Diving into the Resolution Process: Parent's Reactions to Child's Diagnosis.

This research presents an in-depth observation of parental resolution regarding a child's diagnosis with special needs to help counsellors understand the complexities of parental coping. Sixty-two parents of children with Autism Spectrum Disorder/Intellectual Developmental Delay participated in a Reaction to the Diagnosis Interview and a semi-structured interview. Categorical analysis revealed that 59.7% of the parents had reached resolution, with approximately 40% emotional orientation, 40% cognitive orientation, and 20% proactive orientation. Content analysis revealed three themes: emotions-feelings of guilt, shame, and emotional breakdown; thoughts-fear of stigma and concern for the child's future; actions-concealment, seeking support, and attempts to reject the results of the diagnosis. Whereas most parents were diagnosed as having reached resolution, the content analysis still found complex subject matter suggesting lack of resolution. Research findings show that counsellors should identify the intricate emotional dynamics of parents coping while being cautious of premature coping categorization.

Kindergarten children's reactions to the COVID-19 pandemic: Creating a sense of coherence.

This article examines kindergarten children's experience of the COVID-19 pandemic. It aims to understand the children's thoughts, emotions, and coping strategies regarding the presence of the COVID-19 virus in their daily lives, using the salutogenic approach to study their sense of coherence and promote relevant professional instruction. Semi-structured in-depth interviews were held with 130 five- to six-year-old children with an equal number of boys and girls. All of the children were recruited from kindergartens affiliated with the state's secular education system. Data were structured into three themes: (1) the child's perception of the pandemic as manageable through significant accompanying and absent figures; (2) the child's comprehension of the virus as dangerous, age-differentiating, and contagious; and (3) the child's emotional processing of the pandemic as arousing fear of death and through images, such as "thorny" and "monster." The results demonstrate the young children's sense of coherence, characterized as extrapersonal perception, interpersonal coping, and intrapersonal emotional processing, and the need for greater acknowledgment of child-parent educators' informed interventions that could give children a partial feeling of the adult's awareness of their needs.

The Subjective Experiences and Reactions of Kindergarten Children during and after a Period of Continuous Missile Attacks.

The current study focused on kindergarten children's coping strategies after trauma and PTSD resulting from exposure to emergency situations during the summer of 2014, when their town was under continuous missile attacks, in the south west part of Israel near the Gaza Strip. The study explored children's trauma by interviewing 150 kindergarten children (ages 4-6). We sought to present the children's voice and understand their point of view, their subjective experiences, and their ways of coping with traumatic situations. The interviews revealed that during and following the period of continuous missile attacks, the participants experienced fear and panic caused mainly by the strong and surprising noise of the alarm sirens, as well as difficulty sleeping. Engaging in activities, such as racing to and playing in the shelter, helped them cope with the fear. Furthermore, the presence of caregiving adults who provided calming information and emotional support helped the children's ability to cope with their anxiety.