ABSTRACT
Access and use of computer-based educational technology within K-12 schools have been steadily increasing since the 1980s (Cuban, 1993;Delgado et al., 2015;Penuel, 2006), including more school districts providing every student with a device (1:1) after the year 2000 (Gray & Lewis, 2021;Harper & Milman, 2016;Penuel, 2006;Zheng et al., 2016). Despite this steady increase in devices, information systems, and learning platforms within schools, growth of information technology (IT) staff positions has not grown proportionally with technology and has resulted in a staff capacity issue for district technology departments (CoSN, 2021;Gao & Murphy, 2016;Kentucky Department of Education, 2017). This issue was exacerbated by the emergency switch to distance learning as a result of the COVID-19 pandemic, which relied on devices and online systems for learning to continue and further strained the technology departments (CoSN, 2022a, 2022b;Rauf, 2020;White, 2020).Since computers were introduced to these educational institutions, schools and districts have positioned students as technical and pedagogical supports for educational technology (National School Boards Association, 2002;Van Eck et al., 2001). Commonly known as student tech teams (STTs), this type of program is still frequent today within schools and there is a wealth of practitioner-created resources on the topic. Yet, studies on these programs are absent from the decades of research on technology integration within K-12 schools (Peterson & Scharber, 2017).This dissertation was designed to fill this void within the literature, provide a foundational understanding of STTs within K-12 educational technology initiatives, and identify practical strategies for school educators and leaders. Using a philosophically pragmatic lens and an ecological framework (Zhao & Frank, 2003), this explanatory sequential mixed-methods study (Creswell & Plano Clark, 2011) explored the following research questions:* How are student technology teams structured within K-12 school ecosystems?* What is the role of student technology teams within K-12 technology integration initiatives?Results from the study indicated that STTs are structured as work- and project-based courses, assistantships, and extracurriculars that can support the technical and instructional needs of staff and students within a school or district environment. STTs also provide opportunities for students to collaborate and create by tinkering with technologies and developing products that interest them while building their digital literacy skills. No two STTs are structured the same;however, staff and students' technical and instructional needs are common programmatic focus areas across STT environments.The role of STTs within K-12 technology integration initiatives is to give students autonomy, unique experiences, and opportunities to learn while serving the school and/or district community. The role of STT, as well as the benefit to its student members, is shaped by the coaches, tech department, and administrators' intentionality and mindset related to the capacity of students. Secondly, the STT's role is also shaped by the school and district's technology, schedules, and location. The findings of this study contribute to and extend the current understanding of educational technology initiatives, student tech teams, computing education in schools, and ecological framing of educational technologies. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Social-Emotional Learning (SEL), the process of developing and utilizing interpersonal skills for everyday life, has become a primary vehicle for structuring students' social and emotional health in the United States and across the world. In the midst of the COVID-19 pandemic, the importance of understanding SEL practices, is increasingly at the forefront of many discussions in education today. Since "non-academic factors" like SEL were added to U.S. education law (ESSA, 2015), the state of Florida has also added two mandates concerning SEL (Florida Senate Bill 7026: The Marjorie Stoneman Douglas Act and FS 1003.42;Rule 6A-1.094121: Curriculum mandate for four hours of SEL as part of mental health education). This has led to the adoption of SEL programming in schools. In 2018, Martin County Public Schools adopted the BASE Education learning program, an SEL approach that aimed to help high school students, identified as at-risk after a discipline infraction, to "learn about and apply psycho-social concepts through supportive, therapeutic dialogue" (MCSD Code of Conduct, Chapter V, 2022, p.18). BASE Education is an online program currently being implemented in all high schools within the Martin County School District. In purchasing BASE for implementation into the disciplinary process and SEL supports, the district projected that BASE Education would increase self-awareness and increase responsible decision making, thus decreasing discipline referrals. This study examines two components of the disciplinary experience of MCSD students: (1) The SEL experience of high school students referred to BASE Education intervention programming in the Martin County School District, and (2) How students who have participated in [personalized] BASE Education modules describe the nature of their pathway within the online experience. This study represents the first time that an analysis of the student referral experience data and online SEL intervention experiential pathway program data has been undertaken in Martin County Public Schools. