Research/ change agents - Children's Emotional Well-Being
We are passionate about being proactive when it comes to children’s mental health. We have become accustomed to waiting for symptoms for our physical and mental health. We know much more than ever that children can learn strategies at a very young age and have them for life.
This page provides links to evidence based research and studies specific to child and youth mental health.
Jon Kabat-Zinn is an American professor emeritus of medicine and the creator of the 'Stress Reduction Clinic' and the 'Center for Mindfulness in Medicine, Health Care, and Society. A compilation of his research is included in this blog post.
We are passionate about being proactive when it comes to children’s mental health. We have become accustomed to waiting for symptoms for our physical and mental health. We know much more than ever that children can learn strategies at a very young age and have them for life.
This page provides links to evidence based research and change-agents with expertise in child and youth mental health.
What Does the Research Say?
Hundreds of independent studies confirm SEL benefits students … from casel
“The benefits of social and emotional learning (SEL) are well-researched, with evidence demonstrating that an education that promotes SEL yields positive outcomes for students, adults, and school communities.”
The findings are based on hundreds of independent studies across multiple fields and sources.
Simon Sinek Millennials in the Workplace Video Interview
“Simon Sinek is an unshakable optimist. He believes in a bright future and our ability to build it together. Simon has devoted his life to help advance a vision of the world that does not yet exist; a world in which the vast majority of people wake up every single morning inspired, feel safe wherever they are and return home fulfilled at the end of the day. Every day is an opportunity to inspire someone.”
Wait Until 8th
The Wait Until 8th pledge empowers parents to rally together to delay giving children a smartphone until at least 8th grade. Banding together helps decrease the pressure to have a phone at an early age. Ten years old is the average age children get their first smartphone and the negative impacts are clear.
More than 50,000 parents have said yes to waiting on the smartphone for their families. Why we should wait, resources, research, smartphone alternatives and more are found on this site.
Science Daily - New Treatment For Childhood Anxiety Works by Changing Parent Behavior
Excerpt … click above for full article. “A study in the Journal of the American Academy of Child and Adolescent Psychiatry (JAACAP), published by Elsevier, reports that an entirely parent-based treatment, SPACE (Supportive Parenting for Anxious Childhood Emotions), is as efficacious as individual cognitive-behavioral therapy (CBT) for the treatment of childhood and adolescent anxiety disorders.”
Boston University: Moms Using Mobile Devices During Mealtime Interact Less With Children
According to the researchers, nonverbal interactions are a primary mode through which emotional content is communicated between parents and children, so its frequent displacement could represent a significant decrease in emotional connection. “We theorize that mobile device use was associated with a decreased number of maternal verbal and nonverbal interactions through decreased awareness of the child’s social cues while the mother’s gaze and/or attention was directed at a device,” explained corresponding author Jenny Radesky, MD, clinical instructor in Developmental-Behavioral Pediatrics at BUSM and a former fellow in pediatrics at Boston Medical Center.
ResearchGate - Jon Kabat-Zinn's Research While Affiliated With University of Massachusetts Medical School and Other Places
Jon Kabat-Zinn is an American professor emeritus of medicine and the creator of the 'Stress Reduction Clinic' and the 'Center for Mindfulness in Medicine, Health Care, and Society. This is a compilation of his research.
CAMH Research Impact Report 2019
Excerpt.. Click above for the full report. “Compared with 15 years ago, there is now widespread public understanding that young people can experience depression and other mental illnesses, and that addressing mental health early is key, says Dr. Peter Szatmari. It has been shown that half of all cases of mental illness begin by age 14. Intervening in childhood and adolescence may prevent mental illness or lessen its impacts over a person’s lifetime.”
Children’s Mental Health Quarterly - Prevention: Reaching More Kids
Excerpt “ne of the most effective ways to help children and youth is to reach them with prevention efforts before mental disorders develop. Yet to build prevention capacity and to reach more young people, approaches are needed that do not rely solely on direct provision by practitioners. We therefore aimed to identify effective self-directed prevention programs.”
