ABSTRACT
Introduction: Spain went into lockdown in March of 2020 due to the COVID-19 outbreak. We had to stop the third randomization of our ongoing clinical trial (Mediavilla et al., 2019), pausing weekly group psychotherapy for 12 people with a first episode of psychosis. Only 5 weekly sessions had been delivered, thus many were just starting to form a therapeutic link with the group. In a public health emergency context, psychotherapeutic groups are considered avoidable gatherings. However, stopping psychological therapy abruptly can make participants more vulnerable. The intervention groups were launched in an online format because we could not let anyone go without psychological support in such a difficult time. Objective(s): Communicate how we adapted an ongoing clinical trial to an online format during the lockdown in Spain. Method(s): In light of our participants' needs and their acute deterioration the first two weeks of lockdown, we adapted our intervention. First, both arms (mindfulness-based v. psychoeducational multicomponent intervention) began online adaptations of the interventions. Second, a research assistant made weekly phone calls to provide basic psychosocial support, assure participants groups would continue, and later remind them of each online session. Third and last, the phoneline was accessible 24/7 (WhatsApp). Result(s): The third randomization concluded in December. Six participants were lost in the transition to online groups. However, adherence was comparable to the previous two randomizations (4/12 completed the intervention). Conclusion(s): Online psychotherapy may be used in emergencies such as a lockdown. However, the psychological mid- and longterm effects of a lockdown and online group therapy remain unknown.
ABSTRACT
Meditation and mindfulness are practices that can reduce psychological stress and stress-related health problems during times of crisis such as the current global pandemic caused by COVID-19. Promoting well-being at all ages is essential to sustainable development, and in this study, we proposed a neuro and biofeedback meditation virtual reality application and heart rate band called Gaia VR to make meditation fun, measurable, and personalized. This system could also potentially reduce the stress people have been experiencing in the pandemic. By implementing data such as heart rate variability and Alpha brainwaves, users can get feedback on their daily stress level and interact with the virtual reality environment through their meditation based on how relaxed they are through the process. © 2022 IEEE.
ABSTRACT
The overall impact and consequences of the coronavirus (COVID-19) pandemic has had an unimaginable and lasting influence on everyone worldwide. Since the start of the pandemic, people around the world have been forced into isolation and lockdowns for long periods of time, which has resulted in adverse psychological consequences for many people. The purpose of this study was to explore and identify how different predictors influence depression during the COVID-19 pandemic among adult social media users. The researcher used a combination of the uses and gratifications theory and the social comparison theory as a theoretical framework for this study. An online survey was conducted with a sample of 215 valid responses from participants around the world. The results demonstrated that increased COVID-19 anxiety was associated with higher levels of depression. The results also demonstrated that positive social comparison to other people was associated with lower levels of depression. The most significant result was that increased time spent on Facebook resulted in a reduction of depression for people who had favorable views of themselves. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Purpose: Beyond its direct effects on physical health the COVID-19 pandemic has been shown to have negative effects on the living situation of people with severe mental illness (SMI). To date, there has been little research on resilience factors preventing people with SMI from experiencing negative effects of the COVID-19 pandemic. The objective of this study was to investigate the role of perceived empowerment (PE) as a resilience factor, preventing people with SMI from experiencing negative effects of the COVID-19 pandemic on daily living. Methods: We investigated negative effects of the COVID-19 pandemic on daily living in 931 persons with SMI at two times within six month between June 2020 and May 2021. To take into account the longitudinal structure of the data we applied mixed effects regression analyses and longitudinal path models. Results: A majority of participants experienced negative effects of the COVID-19 pandemic on several dimensions of daily living. Negative effects increased with rising levels of illness-related impairment but decreased as the level of PE rose. While negative effects of the COVID-19 pandemic at follow-up were negatively associated with overall subjective quality of life baseline, PE was negatively associated with the negative impact of the pandemic and positively with quality of life. Conclusion: Patients with SMI need support to reduce negative effects of the COVID-19 pandemic on their quality of life. The promotion of PE could help strengthen resilience in this target group. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The study examined narrative counter-stories of 10 Division I Black student-athlete experiences at the intersection of race, gender, sport activism, and mental health while attending predominantly White institutions (PWIs) in the Midwest amid ongoing racial and social injustices throughout the United States. The theoretical frameworks utilized throughout the literature and study were critical race theory, intersectionality, and the ecological perspective, which highlighted gaps in the literature, research, policies, procedures, initiatives, and support systems in place for Division I Black student-athlete environment, identity, and mental health.The sample consisted of participants who are Black student-athletes currently competing an NCAA Division I PWI in the Midwest. Purposeful and snowball sampling strategies were intentionally chosen to effectively recruit a population that is historically harder to reach. The participant's counter-story and analysis followed individual interview analysis and a group analysis through the lens of Fraser?s (2004) data analysis phases, both CRT and intersectionality frameworks, and the ecological perspective.Findings from the critical race qualitative narratives suggested there are gaps in adequately supporting Division I Black student-athletes attending PWIs in the Midwest. Furthermore, the participants did not feel acknowledged or validated yet felt somewhat supported. Participants acknowledged challenges including racism, microaggressions, and added pressures at the intersection of race, gender, sport, and advocacy. Division I Black female student-athletes reported adding gender identity to the intersection of race, sport, and activism added another layer of challenges, although those challenges also served as a motivational force to be the representation that is needed throughout PWIs and athletics departments.The experiences of the Division I Black student-athlete attending PWIs in the Midwest are unique and complex in nature. There were several limitations associated with this study including limited generalizability, sampling issues, geographical location, data collection compromise due to time and space (i.e., COVID, virtual zoom platform), and some researcher bias despite effort. Aligning with the argument that there is not a one size that fits all nor experience, the findings from the study cannot be generalizable experiences of Black student-athletes across sport participation types, institutional contexts, academic performance levels, or one's overall mental health and well-being. The review and study served as a baseline for future studies concluding with implications for Black student-athletes, the NCAA, member institutions, athletic administrators, and counselor educators and helping professionals to better support Division I Black student-athlete identity, mental health, and well-being at PWIs in the Midwest. Furthermore, concluding how environment needs to be considered when considering better ways of supporting Division I Black student-athlete mental health. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The paper presents an analysis of a survey of 600 patients who were treated in an infectious diseases hospital in Almaty with a diagnosis: "Coronavirus infection COVID-19 U07.2. Complication J12.8 ". The aim of the work was to conduct clinical and diagnostic studies to identify anxiety-depressive disorders in patients with coronavirus infection in order to increase the effectiveness of treatment of the underlying disease. The main research method was clinical and psychopathological using the psychometric Hospital Anxiety and Depression Scale (HADS), The selection criterion was the absence of any mental disorders in the patient's history prior to the moment of coronavirus infection. As a result of the study, it was found that 86.4% of patients with identified COVID-19 during the period of illness showed signs of anxiety-depressive disorders. The risk factors for the development of anxiety-depressive disorders in patients with COVID-19 include the age period of 50-59 years and the presence of concomitant somatic pathology.
ABSTRACT
The utilization of technology in the elementary classroom is becoming increasingly vital in a global society. Teaching during the Coronavirus pandemic has had a profound impact on all educators. As a result of the crisis, instructors worldwide had to quickly adapt and shift to a new way of teaching both remotely and in person. Educators were asked to transition, create, and implement online teaching due to school closures with no choice but to teach online even if they did not feel properly prepared to do so, or formerly had little training in online teaching (Hechinger et al., 2020). Teaching during a pandemic has emphasized the many benefits to using technology as an educational tool. Researchers found that iPads help general and special needs students improve basic skills, such as reading and writing, and increase their attention and interest in learning (Fernandez-Lopez et al., 2013).The study explores how teachers become leaders within their classrooms through the use of technology and innovative teaching practices for special education and general education students. This mandate from IDEA places additional challenges for teachers when students with varied abilities are in one classroom. As technology becomes a necessity in everyday teaching due to the pandemic, preparing both teachers and students to be successful while implementing technology is necessary. Both teachers and students need to feel confident in their abilities in order to be successful. The school chosen for this study is a Title 1, National Blue Ribbon School of Excellence, located in the suburbs of Long Island, New York. The school is composed of students from grades 3-5. The participants in this study will be special education and general education teachers that participate in both focus groups and individual interviews to examine the teaching practices within a general and special education setting. The study adds to the body of literature and provides an exemplar for exploring technology use and innovative teaching practices within its use for special education and general education students. More specifically, the study will explore teacher perceptions of their role as leaders in introducing and implementing these innovations. (PsycInfo Database Record (c) 2022 APA, all rights reserved)