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The impact of racism on teens of color can be life-altering. Young people of color are still susceptible to the effects of racial discrimination so long as racism exists. Today's boundless access to social media has created a platform for exposing racist acts. Racism today presents itself in such forms as microaggressions, racial biases, and systemic oppression by means of policing, healthcare, housing, and education. This chapter explores those options through the framework of race-related trauma. Throughout adolescence, the formation of identity can predict either a successful sense of identity or a fall into a role of confusion. The healthy development of racial identity for an adolescent of color is essential and is not separate from identity formation. The COVID-19 pandemic has revealed the extent of racism in healthcare, economic, and living disparities. Advancements in digital technology present opportunities for autonomy in the music creation process for adolescents. This makes therapeutic songwriting a powerful intervention, as it addresses these ideals. Music therapy provides the opportunity to practice an uncommon form of cultural humility and rapport. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The author rather than accepting the prevailing narrative that adolescents are becoming socially impaired by technology, explores the ways in which digital natives have utilized and at times advanced beyond their forebears in terms of social intelligence, exploring the convergence of social, racial, gender, and political identity on the internet during the COVID-19 pandemic. At the same time, she considers the experience of the psychotherapist wrestling with personal loss and attunement and repair within the therapeutic relationship. The Social Dilemma, a Netflix film released in 2020, daunts a chilling narrative of the online social sphere. The Social Dilemma depicts how essentially we are puppets of digital creators and being exploited for capital gains. Technology is smart, sometimes too smart. And if we are not learning how to be responsible, mindful, productive consumers of social media and emphasizing the need to cultivate emotional intelligence traits both offline and online through social-emotional learning and digital literacy, we will most certainly find ourselves riddled with technological addictions and other significant mental health impairments inclusive of rising suicide rates among more avid online users. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The usage of mobile technology had been a burning issue in the nation with the prevalence of COVID-19 in society. The research problem was centered on the perception and acceptance of mobile technology in the education industry as it relates to students and teachers. It also ascertained the student achievement, motivation, and willingness to use mobile devices in a high school setting of students in grades ninth through twelfth. The development of mobile technology will massively impact the education industry making accessibility, and knowledge management simple. The purpose of the study was to add to the body of knowledge using a qualitative process of adoption of mobile technology by High School Students, assessing their self-efficacy, motivation, and willingness to utilize technology. The conceptual framework involved the Frame Model, in which teachers' and students' engagement and management of change, along with potential resistance to change may exist. The model considers a device's usability and the social and learner aspects of the learning. The research method for this study was qualitative in nature from a phenomenological perspective and involved 11 participants as determined by previous research as a viable population for consideration. The key results and findings clearly revealed that more than 90% showed that the education system should encourage transitioning to technology usage. Student engagement, willingness, motivation, and confidence were boosted with the use of technology. The implication is that the potential impact for positive social change at the personal, family, and organizational levels will yield satisfaction and active participation or engagement of students in the class, home, and society at large. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The purpose of this study was to quantitatively clarify the physical and mental health of first year university students whose classes were conducted online due to COVID-19. The checklist of Visual Display Terminal (VDT) syndrome suggested that physical stress was placed mainly on the eyes, shoulders, neck, and head. In addition, from the results of the Kessler Psychological Distress Scale (K6) scale, higher values were obtained than those of previous studies, which indicated the poor mental health of first year university students. Consequently, university academics who conduct online classes must consider the physical and mental fatigue of the students. In contrast, there was a correlation between university students who had desire for Hikikomori and students who preferred on line classes. In other words, for students who experienced difficulties with existing face-to-face classes, it is suggested that online classes are one of the potential solution. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
