Academic literature on the topic 'Foster home care Psychological aspects Case studies'

This symposium will review the latest data on the influence of environmental design and its attributes on the cognitive and psychological wellbeing of older adults living with dementia. The presenters will cover the myriad ways in which the physical environment of care can adapt to the changing demands of older adults with sensory, motor and cognitive deficits and foster optimal functioning and quality of life. The role of emerging technologies will also be reviewed as they complement the contribution of the design of the physical environment to the wellbeing of older adults with cognitive impairment. Information will be offered through a review of the existing research literature as well as case studies that illustrate the impact of environmental modification on fostering wellbeing and minimizing the emergence of the behavioral and psychological symptoms of dementia. The presenters will represent and integrate sensibilities that have emerged from the fields of architecture, cognitive neuroscience and psychology.How the Principles of the Culture Change Movement Inform Environmental Design and the Application of Technology in the Care of Older Adults Living with DementiaWilliam E. ReichmanThe culture change movement informs a number of principles that have been applied to more contemporary design concepts for the congregate care of older adults living with dementia. This talk will review the core tenets of the Culture Change Movement as exemplified by the Greenhouse, Dementia Village and other innovative models of congregate long-term care. Specific reference will be made to how these tenets have been operationalized around the world into the design of programming and the creation of residential care environments that foster a better quality of life for older adults and an enhanced work environment for care providers. This talk will also include the emerging role of technologies that complement innovative design of the environment and which foster optimized social and recreational functioning of older adults living with dementia.A Better Life Through a Better Nursing Home DesignL. Bradford PerkinsOver the last 20 years there has been extensive experimentation related to the role of the environment in the housing, care and treatment of persons with Alzheimer’s and other age related dementias. Prior to that time the typical housing and care environment was a locked unit in a skilled nursing or other restrictive senior living facility. In 1991 the Presbyterian Association on Aging in Western Pennsylvania opened Woodside Place on its Oakmont campus. This small 36 bed facility was designed to incorporate the latest research and care experience with persons suffering from these issues. This one small project, as well as the long post occupancy research led by Carnegie Mellon University, clearly demonstrated that individuals with Alzheimer’s and related forms of dementia could lead a healthier, happier, higher quality of life in a more residential, less restrictive environment. Not everything in this pioneering project worked, and five generations of living and care models have followed that have refined the ideas first demonstrated by Woodside Place. Bradford Perkins, whose firm designed Woodside Place and over 100 other related projects, will discuss what was learned from Woodside Place as well as the five generations of projects (and post occupancy research) that followed.Innovative dementia care environments as alternatives for traditional nursing homes: evidence and experiences from the NetherlandsHilde VerbeekKey goals of the dementia care environment focus on increasing autonomy, supporting independence and trying to enable one’s own lifestyle for as long as possible. To meet these goals, innovative, small-scale and homelike care environments have been developed that have radically changed the physical, social and organizational aspects of long-term care in the Netherlands. This presentation discusses various Dutch models that have implemented small-scale and homelike care environments, including green care farms, dementia village and citizen initiatives. The models reflect a common care concept, focusing on residents’ remaining strengths, providing opportunity for choice and aiming to sustain a sense of self and control. A small number of residents (usually 6 to 8) live together in a homelike environment and nursing staff are part of the household. Residents are encouraged to participate in daily household activities, emphasizing normalization of daily life with person-centred care. The physical environment resembles an archetypal home. This talk presents the scientific evidence on the impact and effects of these small-scale, homelike models on residents, their family caregivers and staff. Furthermore, the presentation will highlight working approaches and how these initiatives have positively influenced routine care across the long-term care spectrum.

The object of this research is the senior citizens, who are the objects of close attention of the corresponding government bodies, institutions of social and medical care, nonprofit organizations, and social entrepreneurs. It is revealed that despite joint efforts of the government and society aimed at maintaining the quality of their lives, senior citizens, for various reasons, often find themselves lonely, deprived of the care of their families. Therefore, the subject of this research is the alternative form of social service for senior citizens – foster home. The article examines the social, economic, psychological, and sociological aspects of implementation of such service. Special attention is given to the concept of foster home for senior citizens, as a form of organization of life, which implies sharing living space and household of citizens who concluded a foster home agreement. The article explores such aspects as the procedure for creating foster families, basic statistical data, regional peculiarities, social and economic effectiveness. The studied indicators reveal the factors that impede the creation of more foster homes. The authors’ special contribution lies in systematization of the key indicators of social effectiveness of foster homes: improvement of psychological state of senior citizens, mending family relationships, joint overcoming of different household problems, mutual respect and help, living in a home environment, and revival of the traditions of family and community care for older generation.

Research in the psychology of music has shown that music-listening can foster psychological transportation. Whether played alone or as a complement of other artistic products such as films or narratives, music allows listeners to travel mentally to fictional realities. This phenomenon occurs due to the potential of music to trigger cognitive and affective reactions in listeners such as visual stimulation and emotional engagement. Simultaneously, recent studies in translation process research (TPR) have revealed how translation performance can benefit from both visualization and emotional involvement, making the difference in the resulting target text. Therefore, this paper proposes a theory based on a chain-reaction model, according to which background music would eventually lead to an increase of translation creativity through the filter of psychological transportation. Practical implications of our model would entail using instrumental background music to foster motivation in translation environments, which could possibly lead to higher-quality and more creative target texts.

Problem statement and purpose. Modern domestic society is characterized by a number of negative phenomena –impoverishment, unemployment, rising crime, mass labor migration both abroad and internally, related to the occupation of Crimea and hostilities in eastern Ukraine. All of them, directly or indirectly, cause disruption of the structure and functioning of the family, which, in turn, leads to an increase in the number of people such as orphans and children deprived of parental care.The system of social assistance and protection of this category of children combines both traditional and alternative forms of state care. Unfortunately, the reform of this system is too slow due to various reasons of social and economic, social and political and psychological and pedagogical nature. It is also worth noting that nowadays only the scientific basis for its functioning is being formed.Thus, Bader S., Bevz H., Vodyana O., Borysova V., Volynets L., Kobzar B., Komarova N., Ivanova I., Petrochko J., Kalibaba O., Makiychuk T., Orzhekhovska V., Pesh I., Piren M., Polyanychko A., Trubavina I. Turchyn O., Fedorova N., Kharkhan G., Chervonyy Yu. and others,studied the technologies of creation and organization of life of adoption and foster families, as well as children's homes (as alternative forms of state care), various aspects of stay and upbringing of children in such families.The content of social and pedagogical work in protection institutions and families where children are under protection is reflected in the works of domestic scientists: Bezpalko O., Hykava G., Zavgorodna T., Evdakh K., Ivanova A., Kapska A., Kurlyak I., Maksymova N., Naumenko T., Oleksyuk N., Pesh I., Sydorenko O., Chenbay I., Yurchenko T., Yaskal L., Yashchenko N. and others.Despite the wide and multifaceted scientific interest in this problem, the peculiarities of the formation and operation of alternative forms of care still remain unresolved.That is why the purpose of our study is to characterize the features of the functioning of alternative forms of care for orphans and children deprived of parental care and to determine the possibilities of their development.Research methods: to achieve this goal we used a set of methods: theoretical (conceptual and comparative analysis of philosophical, sociological, psychological and pedagogical, scientific and methodological and reference encyclopedic literature, regulatory and program documentation on research topics to clarify the content of basic concepts and study of the state of development of the researched problem in theory and practice); empirical (content analysis, questionnaires, pedagogical observation, study and generalization of independent characteristics and pedagogical experience, survey).Results. Based on the analysis of the scientific literature, the essence of the concepts "adoption", "custodianship/ care", "foster family", "family-type orphanage", "family patronage", "small group home", "deinstitutionalization" and "alternative care"is specified. Alternative forms of state protection of children as a social phenomenon are characterized, the relevance of deinstitutionalization and transformation of services for children is substantiated.

