College and COVID-19: The Pandemic's reverberations on adolescents and emerging adults on campus.

The COVID-19 pandemic deeply disrupted all aspects of life for young people in college. Beginning early in the pandemic, research has documented how young people experienced these challenges and the impacts on their psychosocial wellbeing and development. This review highlights patterns in identified challenges, mental health, and associated risk and protective factors. Overall, the pandemic led to rises in negative affect and emotional struggles, though the review of the literature also raises critical areas for supporting these young people. Additionally, the review suggests providing resources that focus on valuable elements of young people's experiences on college campuses; namely social support and connection, belonging, and effective psychosocial coping strategies.

Developing in a dynamic world: Harnessing psychology to support the COVID-19 generation

In 2020, the COVID-19 pandemic and other social dynamics created a myriad of challenges and changes for individuals, groups, and societies. The impacts on youth are particularly noteworthy given developmental processes of adolescence and emerging adulthood. As psychologists, we have much to offer in studying how 2020 influenced their development and in shaping effective supports. To be useful, the work must be nuanced, iterative, and attentive to their lived realities. We argue for a dynamic research framework to study these developmental processes. Through such an approach, psychological science can provide insight into diverse young people's experiences of COVID-19 with a focus on addressing the United Nations Sustainable Development Goals (SDGs) 3, 4, and 16 on increasing a sense of well-being, making education more equitable, and developing more peaceful societies. This paper lays out three theoretical frameworks - Synthetic, Augmentative, Generative, and Experiential, Meanings, Observations, Viewpoints, and Experiences, and the Developmental Peacebuilding Model - that can be used to capture the dynamism of meaning-making and development within changing contexts. We then provide examples from our research with young people in the United States and Ireland. This paper ends with a call for psychologists across the globe to understand and address COVID-19's impacts on youth through iterative and integrative research methods with a focus on meaning-making. In coordination with macro-level metrics, such work can help understand lived psychosocial impacts on diverse groups of young people, while highlighting opportunities to support SDGs 3, 4, and 16. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Impact Statement Impact and Implications.-Building peaceful, inclusive societies with equitable educational opportunities requires attention to how young people process, make sense, respond to, and shape what is going on around them. The events of 2020 - the pandemic, racial injustice, and financial and health crises - have impacted the lives of youth during a critical time in their development that will influence how they engage with their communities, as well as their well-being, educational trajectories, and orientations toward peace. In this paper, we describe how dynamic and iterative research on interpretation and meaning can provide insights into how young people are experiencing and responding to these events, with implications for advancing the Sustainable Development Goals. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

SenSARS: A Low-Cost Portable Electrochemical System for Ultra-Sensitive, Near Real-Time, Diagnostics of SARS-CoV-2 Infections.

A critical path to solving the SARS-CoV-2 pandemic, without further socioeconomic impact, is to stop its spread. For this to happen, pre- or asymptomatic individuals infected with the virus need to be detected and isolated opportunely. Unfortunately, there are no current ubiquitous (i.e., ultra-sensitive, cheap, and widely available) rapid testing tools capable of early detection of SARS-CoV-2 infections. In this article, we introduce an accurate, portable, and low-cost medical device and bio-nanosensing electrode dubbed SenSARS and its experimental validation. SenSARS' device measures the electrochemical impedance spectra of a disposable bio-modified screen-printed carbon-based working electrode (SPCE) to the changes in the concentration of SARS-CoV-2 antigen molecules ("S" spike proteins) contained within a sub-microliter fluid sample deposited on its surface. SenSARS offers real-time diagnostics and viral load tracking capabilities. Positive and negative control tests were performed in phosphate-buffered saline (PBS) at different concentrations (between 1 and 50 fg/mL) of SARS-CoV-2(S), Epstein-Barr virus (EBV) glycoprotein gp350, and Influenza H1N1 M1 recombinant viral proteins. We demonstrate that SenSARS is easy to use, with a portable and lightweight (< 200 g) instrument and disposable test electrodes (

SARS-Cov-2: Biology, Detection, Macrophage Mediated Pathogenesis and Potential Treatments.

The respiratory disease caused by the Coronavirus infectious disease 2019 (COVID19) has spread rapidly since December 2019 in Wuhan, China. This new strain of Coronavirus is similar to the SARS Corona virus and has been termed SARS-CoV-2. Both viruses have emerged from bats and adapted to humans. On March 11, 2020 COVID19 was declared Pandemic by the WHO and as of May 1, 2020 COVID19 disease continues to grow rapidly with 3,400,595 cases and 239,583 deaths world-wide. This review describes the biology of SARSCOV2, Detection, Macrophage-Mediated Pathogenesis and Potential Treatments.