Children’s Healthcare Canada - Child and Youth Mental Health
Excerpt… Click above for the full document “Research conducted by SickKids (2021) involving 350 children and youth reveals that over 70 per cent reported the pandemic had evoked symptoms of depression, anxiety, irritability, reduced attention span, hyperactivity, or obsessions. Among children identifying as visible minorities, almost 28 per cent reported poor mental health symptoms, and 30 per cent experienced symptoms consistent with “moderate” or “severe” generalized anxiety disorder.”
Child and Youth Mental Health in Canada - Library of Parliament Research Publications
Excerpt … Click above for reference “This Background Paper briefly examines current mental health issues faced by young people in Canada, highlights the role of the federal government in addressing these challenges and describes some recent federal initiatives and investments.”
SickKids Releases New Research on How COVID-19 Pandemic has Impacted Child and Youth Mental, Physical Health
Excerpt … Click above for full document “While the COVID-19 pandemic has occurred in a series of waves, the heightened levels of depression and anxiety among children and youth seen at the start of the pandemic has remained consistent. This is one of many new preliminary findings from the ongoing COVID-19 mental health study led by The Hospital for Sick Children (SickKids). Taken together, the latest findings demonstrate a serious, sustained negative impact on the mental health of Ontario children, youth and their families.”
Simon Fraser University Children’s Mental Health Quarterly - Children’s Mental Health, the Numbers and the Needs
Excerpt … Click above for full volume Spring 2022. “How many children are affected by mental disorders? What are the most common disorders that children face? And what is the impact of these disorders? We address these and other questions in this overview.”
National Library of Medicine … The Importance of Early Bonding on the Long-Term Mental Health and Resilience of Children
Excerpt… Click above for full journal article “The evidence on the powerful role of loving nurture in the emotional, social and cognitive development of children is powerful. Parenting is therefore more important than we could ever have imagined.”
BMC Psychology - Mindfulness in Primary School Children as a Route to Enhanced Life Satisfaction, Positive Outlook and Effective Emotion Regulation
Excerpt … Click above for full research article. “Taken together, this study provides preliminary evidence that the Living Mindfully Primary Programme is feasibly delivered by school staff, enjoyed by the children and may significantly improve particular components of wellbeing. Importantly, higher levels of mindfulness as a result of training may be related to effective emotional regulatory and cognitive reappraisal strategies.”
MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES
Excerpt … Click above for full research article. “Limited research with youth has shown promise for the effectiveness of mindfulness-based programs in schools to improve attention and executive functioning, bolster social-emotional resiliencies, and help teachers and students manage school-related stressors. Many schools have begun to integrate these programs into their curricula…”
The Impact of Emotional Intelligence on Childhood Anxiety | Literature Review
We are at the core of an anxiety epidemic (Russell, 2014), with roughly 4.4 million (7.1%) of the world’s children diagnosed with anxiety, an increase from 5.5% in 2007 and 6.4% in 2012 (CDC, 2020). This phenomenon is on the rise. Additionally, one-third (37.9%) of children aged 3-17 diagnosed with anxiety have also been diagnosed with behaviour problems or depression (32.3%). Anxiety disorders, such as social phobia, separation anxiety, and generalized anxiety, are among the most common mental health affliction present in children (CDC, 2020; Elseviere, 2020; Polanczyk et al., 2015), often emerging before they reach eleven (CDC, 2020; Kesler et al., 2005; Reardon et al.,2018). Additionally, many children go undiagnosed (Russell, 2014), and only 59.3% of children aged 3-17 formally diagnosed with anxiety received treatment (CDC, 2020; Reardon et al., 2018). Childhood anxiety is distressful for both children and their families (Elsevier, 2020) and without early intervention and effective resources, anxiety will follow children into adulthood (Copeland et al., 2014), often resulting in adverse outcomes coupled with the related financial burden toll on society (Reardon et al., 2018). Therefore, it is essential, now more than ever, to develop resources for parents, teachers, and the like to assist in supporting anxious children (Klein, 2009). The evidence says it is important to speak openly about the realities of anxiety and educate children on how to tolerate anxiety to learn they can manage their anticipatory fears (Goldstein, n.d.). Children turn to their parents for support and guidance in managing things that scare them (Elsevier, 2020), and the modern contemporary parent will seek resources to help them (Russell, 2014). Literature can provide techniques for facing anxiety is a practical, enjoyable way for guardians looking to teach their anxious children how to cope with life’s struggles. The act of reading out loud with children can be soothing for anxious children (Barr, 2020), and when a guardian is involved in the healing process, it leads to more robust skill development (Brendel, 2011). The content of literature can provide children with the vocabulary and self-awareness needed to understand and express themselves in an otherwise tricky circumstance (Barr, 2020). Ultimately, developing a series of children’s books that offer evidence-based approaches to coping with everyday situations known to cause anxiety in children would be beneficial for children, guardians, and society.
