Children in Lockdown: Learning the Lessons of Pandemic Times

(Paperback)

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With contributions from Christopher Arnold, Lauren Baggley, Emily Barrett, Kate Boyle, Sean Cameron, Brian Davis, Becca Dove, Richard McGuire Devine, Stefania Donati, Xavier Eloquin, Tim Fisher, Jennifer Greene, Richard Lewis, Lesley Osler, Anne Powell-Davies, Elizabeth Roberts, Stephanie Satariano, Nicole Schnackenberg, Sarah Sivers, Bryan Walsh, Aimee Webster, Sarah Wendland, and Abigail Wright. Children in Lockdown: Learning the Lessons of Pandemic Times acknowledges the constant change and adaptation that was required in real time and the reverberations that continue today. It provides the basis for a start to the discussion about the effects of Covid-19 on families and everyone involved with school life. International contributions from children, parents, teachers, educational psychologists, and social workers include observations from the UK, Singapore, South Africa, and the USA; stories from children, parents, social workers, and family support workers; and application of a wide range of theory, including psychodynamics, organisational change models, crisis management, and neuropsychology. The books inclusion of surveys and case studies will appeal to professionals and those working with children and young people in education and communities. The quality materials it contains from primary and secondary sources means it will be useful for students training to be educational psychologists, teachers, and social workers. The light it sheds on the ramifications for our young people will be helpful for parents and all who care for children and young people.

Reviews

"A book of its time, which readers
will find of enormous value as communities move hopefully towards a 'post
pandemic' era. A rich diversity of perspectives offers insight into the impact
on children and their families ... A 'must read' for all those who work with
children and young people ..." - Andrea Higgins, former Programme Director,
Professional Doctorate Training in Educational Psychology, Cardiff University

"This accessible and scholarly book
invites new thinking about the COVID-19 pandemic's effects on children ... It
should have wide appeal for teachers, psychologists, social workers and parents
or carers; in fact anyone who wants to support young people to flourish after
the pandemic. Highly recommended." - Dr Barley Birney, Head of Specialist
Inclusion Service and Principal Educational Psychologist, Barnet Education and
Learning Service

"Diverse voices from around the
world are freed from lockdown in this hugely important book. There is perceptive
information about past pandemics and present research on the impact on children
and carers ... Crucially, there are the voices of children ... There are multiple
lessons to be learnt from this book as we adjust to the 'new normal'." - Dr
Mark Fox, Educational Psychologist

"Nelson Mandela said children were the rock on which to
build our nation. Hope is central to Children in Lockdown ... Hope because
COVID-19 centralised children's needs, ... moving from
education to educating, addressing mental health issues and psychodynamics in
leadership." - David Wylde, Past President, International Confederation of
Principals

Author Bio

Dr Christopher Arnold is the principal psychologist at Psychological Services GB Limited. He is an academic and professional tutor at the Tavistock and Portman NHS Foundation Trust and is on the editorial board of the BPS Debate periodical for educational psychologists. Christopher has also been an educational advisor to the European Union. He has authored and edited numerous books, papers and conference presentations. Dr Brian Davis is currently the director for child, community and educational psychology professional training at the Tavistock and Portman NHS Foundation Trust. He has a particular interest in supporting organisational level responses to challenge and change. His research interests include the development of quality educational psychology practice and continuing professional development; professional training; the promotion of positive outcomes for children and young people; and the building of resilience in the community through strategic and multi-agency working.