School-Based Restorative Justice: Lessons and Opportunities in a Post-Pandemic World

The COVID-19 pandemic has deeply affected schools and the people within them. The move to remote schooling forced practitioners of school-based restorative justice to adapt and innovate, as theory and practice had almost exclusively focused on in-person instruction. In this paper, I first review some of the challenges, adaptations, and lessons during the pandemic. I then argue that restorative justice in schools offers new and unique potential to address needs of educational communities and the students, educators, and staff within them as in-person instruction returns. Specifically, I suggest it could contribute to rebuilding social connection and community, bolstering mental health, and addressing inequities. Finally, I end with limitations and future directions for considering these extensions and evaluating their impact. School-based restorative justice alone cannot be a panacea for these issues, but could be integrated into other supports and services to address the stark needs of school communities and of the young people whose lives have been so deeply impacted by COVID-19.

Supporting peaceful individuals, groups, and societies: Peace psychology and peace education

In 2020, individuals, societies, and the international community were presented with a myriad of challenges that were exacerbated by the COVID-19 pandemic. Social bonds were stretched thin, racial inequity was brought to the forefront, and political polarization deepened. This context heightened the need for effective theoretical frameworks, strategies, and understandings of how to support positive and negative peace and build cultures of peace across varied contexts. In this special section, we present a compendium of articles highlighting various ways that psychologists support these efforts through peace education. The section developed in a pre-COVID context from Christie and Wagner's (Handbook on peace education, 2010, Psychology Press) call in this journal for peace psychology to be central to peace education. Although the articles themselves do not directly address COVID-19, the racial pandemic, or political polarization, they offer insights into how the intersection of peace psychology and peace education can be used to promote harmonious relations and societies in a post-2020 world. In this introduction, we define peace education and its connections to peace psychology and then summarize each of the articles in the special section while drawing applications to the challenges that emerged in 2020. The rich and diverse articles in this section discuss innovative approaches to peace education that are designed to promote and maintain cultures of peace. This work must continue and accelerate, and more psychologists must invest in advancing such approaches to enhancing the quality of life of individuals and groups worldwide.

Structure-based phylogeny identifies avoralstat as a TMPRSS2 inhibitor that prevents SARS-CoV-2 infection in mice.

Drugs targeting host proteins can act prophylactically to reduce viral burden early in disease and limit morbidity, even with antivirals and vaccination. Transmembrane serine protease 2 (TMPRSS2) is a human protease required for SARS coronavirus 2 (SARS-CoV-2) viral entry and may represent such a target. We hypothesized that drugs selected from proteins related by their tertiary structure, rather than their primary structure, were likely to interact with TMPRSS2. We created a structure-based phylogenetic computational tool named 3DPhyloFold to systematically identify structurally similar serine proteases with known therapeutic inhibitors and demonstrated effective inhibition of SARS-CoV-2 infection in vitro and in vivo. Several candidate compounds, avoralstat, PCI-27483, antipain, and soybean trypsin inhibitor, inhibited TMPRSS2 in biochemical and cell infection assays. Avoralstat, a clinically tested kallikrein-related B1 inhibitor, inhibited SARS-CoV-2 entry and replication in human airway epithelial cells. In an in vivo proof of principle, avoralstat significantly reduced lung tissue titers and mitigated weight loss when administered prophylactically to mice susceptible to SARS-CoV-2, indicating its potential to be repositioned for coronavirus disease 2019 (COVID-19) prophylaxis in humans.

Intersectionality in psychology: Translational science for social justice

Intersectionality is an analytic tool for studying and challenging complex social inequalities at the nexus of multiple systems of oppression and privilege, including race, gender, sexuality, social class, nation, age, religion, and ability. Although the term has become widely used in psychology, debates continue and confusion persists about what intersectionality actually is and how best to take an intersectional approach to psychological science. This special issue of Translational Issues in Psychological Science on intersectionality includes a range of methodological tools and theoretical perspectives that advance psychological research on intersectionality. In particular, these projects constitute psychological research that takes intersectionality's political aspirations seriously and envisions psychology as a tool for social justice. The articles model responsible use of intersectionality through citation practices that reflect intersectionality's origins in Black feminist thought and women of color scholar-activism, as well as through analyses that reflect intersectionality's commitment to reflexivity, structural critique, and complexity. In this introduction, the editors reflect on intersectionality's challenge to psychology and consider the place of translational science amid global crises and what critical psychologist Michelle Fine calls "revolting times." (PsycInfo Database Record (c) 2020 APA, all rights reserved) Impact Statement <strong xmlns:lang="en">What is the significance of this article for the general public?-This paper introduces a special issue on the topic of intersectionality and situates this social justice-oriented scholarship in the context of the COVID-19 pandemic, the racial justice uprisings of 2020, and ongoing debates about psychologists' role in addressing social problems. (PsycInfo Database Record (c) 2020 APA, all rights reserved)