In Ontario, Policy/Program Memoranda No. 140 (PPM 140) authorizes educators to utilize Applied Behavioural Analysis methods to support students with Autism Spectrum Disorder (ASD) in the classroom. Although typically favoured, inclusive policies are difficult to translate into practice without training (Lindsay et al., 2013). Novice educators (i.e., first five years of their career) are at the cusp of developing a teacher identity as they are shifting roles from that of a teacher candidate to what it means to be a professional teacher.Symbolic interactionism (SI) is one theory deemed useful for narrating and investigating identity. According to Blumer (1986), SI is a theory which investigates how individuals develop subjective meanings and how those meanings are reformed during an interpretive process producing different behavioural responses. Within the teaching profession, physical objects refer to space or material. Social objects refer to the interactions with individuals. objects are beliefs about professional development (PD) and identity (Blumer, 1986).Current studies do not address how teachers with larger classes may implement evidence-based practices, such as Pivotal Response Treatment (PRT). Even when general education teachers do receive training in PRT, an investigation into identity is missing. This doctoral dissertation investigates how a professional learning in PRT in Ontario may influence novice (i.e., first five years of their career) elementary educators' (i.e., JK-Grade three) identity as a teacher from a qualitative (i.e., narrative inquiry) design. Results from interviews, journals, and focus groups revealed themes. Physical objects included (1) accessibility to tangible resources and in-class trainings, (2) motivation/accountability, (3) barrier of time, (4) barrier of COVID-19, (5) barrier of staffing, and (6) barrier of size/needs of a classroom. Analyzing social objects revealed (7) student relationship building, (8) classroom staff communication, (9) low parental communication, and (10) distance support from administrators. Conversations around identity detailed how (11) early educational experiences and (12) previous characteristics associated with a teacher impacted a present (13) definition of teacher identity as the philosophy of teaching. This exposed themes such as (14) advocating for accommodations, (15) life-long learner, (16) self-reflective, (17) connection between personal/social self, and (18) a generalist role. (19) Micro-level solutions such as obtaining more strategies for themselves, and (20) macro-level solutions such as dedicating more time within teacher education programs and in-person training were also discoursed.Physical and social objects had a direct impact on objects. The first premise of symbolic interactionism, meaning, delved deep into how novice educators acted towards objects based on the meanings assigned to them throughout the study. Through social interactions (i.e., premise two - language) with myself as the researcher, the research study, the other participants, and stakeholders in their school climate, an investigation into the interpretation process (i.e., premise three - thought) revealed the above themes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
In the first semester of the 2020 academic year, many universities and junior colleges in Japan were affected by COVID-19 and had to switch to non-in-person classes. This study explored active learning attitudes in online classes. The survey was conducted in two sessions (late June and mid-August). Participants (489 undergraduate and junior college students) completed a questionnaire and the results showed that students' attitudes toward active learning and preference for online learning did not dramatically change during this period. In order to obtain in sights into the changes in attitudes toward active learning, the present study used a multiple-population analysis to examine the relationship between attitude and an item related to preferences for online learning. The results showed that there was a positive association between preferences for online learning and active learning among first-year students, but not among second-year students and above. The influence of online learning needs to be considered particularly as regards first-year students. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