References
Barr, A. (2020, October 29). How Reading Aloud Can Help Children with Anxiety. Demme Learning. https://demmelearning.com/reading-aloud-children-anxiety.
Brendel, K. E. (2011). A systematic review and meta-analysis of the effectiveness of child-parent interventions for children and adolescents with anxiety disorders (Order No. 3454900). Available from ProQuest Dissertations & Theses Global. (871109324). Retrieved from https://search-proquest-com.ledproxy2.uwindsor.ca/dissertations-theses/systematic-review-meta-analysis-effectiveness/docview/871109324/se-2?accountid=14789
Centers for Disease Control and Prevention (CDC). (2020, June 15). Data and Statistics on Children's Mental Health. Centers for Disease Control and Prevention. https://www.cdc.gov/childrensmentalhealth/data.html.
Copeland, W. E., Angold, A., Shanahan, L., & Costello, E. J. (2014). Longitudinal patterns of anxiety from childhood to adulthood: The great smoky mountains study. Journal of the American Academy of Child & Adolescent Psychiatry, 53(1), 21–33. https://doi.org/10.1016/j.jaac.2013.09.017
Elsevier. (2020, April 2). New treatment for childhood anxiety works by changing parent behavior. ScienceDaily. Retrieved February 12, 2021 from www.sciencedaily.com/releases/2020/04/200402110133.htm
Goldstein, C. (n.d.). What to Do (and Not Do) When Children Are Anxious. Child Mind Institute.
Kessler RC, Chiu WT, Demler O, Walters EE. Prevalence, Severity, and Comorbidity of 12-Month DSM-IV Disorders in the National Comorbidity Survey Replication. Arch Gen Psychiatry. 2005;62(6):617–627. doi:10.1001/archpsyc.62.6.617
Klein, R. (2009). Anxiety disorders. Journal of Child Psychology and Psychiatry, 50(1‐2), 153–162. https://doi.org/10.1111/j.1469-7610.2008.02061.x
Polanczyk, G., Salum, G., Sugaya, L., Caye, A., & Rohde, L. (2015). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 56(3), 345–365. https://doi.org/10.1111/jcpp.12381
Reardon, T., Spence, S., Hesse, J., Shakir, A., & Creswell, C. (2018). Identifying children with anxiety disorders using brief versions of the Spence Children’s Anxiety Scale for children, parents, and teachers. Psychological Assessment, 30(10), 1342–1355. https://doi.org/10.1037/pas0000570
Russell, A. (2014, december 16). Today’s children struggle with major anxiety [ Video]. Youtube. https://www.youtube.com/watch?v=JEyWsa-mblc
Current Opinion in Pediatrics - Mindfulness-Based Interventions for Adolescent Health
Excerpt “Research has shown positive effects of mindfulness across several health conditions commonly encountered during adolescence. Mindfulness-based Interventions can reduce symptoms of anxiety and depression.”
Emotional Well-Being … Are We Proactive or Reactive?
In a world where our children face an ever-growing array of challenges, the importance of nurturing their emotional well-being has never been more vital. Parents and educators understand that emotional well-being is not just a buzzword; it’s the cornerstone of a child’s healthy development. By taking a proactive approach, we can equip our children with the tools they need to thrive emotionally and academically before they begin to struggle.
I’ve gathered a great deal of research and in this article, we delve into the concept of being proactive with emotional well-being, drawing insights from some of our renowned experts such as Jon Kabat-Zinn, the Collaborative for Academic, Social, and Emotional Learning (CASEL), and the Pediatric Society of Canada.
What Does the Science Say?
