Mental health in Chilean higher education students during the COVID-19 pandemic: A longitudinal study.

OBJECTIVE: The COVID-19 pandemic has required important changes in the lifestyles and quality of life of higher education students, generating emotional distress. This study sought to evaluate a predictive model of emotional distress and positive mental health through measures of posttraumatic stress symptoms (PTSS) and posttraumatic growth (PTG) in Chilean higher education students during the pandemic. METHOD: To this end, 502 students (67.8% female), aged 18-44 years, were surveyed at two time points during the pandemic, separated by 6 months. Potential predictors included emotional regulation strategies, perceived social support, sociodemographic characteristics, factors related to the pandemic, and students' experiences related to online classes. RESULTS: Findings indicated that PTSS levels were generally stable across the two time points, but PTG levels increased. In addition, emotional regulation strategies (suppression, cognitive reappraisal), perceived social support, and female gender predicted both PTSS and PTG 6 months later; students' number of hours of screen time for school also influenced PTG. CONCLUSIONS: Findings enhance understanding of the processes contributing to PTSS and PTG in higher education students. The need to improve quality of life and mental health in higher education students, including individual- and institutional-level strategies, is discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Childhood ADHD, Going Beyond the Brain: A Meta-Analysis on Peripheral Physiological Markers of the Heart and the Gut.

Attention-Deficit/Hyperactivity Disorder (ADHD) is the most common neurodevelopmental disorder diagnosed in children. Questions regarding its increased diagnostic rates and pharmacological treatments in developing children have led to a more holistic review of the multi-system pathophysiology observed in ADHD. The dopaminergic neurotransmitter system, known for its influence on reward-motivated behaviors and motor control, and the frontostriatal systems, that mediate motor, cognition, and behavior, are associated with ADHD's development. However, studies have shown that these neural systems do not wholly account for ADHD's multilayered and heterogeneous symptom presentation. For instance, the literature suggests that emotional dysregulation, the inability to regulate one's emotional responses to provoking stimuli, is associated with increased risk for social impairment in ADHD. A broader examination of physiological systems in children with ADHD has found potential markers in the heart-brain and gut-brain axes that correspond with certain behaviors associated with emotional dysregulation in recent studies. Hence, the purpose of this meta-analysis is to aggregate ten applicable published case studies and analyze task-related heart rate reactivity (HRR; n = 5 studies) and gut microbiota (n = 5 studies) data in children with and without ADHD. Data from a total of 531 youth with ADHD and 603 youth without ADHD revealed significant small and medium effect sizes for higher Chao1 levels and Actinobacteria levels in the ADHD group, respectively, but no evidence of altered task-related HRR. Thus, further research into multi-system psychophysiological measures of emotional dysregulation and ADHD is warranted. The clinical, empirical, and educational implications of these findings are discussed. Systematic Review Registration: https://www.crd.york.ac.uk/prospero/, identifier PROSPERO (CRD42021236819).

Examining the relationships between data-guided innovations and pre-k students' social-emotional development.

The present study examined the effects of data-guided innovations on students' social-emotional (SE) development within prekindergarten settings. Specifically, this study examined the effects of a pilot effort that sought to improve instructional quality through the use of structured classroom observations by coaches to help support teacher implementation of curricula and evidence-based practices. In addition, teachers used formative assessments of students' SE functioning to guide and individualize their instruction. To examine the effects of the multicomponent intervention, this study compared the SE functioning of students across three conditions: (1) students whose teachers received no data-guided innovations; (2) students whose teachers received SE formative assessments; and (3) students whose teachers received both SE formative assessments and performance-based feedback using structured classroom observations. Students whose teachers received both SE formative assessments and performance-based feedback using structured classroom observations evidenced significantly greater SE competencies than those in the control group. Additionally, students whose teachers just received SE formative assessments evidenced greater SE competencies than those in the control group, however, the differences were not significant. Results indicate the potential value of these data-guided innovations for improving prekindergarten student outcomes such as SE development and point to the next steps for future research.

Using geographic information systems to inform the public health response to COVID-19 and structural racism: The role of place-based initiatives.