This study examined the relationship between online class environments and the economic burden and mental health among university students at the onset of the COVID-19 pandemic. The survey participants were 909 undergraduate students, and graduate students in Hokkaido who responded to the first wave of the two-wave panel survey. The survey was conducted from July to September 2020. This study used K6 and GAD-7 as indicators of mental health. The results showed that students with both a high economic burden and a high burden of on-demand online classes after the onset of the COVID-19 pandemic had a high probability of exceeding the cutoff points (indicating severe depression and anxiety) for K6 (above 13 points) and GAD-7 (above 10 points). The number of live online classes predicted lower depression. The discussion focused on the characteristics of online classes and discussed why they were associated with mental health and how to reduce the sense of burden in classes. In addition, we pointed out the importance of economic support for university students, since economic burdens were related to mental health. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Community coalitions have the potential to improve teen health outcomes by reducing risk and reinforcing protective factors across multiple community systems to mitigate teen pregnancy, violence, suicide, and teen substance use. This prevention work is achieved by developing multipronged action plans and employing community-level interventions to influence policies, systems, and environments in which youth live, learn, and play. In Washington State, nearly 100 coalitions target the complex issue of teen substance use prevention. These coalitions are representative of the diversity of community stakeholders for the prevention of teen substance use. An essential partnership and contractual requirement is a school-coalition agreement to address teen substance use. Working cooperatively, coalitions leverage resources and efforts to affect teen behavioral health by planning, implementing, and evaluating prevention efforts across multiple community systems. Every sector of the community has been disrupted by COVID-19, which has implications for teen substance use prevention. This explanatory mixed-methods phenomenological study explored how the pandemic affected community sectors, what barriers or challenges COVID-19 presented, and what adaptations to programs and service delivery were made to continue teen substance use prevention work. Comprehensive effects across 11 of 12 community sectors were reported, triggering shifts in priorities and negatively affecting morale. Transportation was an identified geographical barrier, while workforce issues were universally challenging regardless of location in the state. Technological infrastructure and digital literacy were highlighted as critical barriers to the successful implementation of coalition prevention interventions and detracted from the day-to-day functioning of coalitions. Deteriorating psychosocial health resulting from sustained uncertainty about the pandemic was compounded by contentious political discourse and division about infection mitigation requirements. Increased use of virtual platforms, new and diversified stakeholder relationships, and innovative community action methods advanced the work of teen substance use prevention despite the challenges posed by the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The discussion surrounding parental involvement and how much of a role it plays in the lives of young students is nothing new to education. Parents are indeed the student's first teachers;therefore, it is important that they continue that role as the students grow and develop in the ongoing years. The purpose of this qualitative phenomenological study was to explore the parents' perceptions regarding parental involvement and its connection to student achievement and behavior in high school since the COVID-19 pandemic. Using snowball sampling, I recruited 11 participants to answer a questionnaire. There were six themes created to answer each of the research questions. Research question one consisted of four themes: Involvement before the COVID-19 pandemic was evident, parental involvement increased during the COVID-19 pandemic, challenges did not deter involvement, and since the COVID-19 pandemic, student academic progress has improved. Research Question 2 consisted of two themes: The behavior of the student changed since the COVID-19 pandemic, and the COVID-19 pandemic positively affected the level of involvement. The study's findings indicated that parents were forced to be more involved since the COVID-19 pandemic. A recommendation for future research is to conduct a quantitative study using parents, teachers, and specific school districts. The recommendation for practice is that the parents maintain positive engagement with students and build better school-related relationships. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
