驾驭变化:反思儿童和青少年在 COVID-19 大流行期间对公共卫生和社会措施的体验--对全国概率样本进行有目的、定性的跟踪调查

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2024-07-11 DOI:10.1080/13632752.2024.2360778
Lauren Cross, Emma Carey, Simon Benham-Clarke, Alex Hartley, Franki Mathews, Anne-Marie Burn, Tamsin Newlove-Delgado, Tamsin Ford
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引用次数: 0

摘要

COVID-19 大流行给儿童和青少年的生活带来了突变和混乱。这项定性研究采用半结构化访谈的方式,探讨了参与者如何在...
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Navigating changes: reflecting on children and young people’s experiences of public health and social measures during the COVID-19 pandemic- a purposive, qualitative follow-up from a national probability sample
The COVID-19 pandemic brought abrupt changes and disruption to the lives of children and young people. This qualitative study used semi-structured interviews to explore how participants navigated n...
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来源期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.80
自引率
10.00%
发文量
10
期刊介绍: The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
期刊最新文献
‘Listen to our voice!’ using co-creation and art-based methods to explore the welfare and wellbeing of siblings of children with life-limiting conditions An online compassion-focused intervention for middle school students: the Inspiring Comfort program Navigating changes: reflecting on children and young people’s experiences of public health and social measures during the COVID-19 pandemic- a purposive, qualitative follow-up from a national probability sample A scoping review of the literature exploring and evaluating the emotional literacy support assistant (ELSA) intervention Teachers’ views on the sustainability of the Incredible Years Teacher Classroom Management programme: a one-year qualitative follow-up study
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