Black communities have been disproportionately impacted by the syndemic of COVID-19 and structural racism. Place-based initiatives (PBIs) are well-positioned to respond to this syndemic. This study sought to highlight disparities in access to social determinants of health (SDH) between two racially segregated communities, assess residents' needs and measure resource accessibility in one predominantly Black community, and describe the PBI's response. We measured racial disparities in access to SDH before COVID-19 using an SDH Index. We assessed participants' needs using a needs assessment and documented resource availability. A Geographic Information System (GIS) was used to measure resource accessibility. Results show inequities in access to SDH between the two communities before COVID-19. Following the onset of COVID-19, unemployment and food insecurity were higher in the predominantly Black community relative to the US population. Available resources did not always align with participants' needs and were less accessible for residents without private transportation. The PBI's response to the syndemic spanned SDH sectors. Inequitable access to SDH may be produced by structural racism and exacerbated by COVID-19. PBIs are well-equipped to employ a contextually informed, data-driven, cross-sector response to the syndemic.

Establishing a path to unity: Recommendations for the Biden/Harris administration.

The Biden/Harris Administration faces many challenges, from systems and policies that do not work for or benefit all Americans to stark social and political divisions. Multiple courses of action will be necessary, and there must be commitment and investment for the "long haul." When considering the nation's challenges, overarching themes emerge that must be addressed. For instance, recommendations for justice reform cannot be followed without significant focus on race and equity. This focus will also be needed in considering solutions to affordable housing shortages, economic crises, and social and economic immobility concerns. In a similar vein, if the interests and rights of our nation's children are not recognized now, the social consequences will impact every aspect of their livelihoods-and those of future generations. The recommendations put forward by the Global Alliance are bold and will take time to fully implement. The implementation of these recommendations will challenge our systems and our policymakers to acknowledge our past and reenvision the future-and they will help address the multifaceted behavioral health and well-being needs of our nation, its communities, and its people. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

A data-guided approach to supporting students' social-emotional development in pre-k.

The development of social-emotional competencies in early childhood is essential for long-term health and wellbeing, and these skills are particularly critical for children from disadvantaged backgrounds to set the foundation for success in school and in life. The present study examined the effects of an intervention to support prekindergarten (pre-k) teachers' ability to address the specific social-emotional needs of their students. Teachers in a publicly funded pre-k program completed the Devereux Early Childhood Assessment (DECA; LeBuffe & Naglieri, 1999; LeBuffe & Shapiro, 2004) to measure social-emotional functioning. "Intervention" teachers received summaries of their students' social-emotional strengths and needs based on the DECA and packets providing teaching strategies they could use to target the social-emotional domains assessed by the DECA. Teachers were encouraged to work with their coaches to interpret their classroom summaries and implement strategies to address their students' needs. Multilevel modeling revealed that students whose teachers received social-emotional feedback (classroom summaries and strategy packets) showed significantly greater social-emotional gains (across multiple domains) over the school year compared to students whose teachers did not receive feedback. Our findings suggest that having teachers complete social-emotional assessments of their students at the beginning of the school year and providing teachers with data-based feedback may build teachers' capacity to promote social-emotional development for children from disadvantaged backgrounds. We discuss the potential to build on this data-guided approach to better prepare children to succeed in elementary school and beyond. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Post-traumatic stress symptoms and post-traumatic growth in children and adolescents 12 months and 24 months after the earthquake and tsunamis in Chile in 2010: A longitudinal study.

On 27 February 2010, Chile experienced one of the strongest earthquakes in recorded history. The study aimed to evaluate post-traumatic stress symptoms (PTSS) and post-traumatic growth (PTG) in children and adolescents 12 months (T1) and 24 months (T2) after the earthquake and tsunamis in Chile in 2010. Three hundred twenty-five children and adolescents (47.4% girls; 52.6% boys) between the ages of 10 and 16 years participated in the study. The instruments included the Revised Post-traumatic Growth Inventory for Children by Kilmer et al., the Childhood PTSD Scale by Foa et al. and the Rumination Scale for Children by Cryder et al., as well as a scale to assess the severity of the event and a sociodemographic questionnaire. The PTSS and PTG scores decreased at T2. In addition, the main predictors of PTSS and PTG were disruptive experiences, losses after the event and intrusive and deliberate rumination during the previous year. These results enhance understanding of factors related to PTG, improve the ability to predict PTSS and PTG in children and adolescents following natural disasters, and inform the design of intervention strategies to promote better mental health in those affected.

