The adherence process to COVID-19 precautionary measures in 55 children from Treviso interviewed during the first 10 days of lockdown set by Prime Minister Decree on 9th March 2020

Journal title PSICOLOGIA DELLA SALUTE
Author/s Alberta Xodo, Monica Conz, Sara Vianello, Luana Buffon
Publishing Year 2022 Issue 2022/1 Language Italian
Pages 23 P. 91-113 File size 318 KB
DOI 10.3280/PDS2022-001006
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

We interviewed 55 children and adolescents from Treviso province to understand how they experienced their confinement at home due to public health reasons, during the first ten days of lockdown set by Prime Minister Decree on 9th March 2020. The narrative interview showed how children had a good knowledge of the main characteristics both of the pandemic and of the precautions set by law since the very early days of the confinement. The knowledge came from communications among adults or from TV programs, leaving children in a state of anguish managed mainly through individual coping strategies and seldom with the help of adults. The adherence to precautionary measures limited fear and reinforced the bond within the family, by means of the sense of belonging to the family culture and the distinction from other adults that were perceived as enemies or not allied with them. The research encourages involving children in qualitative interview about them because they are active subjects in health generation.

Keywords: SARS-CoV-2, quarantine, narrative interview, children, precautionary measures, pediatric psychology.

  1. APA – Joint Task Force for the Development of Telepsychology Guidelines for Psychologists (2013). Guidelines for the practice of telepsycholoy. American Psychologist, 68 (9): 791-800.
  2. Asbury K., Fox L., Deniz E., Code A. and Toseeb U. (2020). How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families?. Journal of Autism and Developmental Disorders, 51(5): 1772-1780.
  3. Atkinson R. (1998). The Life Story Interview. CA, USA: Sage Publications, Inc. (trad. it. L’intervista narrativa). Milano: Raffaelo Cortina.
  4. Bender B.G. (2006). Risk taking, depression, adherence and symptom control in adolescents and young adults with asthma. American Journal of Respiratory Critical Care Medicine, 73: 953-957.
  5. Bonichini S. e Tremolada M. (2019). Psicologia pediatrica. Roma: Carocci.
  6. Branquinho C., Kelly C., Arevalo L.C., Santos A. and Gaspar de Matos M. (2020). “Hey, we also have something to say”: a qualitative study of Portuguese adolescents’ and young people’s experiences under COVID‐19. Journal of Community Psychol, 48: 2740-2752. 
  7. Capurso M. (2017). Facilitare la comprensione della malattia nel bambino. Milano: Franco Angeli.
  8. Chong W.H., Liem G.A.D., Huan V.S., Kit P.L. and Ang, R.P. (2018). Student perceptions of self-efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement. Journal of Adolescence, 68: 1-11.
  9. Cipolletta S., Frassoni E. and Faccio E (2018). Construing a therapeutic relationship online: An analysis of videoconference sessions. Clinical Psychologist, 22(2): 220-229.
  10. Crescentini C., Feruglio S., Matiz A., Paschetto A., Vidal E., Cogo P. and Fabbro F. (2020). Stuck Outside and Inside: An Exploratory Study on the Effects of the COVID-19 Outbreak on Italian Parents and Children’s Internalizing Symptoms. Frontiers in Psychology, 22(11): 586074.
  11. Crockenberg S. (1988). Social Support and Parenting. In Fitzgerald W., Lester B. and Yogman M., Research of support for parents and infants in the postnatal period. New York: Ablex, pp. 67-92.
  12. Cuevas-Parra P. (2020). Co-Researching with children in the time of COVID-19: Shifting the Narrative on Methodologies to Generate Knowledge. International Journal of Qualitative Methods, 19: 1609406920982135. DOI: 10.1177/160940692098213
  13. La Greca A.M. and Mackey E.R. (2009). Adherence to Pediatric Treatment Regimens. In Roberts M.C. and Steele R.G., editors, Handobook of Pediatric Psychology. New York: The Guilford Press, pp. 130-152.