This study examines factors which contribute to elderly abuse and neglect by caregivers in a domestic setting. Methodological and conceptual variations and problems in previous studies have led to considerable confusion as to the determinants of this important social problem. A more rigorous research design was used in this study than has been previously employed. Fifty-nine abused elders from a model project site for the study of elderly abuse were compared with forty-nine non-abused clients from a home care program in the same agency. Using a research instrument designed by the authors, data related to the following aspects of the lives of the elders and their caregivers were collected: psychological status, stressful life events, social networks, mutual dependency, and the nature of their relationships. The study indicates that members of abusive families are more likely to have emotional problems which contribute to interpersonal difficulties. Abused elders are not more dependent on caregivers for many of their daily needs. However, the abused elderly and their caregivers have become increasingly interdependent prior to the onset of abuse because of the loss of other family members, increased social isolation, and the increased financial dependency of the perpetrator on the elderly person.

Play-based learning activities are important programs throughout the world of children's education. Through play, children learn creatively and constructively. This study aims to solve the problem of creativity in early-childhood dance movements with the hope that there will be an increase in aspects of fluency, flexibility and elaboration through play activities related to educational dance. This action research uses an action research method which is carried out in three cycles. The subjects in this study were 19 children aged 5-6 years in Kindergarten in Central Jakarta. Data collection was carried out through observation, interviews, field notes, video documentation and photos. The findings show every child's creativity in dance movements can be improved through playing activities. Increased creativity in dance movements occurs in the aspects of fluency, flexibility, and elaboration. Another important finding, there is an increase in the optimal ability of dance creativity in the third cycle of this action research. The implication from this research is that play activities suitable for learning creative dance in early childhood must be designed as a program that emphasizes aspects of fluency, flexibility, and elaboration. Keywords: Early Childhood, Creativity in dance movements, Play based learning activities References: Bläsing, B., Calvo-Merino, B., Cross, E. S., Jola, C., Honisch, J., & Stevens, C. J. (2012). Neurocognitive control in dance perception and performance. Acta Psychologica, 139(2), 300–308. https://doi.org/10.1016/j.actpsy.2011.12.005 Brehm, M. A., & McNett, L. (2007). Creative dance for learning: The kinesthetic link. McGraw-Hill. Chatoupis, C. (2013). Young children’s divergent movement ability: A study revisited. Early Child Development and Care, 183(1), 92–108. https://doi.org/10.1080/03004430.2012.655728 Cheng, V. M. Y. (2010). Tensions and dilemmas of teachers in creativity reform in a Chinese context. Thinking Skills and Creativity, 5(3), 120–137. https://doi.org/10.1016/j.tsc.2010.09.005 Cheung, R. H. P. (2012). Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices. Australasian Journal of Early Childhood, 37(3), 43–52. https://doi.org/10.1177/183693911203700307 Cleland, F. E., & Gallahue, D. L. (1993). Young Children’s Divergent Movement Ability. Perceptual and Motor Skills, 77(2), 535–544. https://doi.org/10.2466/pms.1993.77.2.535 Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 (3rd ed.). National Association for the Education of Young Children. Craft, A. (2000). Creativity across the primary curriculum: Framing and developing practice. Routledge. Craft, Anna. (2005). Creativity in Schools: Tensions and Dilemmas. Routledge. Cropley, A. (2001). Creativity in education & learning: A guide for teachers and educators. Kogan Page. Doherty, J., & Bailey, R. (2002). Supporting Physical Development and Physical Education in the Early Years (1st edition). Open University Press. Eckhoff, A. (2011). Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers. Journal of Early Childhood Teacher Education, 32(3), 240–255. https://doi.org/10.1080/10901027.2011.594486 Garaigordobil, M., & Berrueco, L. (2011). Effects of a Play Program on Creative Thinking of Preschool Children. The Spanish Journal of Psychology, 14(2), 608–618. https://doi.org/10.5209/rev_SJOP.2011.v14.n2.9 Gilbert, A. G. (2019). Brain-compatible dance education (Second Edition). Human Kinetics, Inc. Hoffmann, J. D., & Russ, S. W. (2016). Fostering pretend play skills and creativity in elementary school girls: A group play intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 114–125. https://doi.org/10.1037/aca0000039 Hoffmann, J., & Russ, S. (2012). Pretend play, creativity, and emotion regulation in children. Psychology of Aesthetics, Creativity, and the Arts, 6(2), 175–184. https://doi.org/10.1037/a0026299 Hui, A. N. N., Chow, B. W. Y., Chan, A. Y. T., Chui, B. H. T., & Sam, C. T. (2015). Creativity in Hong Kong classrooms: Transition from a seriously formal pedagogy to informally playful learning. Education 3-13, 43(4), 393–403. https://doi.org/10.1080/03004279.2015.1020652 Jeffrey, B. (2006). Creative teaching and learning: Towards a common discourse and practice. Cambridge Journal of Education, 36(3), 399–414. https://doi.org/10.1080/03057640600866015 Karaca, N. H., Uzun, H., & Metin, Ş. (2020). The relationship between the motor creativity and peer play behaviors of preschool children and the factors affecting this relationship. Thinking Skills and Creativity, 38, 100716. https://doi.org/10.1016/j.tsc.2020.100716 Karpati, F. J., Giacosa, C., Foster, N. E. V., Penhune, V. B., & Hyde, K. L. (2016). Sensorimotor integration is enhanced in dancers and musicians. Experimental Brain Research, 234(3), 893–903. https://doi.org/10.1007/s00221-015-4524-1 Kaufman, J. C., & Beghetto, R. A. (2009). Beyond Big and Little: The Four C Model of Creativity. Review of General Psychology, 13(1), 1–12. https://doi.org/10.1037/a0013688 Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2 Kuhn, J.-T., & Holling, H. (2009). Exploring the nature of divergent thinking: A multilevel analysis. Thinking Skills and Creativity, 4(2), 116–123. https://doi.org/10.1016/j.tsc.2009.06.004 Lai Keun, L., & Hunt, P. (2006). Creative dance: Singapore children’s creative thinking and problem‐solving responses. Research in Dance Education, 7(1), 35–65. https://doi.org/10.1080/14617890600610661 Leff, S. S., Costigan, T., & Power, T. J. (2004). Using participatory research to develop a playground-based prevention program. Journal of School Psychology, 42(1), 3–21. https://doi.org/10.1016/j.jsp.2003.08.005 Lobo, Y. B., & Winsler, A. (2006). The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers. Social Development, 15(3), 501–519. https://doi.org/10.1111/j.1467-9507.2006.00353.x Lucas, B. (2001). Creative teaching, teaching creativity and creative learning (A. Craft, B. Jeffrey&M. Leibling (Eds),). Continuum. Marinšek, M., & Denac, O. (2020). The Effects of an Integrated Programme on Developing Fundamental Movement Skills and Rhythmic Abilities in Early Childhood. Early Childhood Education Journal, 48(6), 751–758. https://doi.org/10.1007/s10643-020-01042-8 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Pürgstaller, E. (2021). Assessment of Creativity in Dance in Children: Development and Validation of a Test Instrument. Creativity Research Journal, 33(1), 33–46. https://doi.org/10.1080/10400419.2020.1817694 Repp, B. H., & Su, Y.