Use of the Template for Intervention Description and Replication (Tidier) Checklist in Social Work Research.

Social work has a longstanding commitment to sound research and the development and dissemination of evidence-based practice. To that end, multiple professional groups have developed or refined guidelines for reporting research procedures and findings, with the objectives of enhancing transparency, integrity, and rigor in science. Such guidelines can also facilitate replication and systematic review. The Template for Intervention Description and Replication (TIDieR) checklist represents the culmination of a multi-stage process to expand upon existing reporting guidelines. As such, the checklist provides a framework for more transparent communication about empirically-grounded interventions addressing a broad range of social and behavioral health issues. Use of this checklist can be beneficial for researchers, practitioners, and recipients of social work interventions. After discussing selected background regarding the need for and benefit of reporting standards and describing the TIDieR measure, we outline practical considerations in the checklist's use by those engaged in social work research.

Associations between children's self-system functioning and depressive and posttraumatic stress symptoms following disaster.

This study examined correlates of posttraumatic stress symptoms (PTSS) and depressive symptoms among 6- to 10-year-olds affected directly by Hurricane Katrina and its aftermath. Research on the sequelae of disaster exposure for children has focused largely on aspects that contribute to increased distress or risk for disorder; fewer studies have investigated influences that may serve a positive function. This study sought to address that gap by examining the association between key children's socioemotional resources reflecting the self-system (perceived competence, future expectations, coping competency beliefs) and postdisaster symptomatology (PTSS, depressive symptoms) at approximately 12 and 22 months posthurricane. Participants included 66 caregiver-child dyads at Time 1 (T1) and 51 at Time 2 (T2), recruited in Louisiana and Mississippi. Study results indicate that higher levels of child self-system resources and self-views were associated with lower symptom levels. Although results were mixed across time points, the study's key findings were: (a) children's T1 levels of coping competency beliefs predicted lower PTSS at T2; and (b) children's positive future expectations at T1 predicted lower levels of depressive symptoms at T2. Results support the value of incorporating child socioemotional resource variables in disaster research and building on children's self-system resources via intervention pre- and postdisaster. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Effecting social change across contexts: Needs and mechanisms-An introduction to the special section.

The articles in this Special Section provide some grounds for optimism. Although their specific topics, approaches, and mechanisms for action vary, they reflect efforts designed to inform change initiatives or foster health and wellness utilizing data-driven strategies and conceptual models. These articles shed light on salient issues and point to strategies for building capacity to take action. Their recommendations are targeted and well founded. It is clear that a comprehensive approach to resource development, program implementation, and policy change-informed by applied research and evaluation-is necessary. Indeed, today's challenges require the engagement of diverse stakeholders, from community members to system leaders and policymakers, and lead researchers, practitioners, and policymakers to grapple with a range of related questions: How can we effect changes in our systems to maximize our reach and impact, particularly for groups that have been traditionally disadvantaged and underserved? How can we foster more responsive community systems, engage in innovative prevention strategies, and improve our programs? How do we address social determinants of health-from poverty or economic stability to race-related challenges, from access to safe and stable housing, health care, or adequate food to educational opportunities, transportation, and park access-to promote well-being? How can we create contexts for connectedness and support in individuals', children's, and families' natural settings, whether their neighborhoods, their faith communities, or their schools? How can we shape practice and policy to support behavioral health and well-being and social justice? (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Natural Environments Near Schools: Potential Benefits for Socio-Emotional and Behavioral Development in Early Childhood.

