在受限制和不受限制的社会交往期间，儿童的心理健康和同伴关系会发生什么?小学学龄儿童Co-SPACE研究的结果

JAACAP open Pub Date : 2023-09-01 DOI:10.1016/j.jaacop.2023.05.003

Carolina Guzman Holst MSc, Sinziana I. Oncioiu PhD, Cathy Creswell PhD, Lucy Bowes PhD

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引用次数: 0

摘要

儿童遭受同伴伤害和同伴攻击的经历与他们的心理健康密切相关。然而，我们不知道这种关系是如何受到限制和不受限制的社会互动时期的影响的。本研究主要探讨:(1)儿童同伴问题与心理健康的双向关系;(2)同伴伤害、同伴攻击与心理健康共同发展的个体差异;(3)与英国COVID-19大流行期间13个月联合轨迹相关的因素。我们的样本包括2160名4至10岁的儿童，他们的父母或照顾者/照顾者在2020年3月至2021年5月期间完成了一项基线调查和至少1项后续在线调查，作为COVID-19:流行病期间支持父母、青少年和儿童(Co-SPACE)研究的一部分。我们使用广义线性模型来检验双向关联，使用基于群体的轨迹建模来映射联合轨迹，使用多项逻辑回归来识别与轨迹相关的因素。结果学校关闭期间的心理健康问题增加了学生返校后遭受同伴侵害的风险，但没有增加同伴攻击的风险。在学校关闭期间遇到任何同伴问题并不能预示随后的心理健康问题。大多数儿童遵循低暴露于同伴问题和心理健康的共同轨迹;然而，在我们的样本中，有16%到17%的人同时存在同伴问题和心理健康问题。家庭收入低、家庭冲突、父母痛苦、特殊教育需要和缺乏友谊与高暴露心理健康和同伴问题轨迹有关。结论在孤立期增加儿童的心理健康支持不仅可以减少当前和未来的心理健康问题，还可以预防继发的同伴问题。研究注册前信息co - space (Covid-19:在流行病期间支持父母、青少年和儿童);https://osf.io/。

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What Happens to Children’s Mental Health and Peer Relationships During Periods of Restricted and Unrestricted Social Interactions? Results From the Co-SPACE Study in Primary School-Aged Children

Objective

Children’s experiences of peer victimization and peer aggression are strongly linked to their mental health. However, we do not know how this relationship is influenced by periods of restricted and unrestricted social interactions. In this study, we investigated the following: (1) the bidirectional association between children’s peer problems and mental health; (2) individual differences in the joint development of peer victimization, peer aggression, and mental health; and (3) factors associated with joint trajectories over 13 months during the COVID-19 pandemic in the United Kingdom.

Method

Our sample consisted of 2,160 children 4 to 10 years of age for whom parents or carers/caregivers completed a baseline and at least 1 follow-up online survey between March 2020 and May 2021 as part of the COVID-19: Supporting Parents, Adolescents and Children during Epidemics (Co-SPACE) study. We used generalized linear models to examine bidirectional associations, group-based trajectory modeling to map joint trajectories, and multinomial logistic regressions to identify factors associated with trajectories.

Results

Experiencing mental health difficulties during school closures increased the risk of experiencing peer victimization, but not peer aggression on return to school. Experiencing any peer problems during school closures did not predict subsequent mental health difficulties. The majority of children followed joint trajectories of low exposure to peer problems and mental health; however 16% to 17% of our sample followed joint trajectories of high exposure to peer problems and mental health. Low family income, family conflict, parental distress, special educational needs, and lack of friendships were associated with high exposure mental health and peer problem trajectories.

Conclusion

Increasing children’s mental health support during periods of isolation may not only reduce concurrent and future mental health problems but may also prevent subsequent peer problems for both vulnerable and non-vulnerable children.