This study was designed to add to the body of work around specialized campuses in the state of Texas. These campuses are becoming increasingly popular across the nation and there is little data to support whether they or traditional campuses are more successful when it comes to student outcomes. This research aims to determine if specialized school models positively impact student achievement by providing quantitative data to further the discussion about the effectiveness of these campuses. In order to accomplish this task, the researcher considered specialized campuses to be those that are Early College High Schools, STEM campuses, Leadership Academies, and any others that have a specialized focus different from a traditional campus. Data was collected from a five-year period from the 2014-2015 school year to the 2018- 2019 school year to avoid the anomalies of the COVID Pandemic of 2020. A group of specialized schools that serve grades 9-12 was selected and a comparable set of traditional schools was selected for comparison. Success was determined by an analysis of data provided by the Texas Education Agency and included, Average Daily Attendance, 4-year Longitudinal Graduation Rate, End of Course STAAR scores, national testing results, and Texas's College, Career, Military Readiness (CCMR) measure. This data was analyzed using descriptive statistics and a t-test to determine the difference in the means of the two data sets. The results of the study showed that specialized campuses outperform traditional campuses in six of seven standardized tests and the CCMR measure. This is important data for district and school administration as it relates to future planning and meeting the needs of all students within their scope of influence. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
This qualitative study was conducted to learn about the lived experiences of Indigenous youth during the transition to emergency remote learning due to the COVID-19 pandemic. Eight students at two schools in the Western part of Robeson County, North Carolina, told their stories. Tribal Critical Race Theory was used in this study as a lens to analyze the stories told by these Indigenous students and five themes emerged from the data collected from their stories: students had significant issues with the internet, remote learning was challenging, the support of teachers was vital, students wanted to return to school, and school is better now that students are back in class face to face. Findings showed the lack of access to high-speed internet often impeded students' ability to connect with their teachers consistently. Students found remote learning was much more challenging than being in the classroom face to face and returning to school was important to them. Once students returned to school, Indigenous students reported how much better they felt and how much easier it was to learn and retain new information. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The article gathers together various adolescent experiences encountered during the lockdown period through psychotherapy conducted at a distance. It seeks to narrate how the social restrictions were experienced and what they led to for some young people, considering them also from the latters' perspective. Lastly, attention is paid to the kind of communication conditions that were created remotely and what adaptations were necessary. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Italian) Il lavoro assembla varie esperienze adolescenziali incontrate durante il periodo di lockdown attraverso la psicoterapia condotta a distanza. Vuole essere una narrazione di come sono state vissute le restrizioni sociali e di cid che hanno comportato per alcuni ragazzi, considerate anche dalla loro prospettiva. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
In a Liceo on the outskirts of Rome, the psychotherapist (a presence in the school for approximately ten years) listens to the malaise communicated by young people who, with the advent of Covid, have been heavily infected by the climate of demotivation, dis-identification and depressivity. The difficult goal of achieving a sense of identity is dramatically linked to gender problems. This reality cannot be tackled without also working on teachers' burn-out and the crisis that families are facing. Acrostics and analytic psychodrama were the methods employed to turn the situation into a dynamic one. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Italian) In un Liceo della periferia romana, la psicoterapeuta, presente nella scuola da circa dieci anni, ascolta il disagio dei ragazzi che, con il Covid, sono stati fortemente contagiati dal clima di demotivazione, disidentificazione, depressivita. Il raggiun gimento di una difficile identity si annoda drammaticamente attorno ai problemi del genere. Non si pud far fronte a questa realta senza lavorare anche sul burn out dei docenti e la crisi delle famiglie. L'Acrostico e lo psicodramma analitico sono state le metodologie praticate per rendere dinamica la situazione. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