Features of the natural environment such as tree canopy and green space have been found to promote health and well-being; however, minimal research has investigated potential benefits of nature near schools for early childhood development. This study examined differences in teacher ratings of preschoolers' socio-emotional and behavioral functioning in relation to the presence of natural elements (e.g., trees, parks) near children's homes and schools. Students' development of emotional and behavioral regulatory skills was the greatest when there were high levels of tree canopy either at home or school. Additionally, students developed greater independence and social skills when their schools were in neighborhoods with limited impervious surface (e.g., concrete); this trend was the most pronounced for students from neighborhoods low in impervious surface. Further, results suggested that associations with tree canopy may fluctuate seasonally (i.e., stronger relationships in the spring) and that the potential impact of school nature may depend on levels of home nature exposure. Although not yielding causal evidence regarding the impact of nature exposure or the effectiveness of greening interventions, findings suggest that school administrators and city planners could collaborate to maximize potential benefits of greening efforts near schools or within their catchment zones.

Changing norms, strategies, and systems to support behavioral health and social justice: A call to action and introduction to the special section.

This editorial introduces this special section of the American Journal of Orthopsychiatry. The Global Alliance for Behavioral Health and Social Justice (formerly the American Orthopsychiatric Association) has developed the theme for its track at the 2016 Annual Research and Policy Conference on Child, Adolescent, and Young Adult Behavioral Health. The Global Alliance, the parent organization of the American Journal of Orthopsychiatry, has long sought to address prevailing social conditions by treating them as problems to be solved through multilevel, contextually grounded social interventions. Indeed, throughout the organization's history, it has advocated for focusing on the effects of social determinants of health (e.g., racism, violence, poverty, oppression, war) on behavioral health and for doing so across contexts, such as the family, community, and broader social environment. In keeping with the organization's history and the current social context, the theme for the Global Alliance's track was "Changing norms, strategies, and systems to support behavioral health and social justice." This special section includes articles that build on four of the presentations and two award addresses delivered as part of the Global Alliance's track. (PsycINFO Database Record

Facilitating reintegration for military service personnel, veterans, and their families: An introduction to the special issue.

As service members return from active duty and, in some cases, exit the military, they face a process of reintegration (also referred to as community reintegration) as they seek to resume participation in their life roles as civilians. Facilitating this dynamic process of reintegration for service members, veterans, and their families-including outlining potential strategies for supporting this return to civilian life and its demands, roles, and responsibilities-is the focus of this Special Issue. Reintegration has been framed as a national priority (U.S. Department of Veterans Affairs, 2015) and has been a point of emphasis of efforts at federal, state, and local levels. As the articles in this issue suggest, multiple public, private, and voluntary systems and the communities to which service members, veterans, and their families return can help influence their health outcomes and, ultimately, their reintegration. (PsycINFO Database Record

Facilitating successful reintegration: Attending to the needs of military families.

Subsequent to the wars in Afghanistan and Iraq, the experiences of military service members (MSVMs) and veterans have garnered increasing attention. A growing body of work has begun to shed light on their reintegration, a process that can bring with it transitions and challenges for service members and their families. Although many families adapt effectively, some have difficulty navigating this process, which can lead to a host of short- and long-term negative consequences for families. The literature to date is not well-developed regarding strategies for supporting successful reintegration of MSVMs and veterans in the context of military families. Guided by the ecological framework, this article summarizes selected evidence regarding factors that influence reintegration and puts forth recommendations for research and practice to promote the wellness of military families. Informed by findings regarding the diverse challenges faced by these families and grounded in the ecological framework, the authors highlight the need to assess both proximal and distal factors related to families' reintegration experiences and the need to intervene at multiple levels and across multiple contexts. Of primary importance, the authors recommend strategies to enhance the capacity of families' natural settings and describe selected capacity- and resource- enhancement approaches for families, neighborhoods, schools, and communities that facilitate resilience and promote wellness. Other recommendations include focusing on the accessibility, integration, and coordination of services; considering the long-view and developing strategies for longer-term support; developing mechanisms for family support; and evaluating efforts to address needs of families and promote family resilience. (PsycINFO Database Record

Continuing our organizational mission: A new name for a new time.

