Abstract
The issue of mental health in young children is an increasing problem in society, and one that is intricate given the extensive range of experiences that have been described using this term. More than ever, mental health has been on the minds of caregivers over the past two years. A pandemic, combined with the stress of uncertainty and insecurity, is reason for us to consider what these events have done to our future generation of young citizens and leaders in our society. Educators and healthcare professionals are likely to meet children who have experienced trauma on a regular basis. This chapter will define and examine how promoting spiritual literacy can endorse a holistic curriculum that is focused on the whole child and the interconnectedness among the mind, heart, and soul. The importance of mindfulness will be explored with practices for improving spiritual well-being through its effects on mental health.
Don’t be afraid of life’s challenges. We all have our own life to pursue, our own kind of dream to be weaving, and we all have the power to make wishes come true, as long as we keep believing
-Louisa May Alcott
TopBackground
The Invisible Silence of the Pandemic
How can we provide sufficient sustenance for the growth of a child’s mind, heart, and soul or spiritual sense of self? Here we are, past two years in the global COVID-19 pandemic, exhausted, both emotionally and physically. How do we move forward with courage and grace? How do we support our young children and families? The pandemic didn’t arrive in a psychological vacuum (Lusby & Jackson, 2021). The COVID-19 pandemic brought about a dramatic change in our circumstances. It meant living for extended periods inside, lacking normal activities and socialization (Cameron, 2021). The COVID-19 pandemic is a lot like being on a roller coaster ride. You do not know what to expect on the other side, but you know it is going to be wild and somewhat frightening (Duncan & Magee, 2021). The long term social and emotional trauma of the extended shelter during the COVID-19 pandemic is still to be determined (Stevens, 2020). For example, for most children had not had to deal with social isolation of this type (or nature). It is very unlikely that children were doing their best learning (Stevens). Other normal child development processes have also suffered. For example, normal childhood rituals such as birthday and traditional family celebrations were canceled. The invisible silence of the COVID-19 pandemic brought much loss to our children including loss of routines; loss of activities; feeling anxious; mood changes; lost time with loved ones outside the home and relationships with peers; and loss of connections. Today, we are seeing a large populace of children who need intervention and extra love and care from family members and teachers. The cost of the COVID-19 pandemic and the impact of shutdowns and isolations, mask wearing, hand sanitizing and continually shifting rules has been stressful for everyone (Cameron, 2021). For many children, the cost of the pandemic is not over but just beginning (Cameron). A place for healing and bringing calmness to the body, mind, and spirit can begin for children and families by connecting to our spiritual domain and embracing the different dimensions of spirituality.
Key Terms in this Chapter
Holistic: Development of the whole child including physical, social, emotional, cognitive, and spiritual domains.
Spiritual Literacy: The ability to read and identify signs written in the texts of an experience; contributes to the personal growth of a child and/or adult.
Mindfulness: A meditative process in which an individual recognizes and accepts their present thoughts and feelings without interference of judgment or criticism. Practices and strategies encouraging children and adults to be present in the moment.
Trauma: Disturbing or stressful experiences as a result of an event, or series of events, that is experienced by a child or adult as physically or emotionally harmful.
Pandemic: A global population being exposed to an infection such as COVID 19.
Culturally Responsive Practice: The opportunity to learn from, and share respectfully, to all different cultures; connecting to children’s culture, language, and experiences.
Spirituality: Relational experience to the self and others; a personal faith journey we take in life.