-H. (2013). Sensorimotor synchronization: A review of recent research (2006–2012). Psychonomic Bulletin & Review, 20(3), 403–452. https://doi.org/10.3758/s13423-012-0371-2 Rudowicz, E., & Hui, A. (2000). Hong Kong Chinese People’s View of Creativity. 16. Runco, M. A. (2003). Education for Creative Potential. Scandinavian Journal of Educational Research, 47(3), 317–324. https://doi.org/10.1080/00313830308598 Runco, M. A., & Acar, S. (2012). Divergent Thinking as an Indicator of Creative Potential. Creativity Research Journal, 24(1), 66–75. https://doi.org/10.1080/10400419.2012.652929 Saracho, O. (2002). Young Children’s Creativity and Pretend Play. Early Child Development and Care, 172(5), 431–438. https://doi.org/10.1080/03004430214553 Schwartz, D., Dodge, K. A., Pettit, G. S., Bates, J. E., & The Conduct Problems Prevention Research Group. (2000). Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. Developmental Psychology, 36(5), 646–662. https://doi.org/10.1037/0012-1649.36.5.646 Steinberg, C., & Steinberg, F. (2016). Importance of students’ views and the role of self-esteem in lessons of creative dance in physical education. Research in Dance Education, 17(3), 189–203. https://doi.org/10.1080/14647893.2016.1208646 Stinson, S. W. (1993). Testing Creativity of Dance Students in the Peoples Republic of China. Dance Research Journal, 25(1), 65–68. https://doi.org/10.1017/S0149767700008056 Tsompanaki, E. (2019). The Effect of Creative Movement-Dance on the Development of Basic Motor Skills of Pre-School Children. Review of European Studies, 11(2), 29. https://doi.org/10.5539/res.v11n2p29

The pandemic of COVID-19 has afflicted every individual and has initiated a cascade of directly or indirectly involved events in precipitating mental health issues. The human species is a wanderer and hunter-gatherer by nature, and physical social distancing and nationwide lockdown have confined an individual to physical isolation. The present review article was conceived to address psychosocial and other issues and their aetiology related to the current pandemic of COVID-19. The elderly age group has most suffered the wrath of SARS-CoV-2, and social isolation as a preventive measure may further induce mental health issues. Animal model studies have demonstrated an inappropriate interacting endogenous neurotransmitter milieu of dopamine, serotonin, glutamate, and opioids, induced by social isolation that could probably lead to observable phenomena of deviant psychosocial behavior. Conflicting and manipulated information related to COVID-19 on social media has also been recognized as a global threat. Psychological stress during the current pandemic in frontline health care workers, migrant workers, children, and adolescents is also a serious concern. Mental health issues in the current situation could also be induced by being quarantined, uncertainty in business, jobs, economy, hampered academic activities, increased screen time on social media, and domestic violence incidences. The gravity of mental health issues associated with the pandemic of COVID-19 should be identified at the earliest. Mental health organization dedicated to current and future pandemics should be established along with Government policies addressing psychological issues to prevent and treat mental health issues need to be developed. References World Health Organization (WHO) Coronavirus Disease (COVID-19) Dashboard. Available at: https://covid19.who.int/ [Accessed on 23 August 2020] Sim K, Chua HC. The psychological impact of SARS: a matter of heart and mind. CMAJ. 2004; 170:811e2. https://doi.org/10.1503/cmaj.1032003. Wu P, Fang Y, Guan Z, Fan B, Kong J, Yao Z, et al. The psychological impact of the SARS epidemic on hospital employees in China: exposure, risk perception, and altruistic acceptance of risk. Can J Psychiatr. 2009; 54:302e11. https://doi.org/10.1177/070674370905400504. Brooks SK, Webster RK, Smith LE, Woodland L, Wessely S, Greenberg N, et al. The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet. 2020; 395:912e20. https://doi.org/10.1016/S0140-6736(20)30460-8. Robertson E, Hershenfield K, Grace SL, Stewart DE. The psychosocial effects of being quarantined following exposure to SARS: a qualitative study of Toronto health care workers. Can J Psychiatr. 2004; 49:403e7. https://doi.org/10.1177/070674370404900612. Barbisch D, Koenig KL, Shih FY. Is there a case for quarantine? Perspectives from SARS to Ebola. Disaster Med Public Health Prep. 2015; 9:547e53. https://doi.org/10.1017/dmp.2015.38. Jeong H, Yim HW, Song YJ, Ki M, Min JA, Cho J, et al. Mental health status of people isolated due to Middle East Respiratory Syndrome. Epidemiol Health. 2016;38: e2016048. https://doi.org/10.4178/epih.e2016048. Liu X, Kakade M, Fuller CJ, Fan B, Fang Y, Kong J, et al. Depression after exposure to stressful events: lessons learned from the severe acute respiratory syndrome epidemic. Compr Psychiatr. 2012; 53:15e23. https://doi.org/10.1016/j.comppsych.2011.02.003 Chadda RK, Deb KS. Indian family systems, collectivistic society and psychotherapy. Indian J Psychiatry. 2013;55: S299‑ https://dx.doi.org/10.4103%2F0019-5545.105555. Grover S, Sahoo S, Mehra A, Avasthi A, Tripathi A, Subramanyan A, et al. Psychological impact of COVID‑19 lockdown: An online survey from India. Indian J Psychiatry. 2020; 62:354-62. https://doi.org/ 10.4103/psychiatry.IndianJPsychiatry _427_20. Hawkley LC, Cacioppo JT. Loneliness matters: a theoretical and empirical review of consequences and mechanisms. Ann Behav Med. 2010; 40: 218–27. https://dx.doi.org/10.1007%2Fs12160-010-9210-8. Chen N, Zhou M, Dong X, Qu J, Gong F, Han Y, et al. Epidemiological and clinical characteristics of 99 cases of 2019 novel coronavirus pneumonia in Wuhan, China: a descriptive study. Lancet. 2020;395(10223):507-13. https://doi.org/10.1016/S0140-6736(20)30211-7. Bhandari S, Sharma R, Singh Shaktawat A, Banerjee S, Patel B, Tak A, et al. COVID-19 related mortality profile at a tertiary care centre: a descriptive study. Scr Med. 2020;51(2):69-73. https://doi.org/10.5937/scriptamed51-27126. Baumeister RF, Leary MR. The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychol Bull. 1995; 117: 497–529. https://doi.org/10.1037/0033-2909.117.3.497. Caspi A, Harrington H, Moffitt TE, Milne BJ, Poulton R. Socially isolated children 20 years later: risk of cardiovascular disease. Arch Pediatr Adolesc Med. 2006; 160(8):805-11. https://doi.org/10.1001/archpedi.160.8.805. Eaker ED, Pinsky J, Castelli WP. Myocardial infarction and coronary death among women: psychosocial predictors from a 20-year follow-up of women in the Framingham Study. Am J Epidemiol. 1992; 135(8):854-64. https://doi.org/10.1093/oxfordjournals.aje.a116381. Luo Y, Hawkley LC, Waite LJ, Cacioppo JT. Loneliness, health, and mortality in old age: a national longitudinal study. Soc Sci Med. 2012 Mar; 74(6):907-14. https://dx.doi.org/10.1016%2Fj.socscimed.2011.11.028. Olsen RB, Olsen J, Gunner-Svensson F, Waldstrøm B. Social networks and longevity. A 14-year follow-up study among elderly in Denmark. Soc Sci Med. 1991; 33(10):1189-95. https://doi.org/10.1016/0277-9536(91)90235-5. Patterson AC, Veenstra G. Loneliness and risk of mortality: a longitudinal investigation in Alameda County, California. Soc Sci Med. 2010; 71(1):181-6. https://doi.org/10.1016/j.socscimed.2010.03.024. Savikko N, Routassalo P, Tilvis RS, Strandberg TE, Pitkalla KH. Predictors and subjective causes of loneliness in an aged population. Arch Gerontol Geriatrics. 