Adolescent Sleep Behavioral Interventions and Opportunities to Improve Cognitive Functioning: A Call for Action

Sleep is related to cognitive functioning, learning, and brain development in the adolescent population. Recent research indicates a rise in the presence of chronic sleep disorders such as insomnia in adolescents, particularly following the COVID-19 pandemic. Therefore, research on the effectiveness of sleep interventions for adolescents is necessary to guide treatment in adolescents. The authors conducted a systematic review of literature examining research on outcomes of treatment interventions for insomnia on sleep quality and cognitive functioning in adolescents. Results indicate a dearth of research examining effectiveness of treatment in adolescents, particularly in relation to the impact of such treatment on cognitive functioning in adolescents. The following paper provides a brief overview of existing research on treatment of insomnia or related problems including initiating, maintaining and awaking for adolescent populations with a focus on improvement of cognitive functioning within this population. The authors discuss existing barriers to research, emphasize the need to expand sleep research to include cognitive functioning outcomes, and inform best practices for treatment in adolescents following COVID-19. Lastly, the authors propose a call to action encouraging more widespread recognition of the need for research in this area. Key Take Away Points 24 out of 735 records identified through databases were screened for eligibility. The search and subsequent screening procedures outlined several limitations including a dearth of randomized clinical trials, RCTs assessing effectiveness of behavioral interventions specific to insomnia, adequate selection of cognitive functioning measures, sleep assessment measures and other study designs limitations. Only two records remained in the study with CBTi interventions and included objective measures specific for the assessment of insomnia and cognitive functioning. The two remaining studies reported changes in their interventions for working memory tasks;however, effect size and other study design limitations were reported. Barriers and considerations for the insomnia related symptoms and treatment continues to merit attention due to its impact for learning in adolescent population.

Schools on the front lines: School based health centers amidst COVID-19.

School based health centers (SBHCs) are often at the front line of medical and mental health services for students in the schools they serve. Citywide school closures in New York City in March 2020 and ongoing social distancing procedures resulted in significant changes in SBHC services as well as access to these services. Furthermore, the combination of COVID-19 related stressors and the increased likelihood of adverse childhood events experienced by urban youth creates conditions for the exacerbation of mental health concerns among youth in metropolitan areas. The following article will explore the role of SBHCs as community agents focused on prevention and reduction of mental health concerns prior and during the current pandemic, as well as existing health disparities experienced by urban youth populations. The authors will also discuss research examining mental health concerns already present in global populations affected by COVID-19 as it may foreshadow the challenges to be faced by U.S. urban youth. Lastly, the authors describe recommendations, practice implications, and opportunities for preventative strategies and therapeutic interventions in school based health settings. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Multiphasic process model of interventions: Revisiting school-based mental health provider responses to student's mental health in the wake of COVID-19

The COVID-19 pandemic has brought new stressors, which have led to adjustment difficulties or exacerbation of existing mental health concerns for many students and their families. Yet, school closings and social distancing measures pose barriers to obtaining mental health care through school-based mental health providers. The present manuscript aims to address many of these barriers through a model entitled, "Multiphasic Process Model of Interventions." This model illustrates stressors and interventions corresponding to distinct COVID-19 and school closures phases (i.e., early, acute, reentry, and postphases) and describes ways school-based mental health providers can respond to students' mental health needs within each phase. The manuscript is organized in three sections by phase: Section A: Stressors youth and their families faced during each phase, Section B: Theory-driven interventions to address corresponding stressors, and Section C: Application of the proposed model using a real student client as an example. These model components are described in ways that would allow for generalizability across diverse educational settings and large-scale social issues requiring intervention. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

School-based health centers during academic disruption: Challenges and opportunity in urban mental health.

School based health centers (SBHC) provide healthcare services to youth and their families. In response to the global health crisis from COVID-19, schools' closures have impacted the access to vital services during times of increased need for physical and mental healthcare. Youth of minority racial and ethnic backgrounds living in urban settings face compounding factors including adverse childhood events, economic disadvantages, and barriers to healthcare. The mental health response of SBHCs in New York City as it relates to population specific factors such as family supports, economic considerations, and healthcare correlates is explored. The role of school based health centers and recommendations for interventions addressing mental health concerns in youth during COVID-19 are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).