOI: 10.1080/13575279.2022.2111918
Sue Greene, P. Barrett, Z. Johanson
Welcome to this extended edition of Child Care in Practice presenting international studies which demonstrate the inter-linked and multi-faceted range of the subject of child care. It brings a broad selection of significant studies effective for informing practitioners, policy makers and researchers regarding a range of programmes—Kirby et al. (2021) provide a generally positive view regarding the outcomes of the “Hopeful Minds” programme delivered in schools in the north-west of Ireland. It provides an initial review of the impact of supporting the development of the concept of hope in adolescents which, although significant, deserves further research. Help-seeking behaviour is an indicator of wellbeing/social skills and resilience and is reflected in the article by Breslin et al (2021) exploring such behaviour, the variants arising between males and females, and how the parental role influences such positive social approaches. Caution is advised as the study highlights concerns where “help seeking” does not always result in “help receiving” indicating systemic issues of concern. Akerman et al (2020) explored a further programme in Sweden with foster carers of young people addressing mentalisation—the ability to reflect on their own and the child’s mental states through their interactions. The programme involved intensive sessions for fosters carers, the child, and support workers. The authors highlight interesting findings in that the foster carers’ view of the young person’s mental health was that there was no change, however, the young people’s perceptions were that there had been improvement in their mental health —the authors comment that this may emanate from the young people feeling they were “held in mind”, and observing the carers trying to mentalise what they were feeling was significant enough for the young person to feel some relief in their suffering. The authors comment that this highlights the need for significant input from young people in future studies. McKay et al. (2020) extends this territory further through domain-specific research into the way in which individuals think and feel about the past, present, and in particular the future, which presents a challenge to parents, public health, Local and National Governments, to name but a few groups. He and colleagues suggest, such messages concerning health, environment, academic and financial investment need to be argued and presented individually. McMenemy and Nicolas (2022) provide a fascinating exploration of resilience in families where a young adolescent (11–14 years) has a diagnosis of ADHD. This Canadian study of an under-researched area, identifies interesting sub themes: social misunderstanding of ADHD; supporting family addressing challenges which are both biological and social; families’ adjustment to life with a young person with ADHD; resisting getting labelled and putting together the “puzzle of their child”. This study highlights the narrowness of some definitions
{"title":"Editorial","authors":"Sue Greene, P. Barrett, Z. Johanson","doi":"10.1080/13575279.2022.2111918","DOIUrl":"https://doi.org/10.1080/13575279.2022.2111918","url":null,"abstract":"Welcome to this extended edition of Child Care in Practice presenting international studies which demonstrate the inter-linked and multi-faceted range of the subject of child care. It brings a broad selection of significant studies effective for informing practitioners, policy makers and researchers regarding a range of programmes—Kirby et al. (2021) provide a generally positive view regarding the outcomes of the “Hopeful Minds” programme delivered in schools in the north-west of Ireland. It provides an initial review of the impact of supporting the development of the concept of hope in adolescents which, although significant, deserves further research. Help-seeking behaviour is an indicator of wellbeing/social skills and resilience and is reflected in the article by Breslin et al (2021) exploring such behaviour, the variants arising between males and females, and how the parental role influences such positive social approaches. Caution is advised as the study highlights concerns where “help seeking” does not always result in “help receiving” indicating systemic issues of concern. Akerman et al (2020) explored a further programme in Sweden with foster carers of young people addressing mentalisation—the ability to reflect on their own and the child’s mental states through their interactions. The programme involved intensive sessions for fosters carers, the child, and support workers. The authors highlight interesting findings in that the foster carers’ view of the young person’s mental health was that there was no change, however, the young people’s perceptions were that there had been improvement in their mental health —the authors comment that this may emanate from the young people feeling they were “held in mind”, and observing the carers trying to mentalise what they were feeling was significant enough for the young person to feel some relief in their suffering. The authors comment that this highlights the need for significant input from young people in future studies. McKay et al. (2020) extends this territory further through domain-specific research into the way in which individuals think and feel about the past, present, and in particular the future, which presents a challenge to parents, public health, Local and National Governments, to name but a few groups. He and colleagues suggest, such messages concerning health, environment, academic and financial investment need to be argued and presented individually. McMenemy and Nicolas (2022) provide a fascinating exploration of resilience in families where a young adolescent (11–14 years) has a diagnosis of ADHD. This Canadian study of an under-researched area, identifies interesting sub themes: social misunderstanding of ADHD; supporting family addressing challenges which are both biological and social; families’ adjustment to life with a young person with ADHD; resisting getting labelled and putting together the “puzzle of their child”. This study highlights the narrowness of some definitions","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"28 1","pages":"499 - 503"},"PeriodicalIF":1.9,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42627771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-18DOI: 10.1080/13575279.2022.2093329
Clare Maria Nee, Declan Fahie
{"title":"Examining the Challenges Faced by Service Providers and Organisations Working with Children in the Direct Provision System in Ireland","authors":"Clare Maria Nee, Declan Fahie","doi":"10.1080/13575279.2022.2093329","DOIUrl":"https://doi.org/10.1080/13575279.2022.2093329","url":null,"abstract":"","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41343898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-11DOI: 10.1080/13575279.2022.2088473
K. Winter, P. Connolly, S. Millen, Daryl Sweet
{"title":"The UNCRC and Family Support: A Case Study of the Early Intervention Support Service","authors":"K. Winter, P. Connolly, S. Millen, Daryl Sweet","doi":"10.1080/13575279.2022.2088473","DOIUrl":"https://doi.org/10.1080/13575279.2022.2088473","url":null,"abstract":"","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44738030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1080/13575279.2022.2084364
Connie O’Regan, Bernadine Brady, C. Connolly
ABSTRACT It is a truism to state that across the world the COVID-19 pandemic brought about and continues to cause disruption on a scale not seen before. As the pandemic is still very much ongoing, its lasting impact will take time to fully unfold. This article uses ecological theory to map the impact of the COVID-19 pandemic on young people and their wellbeing, based on some initial published studies. It reviews how their micro system contexts, especially access to school and youth services were further disrupted adding to the pressure and isolation experienced by many. Continuing the ecological framework the paper explores the policy spaces within the exosystem where stakeholders are engaged in promoting youth wellbeing and support. It is this policy “space” that this article argues has the potential to scaffold positive youth development and supports in the aftermath of the pandemic. It will argue in particular for the need to extend and enhance mesosystem connections, especially for those without strong natural support networks
{"title":"Building Back Better – Using an Ecological Lens to Argue for Strengthening Mesosystemic Connections for Young People in a Post Pandemic World","authors":"Connie O’Regan, Bernadine Brady, C. Connolly","doi":"10.1080/13575279.2022.2084364","DOIUrl":"https://doi.org/10.1080/13575279.2022.2084364","url":null,"abstract":"ABSTRACT It is a truism to state that across the world the COVID-19 pandemic brought about and continues to cause disruption on a scale not seen before. As the pandemic is still very much ongoing, its lasting impact will take time to fully unfold. This article uses ecological theory to map the impact of the COVID-19 pandemic on young people and their wellbeing, based on some initial published studies. It reviews how their micro system contexts, especially access to school and youth services were further disrupted adding to the pressure and isolation experienced by many. Continuing the ecological framework the paper explores the policy spaces within the exosystem where stakeholders are engaged in promoting youth wellbeing and support. It is this policy “space” that this article argues has the potential to scaffold positive youth development and supports in the aftermath of the pandemic. It will argue in particular for the need to extend and enhance mesosystem connections, especially for those without strong natural support networks","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"29 1","pages":"358 - 370"},"PeriodicalIF":1.9,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47166403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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