2005; 41:3;223-33. https://doi.org/10.1016/j.archger.2005.03.002. Health Advisory for Elderly Population of India during COVID19. Available at: https://www.mohfw.gov.in/pdf/AdvisoryforElderlyPopulation.pdf [Accessed on 13 August 2020]. Dicks D, Myers R, Kling A. Uncus and amygdala lesions: effects on social behavior in the free-ranging rhesus monkey. Science. 1969; 165:69–71. https://doi.org/10.1126/science.165.3888.69. Kanai R, Bahrami B, Duchaine B, Janik A, Banissy MJ, Rees G. Brain structure links loneliness to social perception. Curr Biol. 2012; 22(20):1975-9. https://dx.doi.org/10.1016%2Fj.cub.2012.08.045. Bender AR, Daugherty A, Raz N. Vascular risk moderates associations between hippocampal subfield volumes and memory. J Cogn Neurosci. 2013; 25:1851–62. https://doi.org/10.1162/jocn_a_00435. Raz N. Diabetes: brain, mind, insulin–what is normal and do we need to know? Nat Rev Endocrinol. 2011; 7:636–7. https://doi.org/10.1038/nrendo.2011.149. Colcombe SJ, Erickson KI, Naftali R, Andrew GW, Cohen NJ, McAuley E, et al. Aerobic fitness reduces brain tissue loss in aging humans. J Gerontol A Biol Sci Med Sci. 2003; 58:176–80. https://doi.org/10.1093/gerona/58.2.m176. Maass A, Düzel S, Goerke M, Becke A, Sobieray U, Neumann K, et al. Vascular hippocampal plasticity after aerobic exercise in older adults. Mol Psychiatry. 2015; 20, 585–93. https://doi.org/10.1038/mp.2014.114. Wilson RS, Krueger KR, Arnold SE, Schneider JA, Kelly JF, Barnes LL, et al. Loneliness and Risk of Alzheimer Disease. Arch Gen Psychiatry. 2007;64(2):234–240. https://doi.org/10.1001/archpsyc.64.2.234. Kogan JH, Frankland PW, Silva AJ. Long-term memory underlying hippocampus-dependent social recognition in mice. Hippocampus. 2000;10(1):47-56. https://doi.org/10.1002/(sici)1098-1063(2000)10:1%3C47::aid-hipo5%3E3.0.co;2-6. Yorgason JT, España RA, Konstantopoulos JK, Weiner JL, Jones SR. Enduring increases in anxiety-like behavior and rapid nucleus accumbens dopamine signaling in socially isolated rats. Eur J Neurosci. 2013;37(6):1022-31. https://doi.org/10.1111/ejn.12113. Bledsoe AC, Oliver KM, Scholl JL, Forster GL. Anxiety states induced by post-weaning social isolation are mediated by CRF receptors in the dorsal raphe nucleus. Brain Res Bull. 2011;85(3-4):117-22. https://dx.doi.org/10.1016%2Fj.brainresbull.2011.03.003. Lukkes JL, Engelman GH, Zelin NS, Hale MW, Lowry CA. Post-weaning social isolation of female rats, anxiety-related behavior, and serotonergic systems. Brain Res. 2012; 1443:1-17. https://dx.doi.org/10.1016%2Fj.brainres.2012.01.005. Ago Y, Araki R, Tanaka T, Sasaga A, Nishiyama S, Takuma K, et al. Role of social encounter-induced activation of prefrontal serotonergic systems in the abnormal behaviors of isolation-reared mice. Neuropsychopharmacology. 2013; 38(8):1535-47. https://doi.org/10.1038/npp.2013.52. Veenema AH. Early life stress, the development of aggression and neuroendocrine and neurobiological correlates: what can we learn from animal models? Front Neuroendocrinol. 2009;30(4):497-518. https://doi.org/10.1016/j.yfrne.2009.03.003. Zhao X, Sun L, Jia H, Meng Q, Wu S, Li N, et al. Isolation rearing induces social and emotional function abnormalities and alters glutamate and neurodevelopment-related gene expression in rats. Prog Neuropsychopharmacol Biol Psychiatry. 2009;33(7):1173-1177. https://doi.org/10.1016/j.pnpbp.2009.06.016. Sciolino NR, Bortolato M, Eisenstein SA, Fu J, Oveisi F, Hohmann AG, et al. Social isolation and chronic handling alter endocannabinoid signaling and behavioral reactivity to context in adult rats. Neuroscience. 2010;168(2):371-86. https://dx.doi.org/10.1016%2Fj.neuroscience.2010.04.007. Ghasemi M, Phillips C, Trillo L, De Miguel Z, Das D, Salehi A. The role of NMDA receptors in the pathophysiology and treatment of mood disorders. Neurosci Biobehav Rev. 2014; 47:336-358. https://doi.org/10.1016/j.neubiorev.2014.08.017. Olivenza R, Moro MA, Lizasoain I, Lorenzo P, Fernández AP, Rodrigo J, et al. Chronic stress induces the expression of inducible nitric oxide synthase in rat brain cortex. J Neurochem. 2000;74(2):785-791. https://doi.org/10.1046/j.1471-4159.2000.740785.x. Maeng S, Zarate CA Jr, Du J, Schloesser RJ, McCammon J, Chen G, et al. Cellular mechanisms underlying the antidepressant effects of ketamine: role of alpha-amino-3-hydroxy-5-methylisoxazole-4-propionic acid receptors. Biol Psychiatry. 2008;63(4):349-352. https://doi.org/10.1016/j.biopsych.2007.05.028. Kalia LV, Kalia SK, Salter MW. NMDA receptors in clinical neurology: excitatory times ahead. Lancet Neurol. 2008;7(8):742-755. https://dx.doi.org/10.1016%2FS1474-4422(08)70165-0. Waxman EA, Lynch DR. N-methyl-D-aspartate Receptor Subtypes: Multiple Roles in Excitotoxicity and Neurological Disease. The Neuroscientist. 2005; 11(1), 37–49. https://doi.org/10.1177/1073858404269012. Hermes G, Li N, Duman C, Duman R. Post-weaning chronic social isolation produces profound behavioral dysregulation with decreases in prefrontal cortex synaptic-associated protein expression in female rats. Physiol Behav. 2011;104(2):354-9. https://dx.doi.org/10.1016%2Fj.physbeh.2010.12.019. Sestito RS, Trindade LB, de Souza RG, Kerbauy LN, Iyomasa MM, Rosa ML. Effect of isolation rearing on the expression of AMPA glutamate receptors in the hippocampal formation. J Psychopharmacol. 2011;25(12):1720-1729. https://doi.org/10.1177/0269881110385595. Toua C, Brand L, Möller M, Emsley RA, Harvey BH. The effects of sub-chronic clozapine and haloperidol administration on isolation rearing induced changes in frontal cortical N-methyl-D-aspartate and D1 receptor binding in rats. Neuroscience. 2010;165(2):492-499. https://doi.org/10.1016/j.neuroscience.2009.10.039. Alò R, Avolio E, Mele M, Storino F, Canonaco A, Carelli A et al. Excitatory/inhibitory equilibrium of the central amygdala nucleus gates anti-depressive and anxiolytic states in the hamster. Pharmacol Biochem Behav. 2014; 118:79-86. https://doi.org/10.1016/j.pbb.2014.01.007. St JP, Petkov VV. Changes in 5-HT1 receptors in different brain structures of rats with isolation syndrome. General pharmacology. 1990;21(2):223-5. https://doi.org/10.1016/0306-3623(90)90905-2. Miachon S, Rochet T, Mathian B, Barbagli B, Claustrat B. Long-term isolation of Wistar rats alters brain monoamine turnover, blood corticosterone, and ACTH. Brain Res Bull. 1993;32(6):611-614. https://doi.org/10.1016/0361-9230(93)90162-5. Van den Berg CL, Van Ree JM, Spruijt BM, Kitchen I. Effects of juvenile isolation and morphine treatment on social interactions and opioid receptors in adult rats: behavioural and autoradiographic studies. Eur J Neurosci. 1999;11(9):3023-3032. https://doi.org/10.1046/j.1460-9568.1999.00717.x. Vanderschuren LJ, Stein EA, Wiegant VM, Van Ree JM. Social play alters regional brain opioid receptor binding in juvenile rats. Brain Res. 1995;680(1-2):148-156. https://doi.org/10.1016/0006-8993(95)00256-p. Moles A, Kieffer BL, D'Amato FR. Deficit in attachment behavior in mice lacking the mu-opioid receptor gene. Science. 