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Background: The COVID-19 pandemic can have a serious impact on children and adolescents' mental health. We focused on studies exploring its traumatic effects on young people in the first 18 months after that the pandemic was declared, distinguishing them also according to the type of informants (self-report and other-report instruments). Objective: We applied a meta-analytic approach to examine the prevalence of depression, anxiety, posttraumatic stress disorder, and psychological distress among children and adolescents during the COVID-19 pandemic, considering the moderating role of kind of disorder and/or symptom, type of instrument, and continent. Method: We used PsycINFO, PubMed, and Scopus databases to identify articles on the COVID-19 pandemic, applying the following filters: participants until 20 years of age, peer-review, English as publication language. Inclusion required investigating the occurrence of disorders and/or symptoms during the first 18 months of the pandemic. The search identified 26 publications. Results: The meta-analysis revealed that the pooled prevalence of psychological disorders and/or symptoms for children and adolescents, who were not affected by mental health disturbances before the outbreak of the COVID-19 pandemic, was 0.20, 95% CI [0.16, 0.23]. Moreover, we found a moderating role of type of instrument: occurrence was higher for self-report compared to other-report instruments. Conclusions: The study presented an analysis of the psychological consequences for children and adolescents of the exposure to the COVID-19 pandemic, soliciting further research to identify factors underlying resilience. Notwithstanding limitations such as the small number of eligible articles and the fact that we did not examine the role of further characteristics of the studies (such as participants' age or design), this meta-analysis is a first step for future research documenting the impact of such an unexpected and devastating disaster like the COVID-19 pandemic.

Background: Following disasters, children and adolescents can use coping strategies to feel better. A growing body of studies investigated the relation between them and maladjustment/adjustment, i.e., negative symptomatology/positive indicators of development. Yet, these constructs are studied separately. Objective: We conducted two meta-analyses to examine the mean correlation between disaster-related coping strategies and indicators of maladjustment/adjustment following natural disasters in children and adolescents, considering the role of some moderators. Methods: We used PsycINFO, PubMed, Eric, and Scopus databases to identify articles on natural disasters (filters: participants [less than or equal to] 18 years at the disaster, peer-review, English language). Inclusion required investigating the relation between at least one coping strategy and at least one indicator of maladjustment (e.g., post-traumatic stress disorder, depression) and/or adjustment (e.g., self-efficacy, emotion understanding), for a total of 26 studies (k = 64, n = 9692, for maladjustment; k = 37, n = 3504, for adjustment).There were global positive significant correlations between coping strategies and negative symptomatology (r[subscript pooled] = 0.23) for maladjustment, and positive indicators (r[subscript pooled] = 0.17) for adjustment. Negative symptomatology positively correlated with escape (r = 0.19), social isolation (r = 0.15), submission (r = 0.64), and opposition (r = 0.16); positive indicators positively correlated with problem solving (r = 0.31), social support (r = 0.22), and submission (r = 0.30). We found a moderating role of age, disaster type, and continent for maladjustment. Conclusions: The study presented an analysis of the coping strategies that can be effective for children and adolescents dealing with natural disasters.

Research has demonstrated that positive intergroup contact improves intergroup relations among children. However, empirical evidence about how positive and negative intergroup contact relates to intergroup outcomes at different ages is scant. By combining theories and empirical evidence in social and developmental psychology, this study aimed to examine positive and negative intergroup contact in a sample of N = 394, 9 and 12‐year‐old Italian children (females and males). We expected to find interactive effects of positive and negative intergroup contact on outgroup trust and behavioural intentions. Furthermore, for both types of contact, we predicted that associations with intergroup outcomes (outgroup trust, behavioural intentions) would be stronger among older than younger children. Results provided support for the interactive effects of positive and negative intergroup contact (bs ≥.08, ps ≤.08, interaction coefficients), but not for age‐related differences. Negative intergroup contact facilitated the effects of positive intergroup contact and positive intergroup contact buffered the effects of negative intergroup contact. These findings suggest that intergroup relations in childhood can be improved by creating opportunities for positive intergroup contact in educational and social settings. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has had many traumatic consequences for the physical and psychological functioning of children and adolescents. Internet‐based interventions can reach a large audience and be a potentially powerful resource for promoting well‐being among young people. We tested the efficacy of the web application PandHEMOT®, developed ad hoc for increasing knowledge about pandemics, emotions, and emotion regulation. We involved a sample of 147 Italian third and seventh graders. The sample was assigned to an experimental (participating in the training) and a waitlist condition (who participated following a waitlist design). All the participants completed pretest and posttest measures. The intervention was structured into three units. The training took place between November and December 2021. Generalized linear mixed models and linear mixed models revealed that knowledge about pandemics, emotions, emotion regulation, and metacognitive awareness increased for the experimental condition. Moreover, adolescents performed better than children. The findings supported the efficacy of an Internet‐based training for increasing children and adolescents' resilience, according to the standards of evidence‐based research. [ABSTRACT FROM AUTHOR]

COVID-19 pandemic can be defined as a biological disaster whose impact is particularly evident for children and adolescents, vulnerable populations because of their level of cognitive and affective development. For this reason, it is of paramount relevance to develop actions focused on disaster-related prevention and preparedness, including psycho-education. In this study, we aimed at exploring key informants' representation of the pandemic, also to identify the contents for the first two levels of a psycho-educational web-application for children and adolescents, i.e., PandHEMOT® (Pandemics - Helmet for EMOTions). We involved 25 experts with different professional roles through semi-structured interviews about a variety of aspects related to the pandemic. We coded each proposition according to four categories (i.e., Basic knowledge, Procedural knowledge, Safety behaviors, and Consequences). First, a generalized linear mixed model revealed that Safety behaviors was the most frequent category, followed by Consequences, and in turn by Procedural and Basic knowledge. Second, through a cluster analysis we identified three clusters corresponding to different response patterns and pandemic representations. Third, we conducted a thematic analysis to select the items to be inserted in the first and second level of PandHEMOT®, focused on the nature of pandemics and pandemic-related protective measures. Notwithstanding the limitations related to the small sample, this research permitted to explore the representation of different experts concerning the COVID-19 pandemic. Also, these findings enabled to identify the contents for the initial levels of a web-application designed for increasing children and adolescents' knowledge on pandemics, emotions, and coping strategies. This initiative can be an example of a psycho-educational tool to enhance young people's disasterrelated resilience. [ABSTRACT FROM AUTHOR]

Natural disasters such as earthquakes have a highly traumatic impact on psychological functioning. Recently, the study of children's earthquake-related emotions and coping strategies has gathered attention. However, little is known on the corresponding adults' representation, adults who in case of disasters are frequently key informants on children's reactions. Examining the influence of earthquake experience, we explored adults' expectations on children's earthquake-related emotions and coping strategies. The participants were 572 Italian university students. Referring to what happens during and after earthquakes, they were asked to list children's (a) expected emotions, and (b) coping strategies for diminishing fear and sadness. We coded (a) number of fear, sadness, and anger terms; (b) presence of 13 coping strategies. We used Generalized Linear Mixed Models. Fear was more frequent than sadness, and more frequent during vs. after earthquakes (and vice versa for sadness). Some coping strategies were reported rarely, while others were more salient (i.e. problem-solving, information-seeking, self-reliance, support-seeking, and accommodation). Earthquake experience had a marginal impact. Our findings enable us to deepen knowledge on the emotional representation of earthquakes. At an applied level, they can help professionals to develop training programs aimed at increasing children's emotional preparedness. [ABSTRACT FROM AUTHOR]