This article presents some clinical excerpts from cases of psychotherapy with adolescents that continued remotely during the Covid-19 emergency. It seeks to relate how the traumatic fallout from lockdown and the consequent loss of existential continuity triggered, in some of them, a regression towards defences deployed during childhood. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Italian) In questo articolo vengono presentati alcuni flash clinici di psicoterapie con adolescent! proseguite in remote durante 1'emergenza da Covid-19. Si e cercato di mettere in relazione come la portata traumatica del lockdown, e la conseguente perdita di una continuity esistenziale abbia innescato in alcuni di loro un movimento regressive verso modality difensive esperite nell'infanzia. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Realised by /Area G in conjunction with the Municipality of San Maurizio Canavese during the Covid-19 emergency, "a sweet SMS" was a journey in inclusion towards a resilient community through the activation of an ability to take care of each other. The demands dictated by the pandemic made a change of setting possible, shifting from the "public home" to private homes for a common project. In a circular process, those participating first benefitted from the intervention and then became protagonists and promoters in their turn. Biscuits were the vehicle for emotions and solidarity that, passing from house to house through screens, transmitted a message of closeness and sharing during a time when distance between people was the order of the day. Creativity was channelled to produce the reciprocity of dialogue, giving, exchanging and nourishing, thereby fostering repeatable forms of involvement promoting wellbeing and social inclusion. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Italian) Un dolce SMS, realizzato da Area G con il Comune di San Maurizio Canavese durante 1'emergenza da Covid-19, e un percorso di inclusione verso una comunity resiliente con 1'attivazione della capacity del prendersi cura. Le esigenze dettate dalla pandemia hanno reso possibile un cambiamento del setting: dalla casa pubblica alia casa privata per un progetto comune. I partecipanti sono diventati beneficiari dell'intervento e a loro volta protagonist! e promotori in una dimensione circolare. Il dolce e stato lo strumento portatore di emozioni e solidariety che, passando di casa in casa, attraverso lo schermo, ha trasmesso un messaggio di vicinanza e di condivisione in un tempo in cui la distanza interpersonale si e resa protagonista. Attraverso la creativity si e prodotta la reciprocity del dialogo, del dono, dello scambio e del nutriment© favorendo replicabili interventi di benessere e di inclusione sociale. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The COVID-19 pandemic severely hit Italy in early 2020, forcing the government to arrange a general lockdown across the country. The condition of forced quarantine, already experienced in China, has led to a worsening of symptoms in subjects already suffering from psychopathology, including Eating Disorders. To avoid this, after the closure of the Service, the Day Hospital of the Regional Center on Eating Disorders of the UO of Child Neuropsychiatry of the Azienda Policlinico S. Orsola-Malpighi of Bologna has activated an online treatment program aimed at five adolescent patients and their parents. The meetings were conducted by the Psychotherapist, the Child Neuropsychiatrist, the Dietitian and the Family Psychotherapist. During the lockdown, tests were administered to the patients, compared with test administered in the entry, to see if the symptoms related to the eating disorder and general psychopathology had changed. In addition, other tests were administered to both patients and parents with the aim of investigating the dynamics established during quarantine, which measured psychological well-being and general functioning. The observation made it possible to identify five psychological phases that the patients faced, related to eating symptoms, family dynamics and adaptation to the pandemic. The tests did not show significant changes in the psychopathology of the patients, while comparing the results of the tests also administered to the parents, an influence between mother and daughter can be seen, with often overlapping trends in relation to symptoms. The online treatment was effective and satisfactory for both patients and parents, and within the families greater moments of communication, listening and mutual involvement in the life of family members developed while maintaining personal spaces. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Italian) La pandemia COVID-19 ha gravemente colpito l'Italia nei primi mesi del 2020, costringendo il governo a predisporre un lockdown generale in tutto il paese. La condizione di quarantena forzata, gia sperimentata in Cina, ha portato un peggioramento dei sintomi in soggetti gia affetti da psicopatologia, compresi i Disturbi del Comportamento Alimentare. Per evitare questo, dopo la chiusura del Servizio, il Day Hospital del Centro Regionale sui Disturbi Alimentari dell'UO di Neuropsichiatria Infantile dell'Azienda Policlinico S. Orsola-Malpighi di Bologna ha attivato un programma di trattamento online rivolto a cinque pazienti adolescenti e ai loro genitori. Gli incontri sono stati condotti dalla Psicotera-peuta, dalla Neuropsichiatra Infantile, dalla Dietista e dalla Psicoterapeuta della famiglia. Durante il lockdown sono stati somministrati dei test alle pazienti, confrontati con quelli in entrata, per osservare se i