2004;304(5679):1983-1986. https://doi.org/10.1126/science.1095943. Panksepp J, Herman BH, Vilberg T, Bishop P, DeEskinazi FG. Endogenous opioids and social behavior. Neurosci Biobehav Rev. 1980;4(4):473-487. https://doi.org/10.1016/0149-7634(80)90036-6. Gong JP, Onaivi ES, Ishiguro H, Liu Q, Tagliaferro PA, Brusco A, et al. Cannabinoid CB2 receptors: immunohistochemical localization in rat brain. Brain Res. 2006;1071(1):10-23. https://doi.org/10.1016/j.brainres.2005.11.035. Breivogel CS, Sim-Selley LJ. Basic neuroanatomy and neuropharmacology of cannabinoids. Int Rev Psychiatry 2009; 21:2:113-121. https://doi.org/10.1080/09540260902782760. Haj-Mirzaian A, Amini-Khoei H, Haj-Mirzaian A, Amiri S, Ghesmati M, Zahir M, et al. Activation of cannabinoid receptors elicits antidepressant-like effects in a mouse model of social isolation stress. Brain Res Bull. 2017; 130:200-210. https://doi.org/10.1016/j.brainresbull.2017.01.018. Banach M, Piskorska B, Czuczwar SJ, Borowicz KK. Nitric Oxide, Epileptic Seizures, and Action of Antiepileptic Drugs. CNS & Neurological Disorders - Drug Targets 2011;10: 808. https://doi.org/10.2174/187152711798072347. Förstermann U, Sessa WC. Nitric oxide synthases: regulation and function. Eur Heart J. 2012;33(7):829-37, 837a-837d. https://dx.doi.org/10.1093%2Feurheartj%2Fehr304. Hu Y, Wu D, Luo C, Zhu L, Zhang J, Wu H, et al. Hippocampal nitric oxide contributes to sex difference in affective behaviors. PNAS. 2012, 109 (35) 14224-14229. https://doi.org/10.1073/pnas.1207461109. Khan MI, Ostadhadi S, Zolfaghari S, Mehr SE, Hassanzadeh G, Dehpour, A et al. The involvement of NMDA receptor/NO/cGMP pathway in the antidepressant like effects of baclofen in mouse force swimming test. Neuroscience Letters. 2016; 612:52-61. https://doi.org/10.1016/j.neulet.2015.12.006. Matsumoto K, Puia G, Dong E, Pinna G. GABAA receptor neurotransmission dysfunction in a mouse model of social isolation-induced stress: Possible insights into a non-serotonergic mechanism of action of SSRIs in mood and anxiety disorders. Stress. 2007; 10:1:3-12. https://doi.org/10.1080/10253890701200997. Zlatković J, Filipović D. Chronic social isolation induces NF-κB activation and upregulation of iNOS protein expression in rat prefrontal cortex. Neurochem Int. 2013;63(3):172-179. https://doi.org/10.1016/j.neuint.2013.06.002. Haj-Mirzaian A, Amiri S, Kordjazy N, Momeny M, Razmi A, Balaei MR, et al. Lithium attenuated the depressant and anxiogenic effect of juvenile social stress through mitigating the negative impact of interlukin-1β and nitric oxide on hypothalamic-pituitary-adrenal axis function. Neuroscience. 2016; 315:271-285. https://doi.org/10.1016/j.neuroscience.2015.12.024. Larson HJ. The biggest pandemic risk? Viral misinformation. Nature 2018; 562:309. https://doi.org/10.1038/d41586-018-07034-4. Zarocostas J. How to fight an infodemic. Lancet 2020; 395:676. https://doi.org/10.1016/S0140-6736(20)30461-X. World Health Organization, 2019. Ebola Virus Disease – Democratic Republic of the Congo. Geneva, Switzerland: WHO. Available at: https://www.who.int/csr/don/28-november-2019-ebola-drc/en/ [Accessed on August 8, 2020] Times of India. Covid-19: doctors gone to collect samples attacked in Indore. Available at: https://timesofindia.indiatimes.com/videos/news/covid-19-doctors-goneto- collect-samples-attacked-in-indore/videoshow/74942153.cms; 2020 [Accessed on August 8, 2020]. Withnall A. Coronavirus: why India has had to pass new law against attacks on healthcare workers. The Independent. April 23, 2020. Semple K. “Afraid to be a nurse”: health workers under attack. The New York Times. 2020 Apr 27. The Economist. Health workers become unexpected targets during COVID-19. The Economist. May 11, 2020. Turan B, Budhwani H, Fazeli PL, Browning WR, Raper JL, Mugavero MJ, et al. How does stigma affect people living with HIV? The mediating roles of internalized and anticipated HIV stigma in the effects of perceived community stigma on health and psychosocial outcomes. AIDS Behav. 2017; 21: 283–291. https://doi.org/10.1007/s10461-016-1451-5. James PB, Wardle J, Steel A, Adams J. An assessment of Ebola-related stigma and its association with informal healthcare utilisation among Ebola survivors in Sierra Leone: a cross sectional study. BMC Public Health. 2020; 20: 182. https://doi.org/10.1186/s12889-020-8279-7. Aljazeera, 2020. Iran: Over 700 Dead after Drinking Alcohol to Cure Coronavirus. Aljazeera. Available at: https://www.aljazeera.com/ news/2020/04/iran-700-dead-drinking-alcohol-cure-coronavirus200427163529629.html. (Accessed June 4, 2020) Delirrad M, Mohammadi AB, 2020. New methanol poisoning outbreaks in Iran following COVID-19 pandemic. Alcohol Alcohol. 55: 347–348. https://doi.org/10.1093/alcalc/agaa036. Hassanian-Moghaddam H, Zamani N, Kolahi A-A, McDonald R, Hovda KE. Double trouble: methanol outbreak in the wake of the COVID-19 pandemic in Iran-a cross-sectional assessment. Crit Care. 2020; 24: 402. https://doi.org/10.1186/s13054-020-03140-w. Soltaninejad K. Methanol Mass Poisoning Outbreak: A Consequence of COVID-19 Pandemic and Misleading Messages on Social Media. Int J Occup Environ Med. 2020;11(3):148-150. https://dx.doi.org/10.34172%2Fijoem.2020.1983. Islam MS, Sarkar T, Khan SH, Kamal AM, Hasan SMM, Kabir A, et al. COVID-19–Related Infodemic and Its Impact on Public Health: A Global Social Media Analysis. Am J Trop Med Hyg. 2020; 00(0):1–9. https://doi.org/10.4269/ajtmh.20-0812. Hawryluck L, Gold W, Robinson S, Pogorski S, Galea S, Styra R. SARS control and psychological effects of quarantine, Toronto, Canada. Emerg Infect Dis. 2004;10(7):1206–1212. https://dx.doi.org/10.3201%2Feid1007.030703. Lee S, Chan LYY, Chau AAM, Kwok KPS, Kleinman A. The experience of SARS-related stigma at Amoy Gardens. Soc Sci Med. 2005; 61(9): 2038-2046. https://doi.org/10.1016/j.socscimed.2005.04.010. Yoon MK Kim SY Ko HS Lee MS. System effectiveness of detection, brief intervention and refer to treatment for the people with post-traumatic emotional distress by MERS: a case report of community-based proactive intervention in South Korea. Int J Ment Health Syst. 2016; 10: 51. https://doi.org/10.1186/s13033-016-0083-5. Reynolds DL, Garay JR, Deamond SL, Moran MK, Gold W, Styra R. Understanding, compliance and psychological impact of the SARS quarantine experience. Epidemiol Infect. 2008; 136: 997-1007. https://dx.doi.org/10.1017%2FS0950268807009156. Marjanovic Z, Greenglass ER, Coffey S. The relevance of psychosocial variables and working conditions in predicting nurses' coping strategies during the SARS crisis: an online questionnaire survey. Int J Nurs Stud. 2007; 44(6): 991-998. https://doi.org/10.1016/j.ijnurstu.2006.02.012. Bai Y, Lin C-C, Lin C-Y, Chen J-Y, Chue C-M, Chou P. Survey of stress reactions among health care workers involved with the SARS outbreak. Psychiatr Serv. 2004; 55: 1055-1057. https://doi.org/10.1176/appi.ps.55.9.1055. Ministry of Health and Family Welfare. Available at: https://www.mohfw.gov.in/pdf/Guidelinesforhomequarantine.pdf [Accessed on 25 August 2020]. Ministry of Health and Family Welfare. Available at: https://www.mohfw.gov.in/pdf/RevisedguidelinesforHomeIsolationofverymildpresymptomaticCOVID19cases10May2020.pdf [Accessed on 25 August 2020]. Ministry of Health and Family Welfare. Available at: https://www.mohfw.gov.in/pdf/AdvisoryformanagingHealthcareworkersworkinginCOVIDandNonCOVIDareasofthehospital.pdf (Accessed on 25 August 2020). Ministry of Health and Family Welfare. Available at: https://www.mohfw.gov.in/pdf/RevisedguidelinesforInternationalArrivals02082020.pdf [Accessed on 25 August 2020]. Cost of the lockdown? Over 10% of GDP loss for 18 states. Available at: https://timesofindia.indiatimes.com/india/cost-of-the-lockdown-over-10-of-gdp-loss-for-18-states/articleshow/76028826.cms [Accessed on 21 August 2020]. Jorda O, Singh SR, Taylor AM. Longer-Run Economic Consequences of Pandemics. Federal Reserve Bank of San Francisco Working Paper. 2020-09. https://doi.org/10.24148/wp2020-09. Firdaus G. Mental well‑being of migrants in urban center of India: Analyzing the role of social environment. Indian J Psychiatry. 2017; 59:164‑ https://doi.org/10.4103/psychiatry.indianjpsychiatry_272_15. National Crime Record Bureau. Annual Crime in India Report. New Delhi, India: Ministry of Home Affairs; 2018. 