  14. Lazarus R. and Folkman S. (1984). Stress, appraisal and coping. New York: Springer.
  15. Mantovani S., Bove C., Ferri P., Manzoni P., Cesa Bianchi A. and Picca M. (2021). Children “under lockdown”: voices, experiences, and resources during and after the COVID-19 emergency. Insights from a survey with children and families in the Lombardy region of Italy, Journal of Pediatric Psychology, 46 (2): 153-167.  DOI: 10.1080/1350293X.2021.187267
  16. Martin M.L. (2010). Child participation in disaster risk reduction: The case of flood-affected children in Bangladesh. Third World Quarterly, 31(8): 1357-1375.  DOI: 10.1080/01436597.2010.54108
  17. Martino E. (2007). La psicologia interattivo-cognitiva e l’approccio narrativo. In: Pagliaro G., Salvini A. (2007). Mente e psicoterapia. Torino: Utet.
  18. Mayall B. (2000). The sociology of childhood in relation to children’s rights. The International Journal of Children’s Rights, 8: 243-259. DOI: 10.1163/15718182-0280100
  19. Morelli M., Cattelino E., Baiocco R., Trumello C., Babore A., Candelori C. and Chirumbolo A. (2020). Parents and Childer During the COVID-19 Lockdown: The Influence of Parenting Distress and Parenting Self-Efficacy on Children’s Emotional Well-Being. Frontiers in Psychology, 11: 584645.
  20. O’Sullivan K., Clark S., McGrane A., Rock N., Burke L., Boyle N., Joksimovic N. and Marshall K. (2021). A Qualitative Study of Child and Adolescent Mental Health during the COVID-19 Pandemic in Ireland. International Journal of Environmental Research and Public Health, 18(3): 1062.
  21. Orgilés M., Morales A., Delvecchio E., Mazzeschi C. e Espada J.P. (2020). Immediate Psychological Effects of the COVID-19 Quarantine in Youth from Italy and Spain. Frontiers in Psychology, 11: 2986.
  22. Pagliaro G. e Salvini A. (2007). Mente e psicoterapia. Torino: Utet.
  23. Ravens-Sieberer U., Kaman A., Erhart M., Devine J., Schlack R. and Otto C. (2021). Impact of the COVID-19 pandemic on quality of life and mental health in children and adolescents in Germany. European Child & Adolescent Psychiatry, 1-11.
  24. Rotter J.B. (1966). Generalized expectations for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1): 1-28.
  25. Salvini A. e Dondoni M. (2011). Psicologia clinica dell’interazione e psicoterapia. Firenze: Giunti.
  26. Sullivan, J. (2012). Skype: An Appropriate Method of Data Collection for Qualitative Interviews?. The Hilltop Review, 6(1): 10.
  27. Teti M., Schatz E. and Liebenberg, L. (2020). Methods in the Time of COVID-19: The Vital Role of Qualitative Inquiries. International Journal of Qualitative Methods, 19, 1609406920920962.  DOI: 10.1177/160940692092096
  28. Tiwari G.K., Singh A.K., Parihar P., Pandey R., Sharma, D.N. and Rai P.K. (2020). Understanding the perceived health outcomes of children during COVID-19 pandemic. Authorea.
  29. Trigueros R., Aguilar-Parra J.M., Lopez-Liria R., Cangas A.J., González J.J. and Álvarez J.F. (2020). The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes. Frontiers in Psychology, 9(10): 2794-2804.
  30. Vindrola-Padros C., Chisnall G., Cooper S., Dowrick A., Djellouli N., Symmons, S.M., Martin S., Singleton G., Vanderslott S., Vera N. and Johnson G.A. (2020). Carrying Out Rapid Qualitative Research During a Pandemic: Emerging Lessons From COVID-19. Qualitative Health Research, 30(14): 2192-2204.  DOI: 10.1177/104973232095152
  31. Wingood G., Di Clemente R., McCree H., Herrington K. e Davies S. (2001). Dating violence and the sexual health of black adolescent females. Pediatrics, 107 (5): 72-76.