sintomi relativi al disturbo alimentare e alla psicopatologia generale si fossero modificati. Inoltre sono stati somministrati altri test sia alle pazienti sia ai genitori con l'obiettivo di indagare le dinamiche instaurate durante la quarantena, che misuravano il benessere psicologico e il funzionamento generale. L'osservazione ha permesso di individuare cinque fasi psicologiche che hanno affrontato le pazienti, legate alla sintomatologia alimentare, alle dinamiche familiari e all'adattamento alla pandemia. I test non hanno riportato cambiamenti significativi nella psicopatologia delle pazienti, mentre confrontando i risultati dei test somministrati anche ai genitori si evince un'influenza fra madre e figlia, con andamenti spesso sovrapponibili relativamente ai quadri sintomatici. Il trattamento online e stato efficacie e soddisfacente sia per le pazienti sia per i genitori e all'interno delle famiglie si sonosviluppati maggiori momenti di comunicazione, ascolto, coinvolgimento reciproco nella vita dei familiari pur mantenendo gli spazi personali. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Depression is a mental health disorder that is impacting youth within the United States at high rates. It is estimated that 3.2 million youth in the United States have experienced at least one major depressive episode. The rate of depression in youth is increasing over time. Depression poses a high risk to youth for general poorer life outcomes such as worse academic performance, suicidal behavior, physical health problems, and comorbid mental health problems. Depression presents a significant burden to society with adverse financial implications and substantial costs to the public health sector. It is imperative to direct resources and research into depression prevention efforts. Some prevention efforts have included online programs. CATCH-IT (Competent Adulthood Transition with Cognitive Behavioral Humanistic and Interpersonal Training) is an internet-based depression prevention program for adolescents that has shown to reduce depression in subsyndromal youth (Van Voorhees, Ellis, et al., 2005;Van Voorhees, Paunesku, et al., 2008). Coupled with the Internet program, participants received human support measures (e.g., contacts, motivational interviews) to supplement the online depression prevention program. However, research on the effect of human support on engagement and depressive clinical outcomes in youth has produced mixed results when looking at the effects over time. This study is a secondary analysis that seeks to understand how human support impacts the relationship between the efficacy of CATCH-IT on overall level of engagement with the intervention and clinical depression scores. Given the emerging utilization of telemental health and digital tools to provide treatment in the context of COVID-19, behavioral intervention technologies (BITs) targeting adolescent depression may become a therapeutic forefront to the peri- and post-pandemic period. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
During the Covid-19 emergency, patients suffering from social withdrawal and complex psychopathologies remained in contact with their hospital's Child Neuropsychiatry Department through sessions and interviews conducted remotely. After also suffering an initial phase of shock themselves, the health professionals outlined roadmaps for reaching their patients and finding new ways of letting them know that they were there, by their side, in any case, despite everything. In parallel, collaboration with colleague psychotherapists working outside the hospital environment made it possible to keep on with their work in a network. During this time of health-care emergency, all the professionals involved in the network found themselves walking a tightrope amidst the storms of adolescence in situations of serious psychopathology made even more complex by the pandemic. They nevertheless trusted that mental growth can spring from an experience of turbulence that, if mirrored, understood and supported, can become transformative. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Italian) Durante 1'emergenza da Covid 19 pazienti sofferenti, con ritiro sociale e una psicopatologia complessa, restano in contatto con la Struttura di Neuropsichiatria Infantile ospedaliera attraverso le sedute e i colloqui da remoto. Dopo una prima fase di shock che attraversa anche gli operatori, si delineano sentieri per raggiungere i nostri pazienti e trovare nuovi modi per far sentire che siamo 11 accanto a loro, comunque, nonostante tutto. Parallelamente, la collaborazione con le colleghe psicoterapeute che lavorano in ambito extra-ospedaliero permette di tenere e mantenere il lavoro in rete. In questo tempo di emergenza sanitaria, tutti gli operatori coinvolti nella rete si sono trovati a camminare "sul filo", nella tempesta dell'adolescenza, in una situazione di grave psicopatologia, resa ancor piu complessa dalla pandemia, ma con la fiducia che la crescita mentale pud originare da una esperienza di turbolenza che, se rispecchiata, compresa e sostenuta, diviene trasformativa. (PsycInfo Database Record (c) 2023 APA, all rights reserved)