198 migrant workers killed in road accidents during lockdown: Report. Available at: https://www.hindustantimes.com/india-news/198-migrant-workers-killed-in-road-accidents-during-lockdown-report/story-hTWzAWMYn0kyycKw1dyKqL.html [Accessed on 25 August 2020]. Qiu H, Wu J, Hong L, Luo Y, Song Q, Chen D. Clinical and epidemiological features of 36 children with coronavirus disease 2019 (COVID-19) in Zhejiang, China: an observational cohort study. Lancet Infect Dis. 2020; 20:689-96. https://doi.org/10.1016/S1473-3099(20)30198-5. Dalton L, Rapa E, Stein A. Protecting the psychological health of through effective communication about COVID-19. Lancet Child Adolesc Health. 2020;4(5):346-347. https://doi.org/10.1016/S2352-4642(20)30097-3. Centre for Disease Control. Helping Children Cope with Emergencies. Available at: https://www.cdc.gov/childrenindisasters/helping-children-cope.html [Accessed on 25 August 2020]. Liu JJ, Bao Y, Huang X, Shi J, Lu L. Mental health considerations for children quarantined because of COVID-19. Lancet Child & Adolesc Health. 2020; 4(5):347-349. https://doi.org/10.1016/S2352-4642(20)30096-1. Sprang G, Silman M. Posttraumatic Stress Disorder in Parents and Youth After Health-Related Disasters. Disaster Med Public Health Prep. 2013;7(1):105-110. https://doi.org/10.1017/dmp.2013.22. Rehman U, Shahnawaz MG, Khan NH, Kharshiing KD, Khursheed M, Gupta K, et al. Depression, Anxiety and Stress Among Indians in Times of Covid-19 Lockdown. Community Ment Health J. 2020:1-7. https://doi.org/10.1007/s10597-020-00664-x. Cao W, Fang Z, Hou, Han M, Xu X, Dong J, et al. The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research. 2020; 287:112934. https://doi.org/10.1016/j.psychres.2020.112934. Wang C, Zhao H. The Impact of COVID-19 on Anxiety in Chinese University Students. Front Psychol. 2020; 11:1168. https://dx.doi.org/10.3389%2Ffpsyg.2020.01168. Kang L, Li Y, Hu S, Chen M, Yang C, Yang BX, et al. The mental health of medical workers in Wuhan, China dealing with the 2019 novel coronavirus. Lancet Psychiatry 2020;7(3): e14. https://doi.org/10.1016/s2215-0366(20)30047-x. Lai J, Ma S, Wang Y, Cai Z, Hu J, Wei N, et al. Factors associated with mental health outcomes among health care workers exposed to coronavirus disease 2019. JAMA Netw Open 2020;3(3): e203976. https://doi.org/10.1001/jamanetworkopen.2020.3976. Lancee WJ, Maunder RG, Goldbloom DS, Coauthors for the Impact of SARS Study. Prevalence of psychiatric disorders among Toronto hospital workers one to two years after the SARS outbreak. Psychiatr Serv. 2008;59(1):91-95. https://dx.doi.org/10.1176%2Fps.2008.59.1.91. Tam CWC, Pang EPF, Lam LCW, Chiu HFK. Severe acute respiratory syndrome (SARS) in Hongkong in 2003: Stress and psychological impact among frontline healthcare workers. Psychol Med. 2004;34 (7):1197-1204. https://doi.org/10.1017/s0033291704002247. Lee SM, Kang WS, Cho A-R, Kim T, Park JK. Psychological impact of the 2015 MERS outbreak on hospital workers and quarantined hemodialysis patients. Compr Psychiatry. 2018; 87:123-127. https://dx.doi.org/10.1016%2Fj.comppsych.2018.10.003. Koh D, Meng KL, Chia SE, Ko SM, Qian F, Ng V, et al. Risk perception and impact of severe acute respiratory syndrome (SARS) on work and personal lives of healthcare workers in Singapore: What can we learn? Med Care. 2005;43(7):676-682. https://doi.org/10.1097/01.mlr.0000167181.36730.cc. Verma S, Mythily S, Chan YH, Deslypere JP, Teo EK, Chong SA. Post-SARS psychological morbidity and stigma among general practitioners and traditional Chinese medicine practitioners in Singapore. Ann Acad Med Singap. 2004; 33(6):743e8. Yeung J, Gupta S. Doctors evicted from their homes in India as fear spreads amid coronavirus lockdown. CNN World. 2020. Available at: https://edition.cnn.com/2020/03/25/asia/india-coronavirus-doctors-discrimination-intl-hnk/index.html. [Accessed on 24 August 2020] Violence Against Women and Girls: the Shadow Pandemic. UN Women. 2020. May 3, 2020. Available at: https://www.unwomen.org/en/news/stories/2020/4/statement-ed-phumzile-violence-against-women-during-pandemic. [Accessed on 24 August 2020]. Gearhart S, Patron MP, Hammond TA, Goldberg DW, Klein A, Horney JA. The impact of natural disasters on domestic violence: an analysis of reports of simple assault in Florida (1999–2007). Violence Gend. 2018;5(2):87–92. https://doi.org/10.1089/vio.2017.0077. Sahoo S, Rani S, Parveen S, Pal Singh A, Mehra A, Chakrabarti S, et al. Self-harm and COVID-19 pandemic: An emerging concern – A report of 2 cases from India. Asian J Psychiatr 2020; 51:102104. https://dx.doi.org/10.1016%2Fj.ajp.2020.102104. Ghosh A, Khitiz MT, Pandiyan S, Roub F, Grover S. Multiple suicide attempts in an individual with opioid dependence: Unintended harm of lockdown during the COVID-19 outbreak? Indian J Psychiatry 2020; [In Press]. The Economic Times. 11 Coronavirus suspects flee from a hospital in Maharashtra. March 16 2020. Available at: https://economictimes.indiatimes.com/news/politics-and-nation/11-coronavirus-suspects-flee-from-a-hospital-in-maharashtra/videoshow/74644936.cms?from=mdr. [Accessed on 23 August 2020]. Xiang Y, Yang Y, Li W, Zhang L, Zhang Q, Cheung T, et al. Timely mental health care for the 2019 novel coronavirus outbreak is urgently needed. The Lancet Psychiatry 2020;(3):228–229. https://doi.org/10.1016/S2215-0366(20)30046-8. Van Bortel T, Basnayake A, Wurie F, Jambai M, Koroma A, Muana A, et al. Psychosocial effects of an Ebola outbreak at individual, community and international levels. Bull World Health Organ. 2016;94(3):210–214. https://dx.doi.org/10.2471%2FBLT.15.158543. Kumar A, Nayar KR. COVID 19 and its mental health consequences. Journal of Mental Health. 2020; ahead of print:1-2. https://doi.org/10.1080/09638237.2020.1757052. Gupta R, Grover S, Basu A, Krishnan V, Tripathi A, Subramanyam A, et al. Changes in sleep pattern and sleep quality during COVID-19 lockdown. Indian J Psychiatry. 2020; 62(4):370-8. https://doi.org/10.4103/psychiatry.indianjpsychiatry_523_20. Duan L, Zhu G. Psychological interventions for people affected by the COVID-19 epidemic. Lancet Psychiatry. 2020;7(4): P300-302. https://doi.org/10.1016/S2215-0366(20)30073-0. Dubey S, Biswas P, Ghosh R, Chatterjee S, Dubey MJ, Chatterjee S et al. Psychosocial impact of COVID-19. Diabetes Metab Syndr. 2020; 14(5): 779–788. https://dx.doi.org/10.1016%2Fj.dsx.2020.05.035. Wright R. The world's largest coronavirus lockdown is having a dramatic impact on pollution in India. CNN World; 2020. Available at: https://edition.cnn.com/2020/03/31/asia/coronavirus-lockdown-impact-pollution-india-intl-hnk/index.html. [Accessed on 23 August 2020] Foster O. ‘Lockdown made me Realise What’s Important’: Meet the Families Reconnecting Remotely. The Guardian; 2020. Available at: https://www.theguardian.com/keep-connected/2020/apr/23/lockdown-made-me-realise-whats-important-meet-the-families-reconnecting-remotely. (Accessed on 23 August 2020) Bilefsky D, Yeginsu C. Of ‘Covidivorces’ and ‘Coronababies’: Life During a Lockdown. N. Y. Times; 2020. Available at: https://www.nytimes.com/2020/03/27/world/coronavirus-lockdown-relationships.html [Accessed on 23 August 2020]

