Parenting & Children’s Psychological Adjustment During the COVID-19 Pandemic

Abstract

Empirical data on the impact of the COVID-19 pandemic on families with school-aged children is limited. We used a cross-sectional, descriptive design to examine pandemic-related family impacts and whether impacts varied based on demographics. We also examined whether parenting behaviors in response to the virus and parent–child interactions were related to pandemic impacts and children’s psychological adjustment. We surveyed 595 United States parents (69.2% non-Latinx White, 12.1% Black/African American) using Amazon Mechanical Turk in May 2020. Results revealed that families experienced negative and positive impacts related to the pandemic. Independent samples t-tests and one-way ANOVAs indicated that parents of color, parents with lower income, and parents of elementary school children reported more negative impacts. Correlational analyses revealed parents who encouraged hygienic behaviors and promoted social connection reported their children engaged in more virus safety behaviors and experienced less impairment. Parents who limited access to COVID-19 information reported their children demonstrated more fear, impairment, and safety behaviors. Positive parenting was inversely related to negative pandemic impacts, whereas inconsistent discipline was positively related to negative pandemic impacts and to children’s fear and impairment related to COVID-19. Recommendations for how practitioners and school personnel can support parents during the pandemic are provided.

Impact Statement

This study contributes to our growing understanding of demographic trends in parents’ COVID-19 responses and also identifies parenting behaviors associated with children’s adjustment to the pandemic. Our findings highlight the need for interventions to teach parents how to talk to their children about the virus and help their child cope with the pandemic. Interventions should also focus on helping parents learn and utilize positive and consistent parenting strategies. Schools should consider developing focused supports for families of color, of lower income, and with elementary school-aged children to help reduce burden associated with adverse impacts of the pandemic, such as children’s transition to online learning from home

Keywords:

• COVID-19
• parenting
• mental health
• stress

Associate Editor:

• Pamela Fenning

DISCLOSURE

No potential competing interest was reported by the authors.

Additional information

Notes on contributors

Samantha J. Gregus

Samantha J. Gregus, PhD, is an assistant professor and core faculty member of the doctoral program in community-clinical psychology at Wichita State University. She received her doctorate from the University of Arkansas and completed a clinical internship at Boys Town Center for Behavioral Health. Her research focuses on developing and evaluating school-based interventions for children with peer relationship problems. Clinically, she specializes in working with children and adolescents with disruptive behavioral disorders.

Juventino Hernandez Rodriguez

Juventino Hernandez Rodriguez, PhD, is an assistant professor and core faculty member of the doctoral program in clinical psychology at the University of Texas Rio Grande Valley. He received his doctorate from the University of Arkansas and completed a postdoctoral fellowship at the Medical University of South Carolina. His research focuses on increasing access to care by implementing and evaluating community-based interventions for Latinx children and families.

Melissa A. Faith

Melissa Faith, PhD, is assistant professor at Johns Hopkins University and director of psychological services in pediatric hematology, oncology, and bone marrow transplant at Johns Hopkins All Children’s Hospital. She received her doctorate from the University of Arkansas, completed predoctoral internship at University of Mississippi Medical Center, and completed a hematology/oncology psychology postdoctoral fellowship at University of Oklahoma Health Sciences Center. Dr. Faith’s research interests include (a) links between culture, emotion socialization, and parenting during childhood chronic illness; (b) sibling and peer adjustment to childhood illness; and (c) disseminating evidence-based psychotherapeutic interventions in large medical and community settings. Dr. Faith’s clinical focus is on children with cancer or blood disorders.

Elissa Failes

Elissa Failes, MA, is a graduate student in the community-clinical psychology doctoral program at Wichita State University. She received her bachelor’s and master’s degree from Wichita State University. Her research focuses on preventing violence and promoting healthy romantic relationships in adolescents. Clinically, she has worked with a wide range of children and families in providing evaluations, therapy, and crisis intervention services.