Mental Health Difficulties of Turkish Healthcare Workers and Non-Healthcare Workers and Their Young Children During Coronavirus Disease 2019 Pandemic.

Background: Young children and their caregivers have faced an increased risk of developing mental health difficulties during the coronavirus disease 2019 pandemic. However, very little is still known about the mental health of children younger than 6 years. Existing research suggests that families with caregiver/s who are healthcare workers may be at increased risk. The primary purpose of the paper is to report on the mental health difficulties experienced by young children and their caregivers in Turkey and to investigate if mental health outcomes are worse for young children and caregivers who are healthcare workers in comparison to non-healthcare workers during the first year of the coronavirus disease 2019 pandemic. Methods: An online survey was completed by 158 caregivers of children aged 1-5 years during December 2020 in Turkey. Caregivers reported on pandemic related experiences, child and parent mental health. Results: Up to 30% of caregivers reported their child was experiencing moderate to severe anxiety, depressive symptoms, and sleep disturbances. Between 36.2% and 39.2% of caregivers reported moderate to extremely severe levels of depression, anxiety, and/or stress symptoms. Multivariate analysis of covariance analyses found no significant differences between the healthcare worker and non-healthcare worker groups for child(F(4,131) = 1.037, P >.05) or parent mental health outcomes (F(3,141) = 0.712, P >.05). Conclusion: Our study showed that one-third of children and their caregivers experienced mental health problems during the coronavirus disease 2019 pandemic unrelated to the caregiver's occupation in the health sector. It is important that all families with young children have access to mental health support during disruptive events.

Emotion Recognition Skill in Specific Learning Disorder and Attention-Deficit Hyperactivity Disorder.

Objective: Social difficulties can affect both academic and relational-social functioning in common neurodevelopmental disorders such as attention-deficit hyperactivity disorder and specific learning disorder. It is known that social cognitive skills directly affect social functioning. The aim in this study is to examine the social cognitive skill of facial emotion recognition in children with attention-deficit hyperactivity disorder and specific learning disorder and to investigate whether literacy learning is related to emotion recognition. Methods: In the study, we compared the emotion recognition skill of 41 children with attention-deficit hyperactivity disorder, 50 with specific learning disorder, and 43 typically developed children using the Reading Mind in the Eyes Test. In addition, we evaluated the relationship between children's emotion recognition ability and literacy learning time. Results: Attention-deficit hyperactivity disorder and specific learning disorder groups did not show a statistically significant difference in terms of Reading Mind in the Eyes Test scores, but both groups had lower scores than their typically eveloped peers (P < .001). In addition, we found that low Reading Mind in the Eyes Test scores were associated with late learning in reading and writing (P < .001, r = -.033). Conclusion: This study found that the specific learning disorder and attention-deficit hyperactivity disorder groups showed similar but poorer impact recognition skills than their typically developed peers. In addition, we showed that literacy learning speed is related to emotion recognition.