The idea of edutainment began to become the interest of early childhood educators to make the learning process more holistic, including knowledge about how the brain works, memory, motivation, self-image, emotions, learning styles, and other learning strategies. This study aims to analyse and compare the effect of edutainment and group learning on the socio-emotional development of early childhood. This research method uses a quasi-experimental design with data collection techniques derived from the results of the pre-test and post-test on 20 children. The results of this study indicate that there are differences in the influence of edutainment learning with the control group on the social-emotional development of early childhood. Although both groups affect the socio-emotional development, edutainment learning has a better effect than the control group. For further research, it is recommended to create various types of edutainments learning to improve various aspects of children development. Keywords: Early Childhood, Edutainment Learning Model, Socio-emotional Development References: Afrianti, N. (2018). Permainan Tradisional, Alternatif Media Pengembangan Kompetensi Sosial-Emosi Anak Usia Dini [Traditional Games, Alternative Media for Early Childhood Social-Emotional Competence Development]. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.17509/cd.v5i1.10405 Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2021). Emotional development in preschoolers and socialization. Early Child Development and Care, 191(16), 2484–2493. https://doi.org/10.1080/03004430.2020.1717480 Andri Oza, & Zaman, B. (2016). Edutainment dalam Mata Pelajaran Pendidikan Agama Islam. Mudarrisa: Jurnal Kajian Pendidikan Islam, 8(1). https://doi.org/10.18326/mdr.v8i1.117-144 Aubert, A., Molina, S., Schubert, T., & Vidu, A. (2017). Learning and inclusivity via Interactive Groups in early childhood education and care in the Hope school, Spain. Learning, Culture and Social Interaction, 13, 90–103. https://doi.org/10.1016/j.lcsi.2017.03.002 Breaux, R. P., Harvey, E. A., & Lugo-Candelas, C. I. (2016). The Role of Parent Psychopathology in Emotion Socialization. Journal of Abnormal Child Psychology, 44(4), 731–743. PubMed. https://doi.org/10.1007/s10802-015-0062-3 Capurso, M., & Ragni, B. (2016). Bridge Over Troubled Water: Perspective Connections between Coping and Play in Children. Frontiers in Psychology, 7, 1953. https://doi.org/10.3389/fpsyg.2016.01953 Cheng, Y.-J., & Ray, D. C. (2016). Child-Centered Group Play Therapy: Impact on Social-Emotional Assets of Kindergarten Children. The Journal for Specialists in Group Work, 41(3), 209–237. https://doi.org/10.1080/01933922.2016.1197350 Chilingaryan, K., & Zvereva, E. (2020). Edutainment As a New Tool for Development. JAEDU- International E-Journal of Advances in Education, 16, 9. Chiu, M. M., & Chow, B. W. Y. (2011). Classroom Discipline Across Forty-One Countries: School, Economic, and Cultural Differences. Journal of Cross-Cultural Psychology, 42(3), 516–533. https://doi.org/10.1177/0022022110381115 Chung, K. K. H., Lam, C. B., & Liew, J. (2020). Studying Children’s Social-Emotional Development in School and at Home through a Cultural Lens. Early Education and Development, 31(6), 927–929. https://doi.org/10.1080/10409289.2020.1782860 Crescenzi-Lanna, L., & Grané-Oró, M. (2016). An Analysis of the Interaction Design of the Best Educational Apps for Children Aged Zero to Eight = Análisis del diseño interactivo de las mejores apps educativas para niños de ceroa ocho años. Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Dandashi, A., Karkar, A. G., Saad, S., Barhoumi, Z., Al-Jaam, J., & El Saddik, A. (2015). Enhancing the Cognitive and Learning Skills of Children with Intellectual Disability through Physical Activity and Edutainment Games. International Journal of Distributed Sensor Networks, 11(6), 165165. https://doi.org/10.1155/2015/165165 Denham, S. A. (2006). Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? Early Education and Development, 17(1), 57–89. https://doi.org/10.1207/s15566935eed1701_4 Eurenius, E., Richter Sundberg, L., Vaezghasemi, M., Silfverdal, S.-A., Ivarsson, A., & Lindkvist, M. (2019). Social-emotional problems among three-year-olds differ based on the child’s gender and custody arrangement. Acta Paediatrica (Oslo, Norway: 1992), 108(6), 1087–1095. PubMed. https://doi.org/10.1111/apa.14668 Goldschmidt, T., & Pedro, A. (2019). Early childhood socio-emotional development indicators: Pre-school teachers’ perceptions. Journal of Psychology in Africa, 29(5), 474–479. https://doi.org/10.1080/14330237.2019.1665887 Guran, A.-M., Cojocar, G. S., & Dioşan, L. S. (2020). Developing smart edutainment for preschoolers: A multidisciplinary approach. Proceedings of the 2nd ACM SIGSOFT International Workshop on Education through Advanced Software Engineering and Artificial Intelligence, 20–26. https://doi.org/10.1145/3412453.3423197 Halle, T. G., & Darling-Churchill, K. E. (2016). Review of measures of social and emotional development. Measuring Social and Emotional Development in Early Childhood, 45, 8–18. https://doi.org/10.1016/j.appdev.2016.02.003 Hamada, M., & Tsubaki, M. (2021). Relationship Analysis between Children Interests and Their Positive Emotions for Mobile Libraries’ Community Development in a Tsunami Area. Qualitative and Quantitative Methods in Libraries, 31. Heller, S. S., Rice, J., Boothe, A., Sidell, M., Vaughn, K., Keyes, A., & Nagle, G. (2012). Social-Emotional Development, School Readiness, Teacher–Child Interactions, and Classroom Environment. Early Education & Development, 23(6), 919–944. https://doi.org/10.1080/10409289.2011.626387 Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721 Hurlock, E. B. (2001). Developmental Psychology. McGraw-Hill Education. https://books.google.co.id/books?id=DiovBU8zMA4C Maitner, A. T., Mackie, D. M., Pauketat, J. V. T., & Smith, E. R. (2017). The Impact of Culture and Identity on Emotional Reactions to Insults. Journal of Cross-Cultural Psychology, 48(6), 892–913. https://doi.org/10.1177/0022022117701194 Marcelo, A. K., & Yates, T. M. (2014). Prospective relations among pre-schoolers’ play, coping, and adjustment as moderated by stressful events. Journal of Applied Developmental Psychology, 35(3), 223–233. https://doi.org/10.1016/j.appdev.2014.01.001 McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133), 29–44. https://doi.org/10.1002/cd.302 Mohd Yusof, A., Daniel, E. G. S., Low, W. Y., & Ab. Aziz, K. (2014). Teachers’ perception of mobile edutainment for special needs learners: The Malaysian case. International Journal of Inclusive Education, 18(12), 1237–1246. https://doi.org/10.1080/13603116.2014.885595 Mok, M. M. C. (2019). Social and emotional learning. Educational Psychology, 39(9), 1115–1118. https://doi.org/10.1080/01443410.2019.1654195 Munirah. (2018). Urgensi Pengembangan Sosial dan Emosional Anak Usia Dini. Irfani, 14(1), 19–27. Nasser, I., Miller-Idriss, C., & Alwani, A. (2019). Reconceptualizing Education Transformation in Muslim Societies: The Human Development Approach. The Journal of Education in Muslim Societies, 1(1), 3–25. JSTOR. Nikolayev, M., Reich, S. M., Muskat, T., Tadjbakhsh, N., & Callaghan, M. N. (2021). Review of feedback in edutainment games for preschoolers in the USA. Journal of Children and Media, 15(3), 358–375. https://doi.org/10.1080/17482798.2020.1815227 Nurmalitasari, F. (2015). Perkembangan Sosial Emosi Pada Anak Usia Prasekolah. Psikologi UGM, 23(2). https://doi.org/10.22146/bpsi.10567 Okan, Z. (2003). Edutainment: Is learning at risk? Br. J. Educ. Technol., 34, 255–264. Pojani, D., & Rocco, R. (2020). Edutainment: Role-Playing versus Serious Gaming in Planning Education. Journal of Planning Education and Research, 0739456X2090225. https://doi.org/10.1177/0739456X20902251 Protassova, E. (2021). Emotional development in the educational preschool programs of Soviet and Post-Soviet Times. Russian Journal of Communication, 13(1), 97–109. https://doi.org/10.1080/19409419.2021.1884338 Purwanto, S. (2019). Unsur Pembelajaran Edutainment dalam Quantum Learning. Al-Fikri: Jurnal Studi Dan Penelitian Pendidikan Islam, 2(2). https://doi.org/10.30659/jspi.v2i2.5149 Ren, L., Knoche, L. L., & Edwards, C. P. (2016). The Relation between Chinese Preschoolers’ Social-Emotional Competence and Preacademic Skills. Early Education and Development, 27(7), 875–895. https://doi.org/10.1080/10409289.2016.1151719 Rose-Krasnor, L. (1997). The Nature of Social Competence: A Theoretical Review. Social Development, 6, 