  32. World Health Organization (2003). Adherence to long term therapies, Evidence for action. WHO Library Cataloguing-in-Publication Data.
  33. Wregglesworth B., Yellowlees P., Zucker M.L., Krupinski E.A. and Bernard J. (2013). ATA Practice Guidelines for Video-Based Online Mental Health Services. Telemedicine and e-Health, 19(9): 722-730.
  34. Xie X., Xue Q., Zhou Y., Zhu K., Liu Q., Zhang J. and Song R. (2020). Mental Health Status Among Children in Home Confinement During the Coronavirus Disease 2019 Outbreak in Hubei Province, China. JAMA Pediatrics, 174(9): 898-900.
  35. Xodo A. (2018). Percezione della malattia e aderenza al progetto terapeutico riabilitativo. il punto di vista degli adolescenti asmatici. Psicologia della Salute, 3: 74-94. DOI: 10.3280/PDS2018-003004
  36. Xodo A., Buffon L., Conz M. e Vianello S. (2020). L’educazione terapeutica per migliorare l’aderenza alle disposizioni precauzionali: un progetto di telepsicologia rivolto a un bambino di 9 anni e alla sua famiglia durante la quarantena disposta dal DPCM 11 marzo 2020. Quaderni ACP, 27(5): 215-218.
  37. Canada. International report. Volume 2. Key data. Copenhagen: WHO Regional Office for Europe; 2020. Licence: CC BY-NC-SA 3.0 IGO.
  38. Keen B., Blaszczynski A. and Anjoul F. (2017). Systematic review of empirically evaluated school-based gambling education programs. Journal of Gambling Studies, 33(1): 301-325. DOI 10.1007/s10899-016-9641-7
  39. Kernsmith P.D., Hernandez-Jozefowicz D.M. (2011). A gender-sensitive PE program for sexual assault prevention in the schools. Children & Schools, 33(3): 146-157.
  40. Loewenstein G.F., Weber E.U., Hsee C.K. and Welch N. (2001). Risk as feelings. Psychological Bulletin, 127(2): 267-286. DOI: 10.1037//0033-2909.127.2.26
  41. MacArthur G.J., Harrison S., Caldwell D.M., Hickman M. and Campbell R. (2015). Peer‐led interventions to prevent tobacco, alcohol and/or drug use among young people aged 11-21 years: a systematic review and meta‐analysis. Addiction, 111(3): 391-407.
  42. Menesini E., Nocentini A. and Palladino B.E. (2012). Empowering students against bullying and cyberbullying: Evaluation of an Italian peer-led model. International Journal of Conflict and Violence, 6(2): 314-321.
  43. Moher D., Liberati A., Tetzlaff J., Altman D.G. and The PRISMA Group (2015). Linee guida per il reporting di revisioni sistematiche e meta-analisi: il PRISMA Statement. Evidence, 7(6): e1000114.
  44. Parkin S. and McKeganey S.P.N. (2000). The rise and rise of peer education approaches. Drugs: Education, Prevention and Policy, 7(3): 293-310. DOI: 10.1080/0968763005010996
  45. Perry C.L. and Grant M. (1988). Comparing peer-led to teacher-led youth alcohol education in four countries. Alcohol Health and Research World, 12(4): 322-326.
  46. Planken M.J., and Boer H. (2010). Effects of a 10-minutes peer education protocol to reduce binge drinking among adolescents during holidays. Journal of Alcohol and Drug Education, 54(2): 35-52.
  47. Raji M., Abubakar I., Oche M., Kaoje A. and Isah B. (2014). Using peer led health education intervention to improve in-school adolescents’ cigarette smoking related knowledge, attitude and behaviour in a north west Nigeria state. Health Science Journal, 8(4): 485-494.
