Loneliness in Children and Adolescents

Definition of loneliness and the degree of loneliness in children and adolescence is the sense of individuality about personal lack of personal relationship (2007, Dunn, Dunn, Bayduza, 2007) and social isolation (Hawkley & Cacioppo). 2010). In addition, Cherry (nd) explains loneliness as emptiness and state of mind related to lonely ideas and emotions. In a relatively short period of time, the impact of children's loneliness may be mild, but with long or long term solitude, individuals are missing low self-esteem, sadness, withdrawal from colleagues, opportunities

The problem of solitude was thought to be relevant only to young people and adults. Studies have shown that this concept is incorrect and that small but important children's groups feel lonely (Asher, Parkhurst, Hymel, & Williams, 1990). As a result, immediate and long-term adverse effects related to child's loneliness are being revealed, the need to observe children and develop and implement intervention strategies becomes extremely important. As teachers focus on individual needs, build relationships and spend time to help them meet their needs, children grow (Kontos & Wilcox-Herzog, 1997).

Loneliness is a big problem that young children are susceptible to direct and long-term adverse effects. However, research and intervention in the educational environment has just been done recently, focusing on lonely children. It is becoming increasingly clear that many young children understand the concept of loneliness and feel loneliness. For example, kindergarten and first grade children respond appropriately to what we can do to overcome a series of questions about loneliness ("sadness and loneliness") and "loneliness". ("Search for friends") (Cassidy & Asher, 1992). In a recent study (Ladd, Kochenderfer, & Coleman, 1996), the loneliness of kindergarten children is reliably measured by a series of questions such as "Are you lonely at school?" Is it a lonely place? "And are you sad alone at school?"