Introduction
In a world where our children face an ever-growing array of challenges, the importance of nurturing their emotional well-being has never been more vital. Parents and educators understand that emotional well-being is not just a buzzword; it’s the cornerstone of a child’s healthy development. By taking a proactive approach, we can equip our children with the tools they need to thrive emotionally and academically before they begin to struggle.
I’ve gathered a great deal of research and in this article, we delve into the concept of being proactive with emotional well-being, drawing insights from some of our renowned experts such as Jon Kabat-Zinn, the Collaborative for Academic, Social, and Emotional Learning (CASEL), and the Pediatric Society of Canada.
What Does the Science Say?
Jon Kabat-Zinn
Renowned for his work in mindfulness-based stress reduction, Jon Kabat-Zinn emphasizes the importance of cultivating mindfulness practices, not just for adults but also for children. Research suggests mindfulness techniques can help children manage their emotions, reduce anxiety, and enhance their overall emotional well-being.
By teaching children to be present at the moment, to acknowledge their feelings without judgment, and to use mindfulness exercises like deep breathing, parents and educators can contribute significantly to their emotional development. Mindfulness offers children a toolkit to navigate their emotions effectively.
The Collaborative for Academic, Social, and Emotional Learning (CASEL)
CASEL has conducted extensive research on social and emotional learning. Their findings indicate that children who engage in SEL programs tend to perform better academically, experience fewer behavioral issues, and have improved emotional well-being.
SEL involves teaching children vital life skills such as self-awareness, self-regulation, empathy, and effective communication. This holistic approach enables children to understand and manage their emotions, form healthy relationships, and make sound decisions. Implementing SEL strategies at home and in the classroom fosters an emotionally nurturing environment for our kids.
Insights From the Pediatric Society of Canada
The society emphasizes the importance of early intervention in children’s emotional well-being. Their research indicates that children who receive early support for emotional challenges are more likely to develop the necessary skills for emotional regulation and resilience.
Parents and educators play a crucial role in identifying signs of emotional distress in children and providing appropriate interventions. By being proactive in recognizing and addressing emotional difficulties, we can help our children develop a solid emotional foundation for their future.
Proactive Strategies for Nurturing Emotional Well-Being
Open Communication: Encourage children and students to express their feelings openly. Create a safe space where they can share their emotions without judgment. Engage in active listening to understand their perspective. When this becomes normalized, it also becomes natural.
Mindfulness Practices: Introduce mindfulness exercises into daily routines. Simple activities like deep breathing and guided meditation can help children manage stress and anxiety. Children can have a “toolbox” of strategies to choose from.
SEL Programs: As an educator, consider implementing SEL programs in the classroom. These programs can enhance emotional intelligence, problem-solving skills, and social awareness in students.
Early Intervention: Be vigilant in recognizing signs of emotional distress in children. Seek professional guidance when necessary to address emotional challenges proactively. Follow your instincts if you feel something is of concern.
Use Visualization Techniques and Engaging Teaching Tools Visualization allows children to explore and understand their emotions on a deeper level. Encourage them to close their eyes, take deep breaths, and envision a peaceful place where they can manage their emotions. Visualization can help children calm their anxieties and build self-confidence, making it a powerful tool in their emotional well-being toolkit.
When we use evidence-based books to teach emotional well-being (as one example), children can relate and become engaged in the story. Teaching children from a young age to name, recognize, and manage their emotions is proactive. It is never too late! Engaging children with relatable characters, thought-provoking narratives, and follow-up conversations helps them practice the strategies. Educational tools guide our children and youth as they develop these essential skills.
Conclusion
Nurturing our children’s emotional well-being is not just an option; it’s a responsibility we owe to the next generation. By drawing insights from experts like Jon Kabat-Zinn, CASEL, and the Pediatric Society of Canada, we can adopt proactive strategies to help children at home and students in schools thrive emotionally and academically.
Science is clear, and the benefits are undeniable – investing in our children’s emotional well-being today is an investment in a brighter, emotionally resilient future for them. So, whether you’re a parent or an educator, by adopting these proactive strategies, you can empower children to navigate life’s challenges with confidence and empathy, instilling in them the resilience, self-confidence, and problem-solving skills they need for a prosperous future.
Research, including those cited in this article related to children’s emotional well-being
This article was posted on VoiceAmerica’s Blog.