This editorial explains the need for a new name for the American Orthopsychiatric Association (ORTHO). As ORTHO continues their work into the 21st century, they want to better reflect their global membership and focus, increasing the number of partnerships with individuals and organizations, and commitment to a just society. Therefore, ORTHO is changing their name to the Global Alliance for Behavioral Health and Social Justice. It is crucial to underscore that, although the organizations name is changing, the values and principles that inform their work will remain the same. The mission statement of the Global Alliance for Behavioral Health and Social Justice is "to inform policy, practice, and research to prevent behavioral health disorders and to promote conditions to ensure that people with disorders can be full participants in society." (PsycINFO Database Record

Building Community Capacity and Fostering Disaster Resilience.

OBJECTIVE: To describe, within an ecologically grounded framework, key principles, and recommendations for community-level intervention to build community capacity and promote disaster resilience. METHOD: Using an ecological framework, this article describes community resilience and related constructs and key principles for community-level disaster preparedness and response. RESULTS: Current research suggests the importance of focusing on bolstering resources that promote wellness and facilitate individual and community resilience in the face of disaster. CONCLUSION: We advocate for using an ecological framework grounded in such values as collaboration, social justice, empowerment, and an appreciation of diversity to guide disaster work with communities. We highlight the need to: (a) focus on building community-specific capacity for disaster preparedness, response, and recovery; (b) emphasize increasing the capacity and supportive potential of community members' natural settings to promote wellness; (c) address power and resource inequities; and (d) enhance capacity to ensure contextually and culturally appropriate structures, methods, and interventions.

"The Keepers of Stories": Personal Growth and Wisdom Among Oncology Nurses.

This study examined whether oncology nurses experience personal growth and wisdom as a result of caring for patients. Using a grounded theory approach, 30 nurses were interviewed regarding their experiences caring for cancer patients. Every nurse in this sample cited at least one example of growth and wisdom. Subthemes of personal growth were largely consistent with the documented domains of posttraumatic growth and included appreciation of life, new perspective on life, relating to others, spiritual/religious growth, and personal strength. Subthemes of wisdom were more varied, reflecting the diversity of this construct in the context of nursing. Benevolence arose as a unifying theme between personal growth and wisdom, with subthemes centering on altruistic attitudes and behavior toward patients and the greater community. Findings suggest that nurses develop personal growth, wisdom, and benevolence as a result of the emotional connections formed with patients and the subsequent struggle to cope with their loss. This process accords well with findings in other populations experiencing trauma and adversity directly.

Posttraumatic growth in children and youth: clinical implications of an emerging research literature.

Posttraumatic growth (PTG), positive change resulting from the struggle with trauma, has garnered significant attention in the literature on adults. Recently, the research base has begun to extend downward, and this literature indicates that youth also evidence PTG-like changes. Researchers have sought to assess the construct, examine its correlates, and understand the factors that contribute to PTG in youth. Drawing from this work, this article considers clinical implications for youth. After briefly describing the PTG construct, its hypothesized process, and its distinction from resilience, the article focuses on key themes in the literature and, with those findings as backdrop, ways in which professionals can facilitate growth in youth who have experienced trauma. This discussion situates PTG within the broader trauma literature and includes specific applications used to date as well as the role of cultural factors. Future directions--salient to practitioners and researchers alike--are considered.

Building capacity in child welfare to screen for mental health challenges: lessons learned.

BACKGROUND: Children involved in child welfare services are at high risk for emotional and behavioral problems that are not adequately identified and treated. As part of a federal review, Youth and Family Services (YFS), child protective services in Charlotte, North Carolina, was informed that they must improve their response to youth needs, particularly regarding mental health, or face losing millions of dollars in federal funding. OBJECTIVES: We have described herein an effort to build agency capacity for identifying mental health needs through a community-university partnership and share lessons learned about implementing the new process. METHODS: Community and university partners came together to develop a mental health screening pilot for one Youth and Family Services (YFS) district. LESSONS LEARNED: Community-university partners across all levels of a hierarchically structured agency must work together to align implementation of partner activities with system-level goals. Recommendations for collaboration, from a stakeholder perspective, are also described.