This teaching/coaching plan’s goal entails informing both parents and children on mental health challenges associated with restricted movement. It is worth noting that young learners were forced to learn and play from their homes as authorities imposed movement restrictions on public members (Tambling et al., 2021). As a result, some children have recorded significant deteriorations in their psychological well-being. Fundamentally, both parents and children get informed and coached on social practices to improve the latter’s condition (Russell et al., 2020). This teaching plan consists of simplified solutions for improving mental health now that a vaccine against the virus has been developed. Most importantly, parents and children spend most of their time together, hence constituting the teaching/coaching plan’s vital stakeholders.
The strategy will be implemented using different but sufficient teaching resources, which are readily available to involved stakeholders. For instance, the coaching plan will integrate digital media, such as YouTube and TikTok, to reach many children with mental health challenges. Video resources on daily activities reducing psychological stress of loneliness will help achieve the goal of the strategy (Tambling et al., 2021). Additionally, recreational but informative games accessed from online platforms will also be useful for the plan. Many children have access to handheld devices, making the method more efficient during the pandemic (Russell et al., 2020). The games will be useful in distracting negative memories and extreme thoughts associated with loneliness. The approach also contains integration of print media, including storybooks and relevant magazines, which will be objective in achieving mental health wellness among children.
Moreover, there are several teaching strategies useful for achieving the described goal of the teaching plan. For instance, technology integration in mitigating mental health instances among children will be useful during the post-pandemic period. It is to include graphical content and moving pictures in videos and images. This approach will ensure children learn from the information content in graphical format (Russell et al., 2020). Another teaching strategy includes behavioral monitoring in which children’s attributes are reviewed constantly. For instance, parents should monitor online behavior when diagnosing mental conditions (Tambling et al., 2021). Most importantly, cooperative learning will be instrumental for parents aiming to improve basic academic knowledge among children.
Specific instructions concerning the treatment of mental health are necessary for progressive development among children. For instance, parents should maintain strict regulation in Internet accessibility within handheld devices. Uncontrolled online practices can motivate immoral behavior among learners with unrestricted Internet access. Another instruction will include strict adherence to daily schedules, which emphasize outdoor practices (Russell et al., 2020). This will be critical in enhancing mental well-being among children through active physiological exercises. The coaching plan also schedules television channels as part of teaching resources required to successfully mitigate mental illness among children (Tambling et al., 2021). Parents should instruct children regarding when and which programs to access to reduce timewasting during and after the pandemic.
This plan acknowledges that adhering to this coaching strategy will be challenging for both children and parents. As a treatment process, the teaching tactic is intended to enhance young learners’ mental wellness by suggesting both visual and practical sources of knowledge acquisition. However, the challenges include ineffective cooperation between children and their parents. Some children might grow defiant to their parents, hence fail to follow simple instructions (Russell et al., 2020). Additionally, others might take advantage of the lack of technology awareness among parents. Therefore, they can circumvent the rules to suit their individual needs, which encourages immoral practices in online platforms (Tambling et al., 2021). It implies that identified stakeholders should ensure discipline in time commitment and rules compliance for the treatment to be a success.
The coaching plan will also include family members for improving mental health among children during the COVID-19 pandemic. Customizing their roles ensures effectiveness in implementing certain tactics. For instance, fathers and male guardians with social authority over their families will issue, protect, and safeguard rules associated with internet use and online activities. This role will be useful in ensuring children adhere to instructions entailing access to handheld devices such as tablets and smartphones. Other family members contribute by implementing monitoring roles against suspicious internet activities. In simpler terms, all siblings are entitled to identify and report incoherent practices against issued instructions. Most importantly, family members will be critical in ensuring objective achievement of mental well-being among children.
In conclusion, medical help will be necessary for severe scenarios of extreme mental conditions. Families are allowed to make health emergency contact with private or public institutions that offer psychological care. Parents are encouraged to seek medical support from professionals whenever they lose weight due to the pandemic’s ongoing economic pressure. This attribute indicates advanced cases that this coaching plan cannot achieve in a home setting. Additionally, extreme thoughts arising from loneliness can also be indicative of when to seek medical attention. Children who fail to respond positively to the plan can depict regression and rebellion. In many instances, this character is enhanced by substance abuse but can also develop due to solitude. Most importantly, parents and guardians are highly encouraged to seek healthcare expertise on psychological illnesses if this coaching/treatment plan fails to achieve its primary objective.
References
Russell, B. S., Hutchison, M., Tambling, R., Tomkunas, A. J., & Horton, A. L. (2020). Initial challenges of caregiving during COVID-19: Caregiver burden, mental health, and the parent–child relationship. Child Psychiatry & Human Development, 51(5), 671-682. Web.
Tambling, R. R., Tomkunas, A. J., Russell, B. S., Horton, A. L., & Hutchison, M. (2021). Thematic analysis of parent–child conversations about COVID-19: “Playing It Safe”. Journal of Child and Family Studies, 30(2), 325-337. Web.