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TWO 3-5 sentence responses to peers work
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General Research Topic Background/Info
Research question: What are the mental, social, and emotional outcomes
post-COVID-19 regarding school-age children and adolescents.? How has COVID-19
affected children’s psychosocial development in reintegrating into in-person learning?
Guiding question: Have you experienced any psychosocial/emotional/or mental health
effects post-COVID?
Excluding question for participation in this study: Have you had or experienced any
mental health or psychosocial issues prior to the COVID-19 pandemic & lockdowns?
Keywords: Covid-19, Children, Adolescent, Mental Health, Psychosocial, Wellbeing,
Development, Impact, Reintegration.
Introduction
After the Covid 19 pandemic and the slow reintegration back into normal life and
society, many researchers have questioned how the pandemic has affected children. As
children reintegrated back into school there were some observed behaviors from
parents, teachers, and professionals as to how the pandemic has affected children. For
the purpose of this research proposal, we will focus on how the Covid 19 pandemic has
affected the mental, social, and emotional well-being of school-age children and
adolescents. Along with detailing how the transition from COVID-19 affected children’s
psychosocial development in reintegrating into in-person learning. The purpose of this
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study is to identify the various mental health and psychosocial ways COVID has
affected children and adolescents and what key support resources have been
implemented to help children overcome this to then reintegrate into the school setting.
The aim of completing this study is to help educators, parents, and the research
community with some healthy coping mechanisms that may help children and
adolescents overcome the mental and psychosocial challenges faced post-COVID.
Literature Review
In 2019 we saw a rising number of individuals affected by coronavirus disease
with cases rising WHO declared the COVID-19 pandemic in March 2020 (CITE). With
this new and uncertain virus, various countries and government bodies placed strict
stay-at-home measures to combat the spread of the virus. The order of school closures
left many children and families with a huge disruption in their daily routines and lives.
Children had to adapt and shift quickly to meet the demands of virtual learning, not
engaging in social interactions with peers, and not being appropriately stimulated. What
researchers have found are key links to struggles of adapting, these harsh changes
might be the cause of consequences that affect children and adolescents’ mental health
and well-being along with their overall development as human beings (CITE). The
purpose of this study is to explore the gaps in the existing research and to add new
coping and support mechanisms for children and adolescents as they continue to
reintegrate back into society and normalcy. One major finding from researching these
post-effects of COVID-19 was behavioral changes in sleeping patterns. This disruption
in sleeping patterns came about from excessive social media/internet use which
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negatively affected children greatly in their quality of sleep and contributed to the
increase of negative emotions and self-esteem (CITE).
Children’s psychosocial well-being and mental health have been a focus as
researchers have found long-term adverse consequences on children’s and
adolescents’ mental health, such as impairment in social interactions which directly
correlated alongside with anxiety, depression, and disturbances in sleep and appetite.
Another direct link to these long-term adverse consequences was children’s
environment and family dynamics during the pandemic as lockdown mandates and
prolonged school closures created a rippling effect in many families lives.
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Participant Model
For this research, students ages 7-13 will participate in the study so that future educators
can fathom practical teaching approaches. The focus is on development. My goal for the study is
to work with students familiar with who I am to ease their interview process. This study focuses
on understanding how mentorship styles, such as directive (providing consistent support and
modeling) versus non-directive (transparent and informative), influence student happiness,
academic success, and personal development. My strategy for recruiting participants will center
around students from a private Elementary School I work at in Los Angeles. The study will first
be conducted and thoroughly analyzed so attendees know what will occur.
For participants, I will contact their legal guardians for consent from the student attending
the research. Then, discuss a scaffolded methodology with whose legal guardians have accepted
the request. If I receive the potential participants’ consent, I will proceed with them. If they are
not allowed to, they may leave. Students will begin participating in the research process to
finalize the first step.
Methods
The research centers around children and adolescents’ most effective way of learning in life and
education. It will study through both quantitative and qualitative research. From a qualitative
perspective, I aim to familiarize myself with the subjects personally (background and
demographics) to create comforting conditions. Participants will partake in surveys, one-on-one
interaction, and observation, allowing us a more personalized study. To implement a more
quantitative side, I aim to simplify my study through careful observation to categorize the results
to see what form of mentorship style is most successful. This step will give us an overall
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perspective and aid in expanding the study’s meaning. Both forms of research will play an
immense role in the methodology.
Data Collection
Throughout the study, attendees will participate in a series of activities. To begin the
methodology, the researcher will introduce themselves and the activity participants will partake
in. Participants are allowed to back out of the activities if needed. Each participant’s legal
guardian may stand outside the room to create a comfortable environment for the student. All
approaches are done individually due to confidentiality and displayed on campus in their
classroom. The study wants the most accurate results, so working on campus can enhance their
critical thinking skills while being comfortable in a familiar space.
The study provides a six-question template due to the age groups. I believe asking too
many questions will make them lose focus and get bored. Questions were scaffolded due to the
audience the research is centered around. Other questions for a deep meaning will follow up each
question but will be simplified. Questions may vary depending on the age group I am working
with. From grades 2nd-5th, questions will be more simplified, while for middle school, questions
will require more critical thinking.
Questions:
1. Who do you look up to or consider an important person to you?
1. Follow-up question: Why do you value them as people? What makes them stand
out from everyone else?
2. What activities do you do with (mentor’s name) that make you feel happy?
1. Follow-up question: How do they act around you? Happy, cheery, strict, etc.?
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3. Do you like someone who supports you and helps you to fix it, or do you prefer someone
who allows you to figure it out by yourself?
1. Follow-up question: What do they do that helps you understand something?
4. What do they do that makes you feel comfortable when you are having a difficult time?
1. Follow-up question: Specifically, what do they do? Are they patient,
understanding, providing advice, etc?
5. In what ways has (mentor’s name) taught you in school, life, or yourself?
1. Follow-up question: Do they continuously do it, or does it change?
6. What makes someone a good person/ mentor?
Plan for Analysis
Plans for analysis will be through summaries and data collection. While dissecting the
results, it will always tie to the study’s objective. How do mentorship styles, such as directive
(providing consistent support and modeling) versus non-directive (transparent and informative),
influence student happiness, academic success, and personal development? Relating them
together will help the methodology discover positive results and any limitations created for
future research. For observations, the study will focus on how the classroom is navigated through
each age group to see the most effective approach: directive or non-directive. It will display an
everyday environment that students have adjusted to, so it will disclose the reality of the
classrooms. Surveys will support the data portion of the research by identifying patterns and
allowing mentors to understand the effectiveness of art. One-on-one interviews will encourage
data and note-taking collection through personalization and dissection. Including various
approaches can promote a centered focus on mentor styles and what has the most positive impact
on an individual.
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