  48. Said A., Risky S. and Hardiansa (2018). The Effect of Health Education Using Peer Group Approach toward Adolescents’ Knowledge of the Dangers of Alcohol for Health in Indonesia. IOP Conference Series: Earth and Environmental Science, 175(1): 012159. DOI: 10.1088/1755-1315/175/1/01215
  49. Sciacca J.P. (1987). Student peer health education: a powerful yet inexpensive helping strategy. The Peer Facilitator Quarterly, 5: 4-6.
  50. Smart R.G., Bennett C. and Fejer D. (1976). A controlled study of the peer group approach to drug education. Journal of Drug Education, 6(4): 305-311. DOI: 10.2190/WA9A-APT7-X3BY-JCE
  51. Stanley Z.D., Asfour L.W., Weitzman M. and Sherman S.E. (2017). Implementation of a peer-mediated health education model in the United Arab Emirates: addressing risky behaviours among expatriate adolescents. Eastern Mediterranean Health Journal, 23(7): 480-485.
  52. Sun W.H., Miu H.Y.H., Wong C.K.H., Tucker J.D., Wong W.C.W. (2018). Assessing participation and effectiveness of the peer-led approach in youth sexual health education: systematic review and meta-analysis in more developed countries. The Journal of Sex Research, 55(1): 31-44. DOI: 10.1080/00224499.2016.124777
  53. Tolli M.V. (2012). Effectiveness of peer education interventions for HIV prevention, adolescent pregnancy prevention and sexual health promotion for young people: a systematic review of European studies. Health Education Research, 27(5): 904-913.
  54. Abawi O., Welling M.S., van den Eynde E, van Rossum E.F.C., Halberstadt J., van den Akker E.L.T. and van der Voorn B. (2020). COVID‐19 related anxiety in children and adolescents with severe obesity: A mixed‐methods study. Clinical Obesity, 10: 12412. 
  55. Abdulah D.M., Abdulla B.M.O. e Liamputtong P. (2020). Psychological response of children to home confinement during COVID-19: A qualitative arts-based research. International Journal of Social Psychiatry, 0020764020972439. DOI: 10.1177/002076402097243
  56. De Carlo N.A. e Senatore Pilleri R. (2012). Le malattie croniche nel ciclo di vita. Aspetti psicologici, comunicativi e di organizzazione sanitaria. Milano: Franco Angeli.
  57. Denzin N. (2017). The research act: a theoretical introduction to sociological methods. Londra: Routledge.
  58. Fioretti C., Palladino B.E., Nocentini A. and Menesini E. (2020). Positive and Negative Experiences of Living in COVID-19 Pandemic: Analysis of Italian Adolescents’ Narratives. Frontiers in Psychology, 11: 599531.
  59. Guest G., MacQueen K.M. and Namey E.E. (2012). Applied thematic analysis. Thousand Oaks, CA: SAGE Publications, Inc.
  60. Haffejee S. and Levine D.T. (2020). ‘When will I be free’: Lessons from COVID-19 for Child Protection in South Africa. Child Abuse and Neglect, 110(2): 104715.
  61. Helweg-Larsen M. and Sheppard J.A. (2007). Do moderators of the optimistic bias affect personal or target risk estimates? A review of the literature. Personality and Social Psychology Review, 5(1): 74-95. DOI: 10.1207/S15327957PSPR0501_
  62. Jiao W.Y., Wang L.N., Liu J., Fang S.F., Jiao F.Y., Pettoello-Mantovani M. and Somekh E. (2020). Behavioral and Emotional Disorders in Children during the COVID-19 Epidemic. The Journal of Pediatrics, 221: 264-266.

Alberta Xodo, Monica Conz, Sara Vianello, Luana Buffon, Il processo di aderenza alle disposizioni precauzionali COVID-19 in 55 bambini trevigiani intervistati nei primi 10 giorni di quarantena successivi al DPCM 9 marzo 2020 in "PSICOLOGIA DELLA SALUTE" 1/2022, pp 91-113, DOI: 10.3280/PDS2022-001006