111–135. Rusydi, N. A. (2018). Pengaruh Penerapan Metode Edutainment Dalam Pembelajaran Terhadap Hasil Belajar IPS Murid SD Kartika XX-1. Dikdas Matappa: Jurnal Ilmu Pendidikan Dasar, 1(2). https://doi.org/10.31100/dikdas.v1i2.281 Shodiqin, R. (2016). Pembelajaran Berbasis Edutainment [Edutainment-Based Learning]. Jurnal Al-Maqayis, 4(1). https://doi.org/doi:http://dx.doi.org/10.18592/jams.v4i1.792 Sprung, M., Münch, H. M., Harris, P. L., Ebesutani, C., & Hofmann, S. G. (2015). Children’s emotion understanding: A meta-analysis of training studies. Developmental Review, 37, 41–65. https://doi.org/10.1016/j.dr.2015.05.001 Sutherland, S., Stuhr, P. T., Ressler, J., Smith, C., & Wiggin, A. (2019). A Model for Group Processing in Cooperative Learning. Journal of Physical Education, Recreation & Dance, 90(3), 22–26. https://doi.org/10.1080/07303084.2019.1559676 Vygotski, L. S. (2012). Thought and Language. MIT Press. Watanabe, N., Denham, S. A., Jones, N. M., Kobayashi, T., Bassett, H. H., & Ferrier, D. E. (2019). Working Toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Pre-schoolers. SAGE Open, 9(2), 2158244019846688. https://doi.org/10.1177/2158244019846688 Young, E. L., Moulton, S. E., & Julian, A. (2021). Integrating social-emotional-behavioural screening with early warning indicators in a high school setting. Preventing School Failure: Alternative Education for Children and Youth, 65(3), 255–265. https://doi.org/10.1080/1045988X.2021.1898319

Abstract Background The Covid-19 pandemic has produced unprecedented challenges across all aspects of health and social care sectors globally. Nurses and healthcare workers in care homes have been particularly impacted due to rapid and dramatic changes to their job roles, workloads, and working environments, and residents’ multimorbidity. Developed by the World Health Organisation, Psychological First Aid (PFA) is a brief training course delivering social, emotional, supportive, and pragmatic support that can reduce the initial distress after disaster and foster future adaptive functioning. Objectives This review aimed to synthesise findings from studies exploring the usefulness of PFA for the well-being of nursing and residential care home staff. Methods A systematic search was conducted across 15 databases (Social Care Online, Kings Fund Library, Prospero, Dynamed, BMJ Best Practice, SIGN, NICE, Ovid, Proquest, Campbell Library, Clinical Trials, Web of Knowledge, Scopus, Ebsco CINAHL, and Cochrane Library), identifying peer-reviewed articles published in English language from database inception to 20th June 2021. Results Of the 1,159 articles screened, 1,146 were excluded at title and abstract; the remaining 13 articles were screened at full text, all of which were then excluded. Conclusion This review highlights that empirical evidence of the impact of PFA on the well-being of nursing and residential care home staff is absent. PFA has likely been recommended to healthcare staff during the Covid-19 pandemic. The lack of evidence found here reinforces the urgent need to conduct studies which evaluates the outcomes of PFA particularly in the care home staff population.

Abstract Background The Covid-19 pandemic has produced unprecedented challenges across all aspects of health and social care sectors globally. Nurses and healthcare workers in care homes have been particularly impacted due to rapid and dramatic changes to their job roles, workloads, and working environments, and residents’ multimorbidity. Developed by the World Health Organisation, Psychological First Aid (PFA) is a brief training course delivering social, emotional, supportive, and pragmatic support that can reduce the initial distress after disaster and foster future adaptive functioning. Objectives This review aimed to synthesise findings from studies exploring the usefulness of PFA for the well-being of nursing and residential care home staff. Methods A systematic search was conducted across 15 databases (Social Care Online, Kings Fund Library, Prospero, Dynamed, BMJ Best Practice, SIGN, NICE, Ovid, Proquest, Campbell Library, Clinical Trials, Web of Knowledge, Scopus, Ebsco CINAHL, and Cochrane Library), identifying peer-reviewed articles published in English language from database inception to 20th June 2021. Results Of the 1,159 articles screened, 1,146 were excluded at title and abstract; the remaining 13 articles were screened at full text, all of which were then excluded. Conclusion This review highlights that empirical evidence of the impact of PFA on the well-being of nursing and residential care home staff is absent. PFA has likely been recommended to healthcare staff during the Covid-19 pandemic. The lack of evidence found here reinforces the urgent need to conduct studies which evaluates the outcomes of PFA particularly in the care home staff population.

As the number of children in foster care without a familial placement continues to grow, the child welfare system is turning towards a new placement approach called Residential Treatment Foster Care. This study performed a process evaluation of 30 Residential Treatment Foster Care facilities in Los Angeles County that explored the four characteristics of case plan design, team decision-making, therapeutic intervention, staff training, and overall treatment effectiveness with regards to the number of Absences Without Leave (AWOL) and completion of treatment plan.

Prader-Willi syndrome (PWS) is a genetic disorder resulting from a mutation of chromosome 15. It can manifest in physiological characteristics, cognitive impairment, behavioural problems, and sometimes also psychiatric disturbances. Taking care of an individual with PWS has a detrimental impact on the primary caregiver and also affects others around them. This considered, the current study aimed to learn more about the experiences and challenges of individuals diagnosed with PWS and their primary caregivers, in Gauteng and North-West Provinces, South Africa. Purposive sampling was used to select five families which then participated in the study. Qualitative research was used to conduct the study. As it was also crucial to generate a comprehensive understanding of participant experiences, collective instrumental case studies were used ̶ making use of participatory action research, ethnography and elements of auto-ethnography. Data were gathered by conducting semi-structured interviews, which were then analysed using thematic analysis. The data were organized around certain topics and common themes which emerged in each case study and the findings were then integrated with the literature which had been extensively reviewed. Based on these experiences and challenges, interventions were suggested that addressed the challenges and needs of the PWS individuals, their caregivers and families, and those around them (including school teachers). The main findings confirmed that not all individuals diagnosed with PWS manifest all the physiological characteristics, psychiatric disturbances and behavioural problems which have been documented in the literature. Furthermore, the symptoms vary in severity from one individual to the next. Cognitive impairment was, however, common to all individuals in the study. The findings also suggest that having a child diagnosed with PWS has a significantly negative impact on the primary caregiver, and taking care of PWS children is emotionally overwhelming and time-consuming. The use of a client-centred approach, implementing behaviour therapy techniques and doing psycho-education, all proved to be effective in managing some of these behaviours displayed by the individual patients and the challenges experienced by primary caregivers.
Psychology
Ph. D. (Psychology)