College student mental health risks during the COVID-19 pandemic: Implications of campus relocation

A mixed methods investigation of college student mental health during the first year of the COVID-19 pandemic

OBJECTIVE

Researchers collaborated with undergraduate minority students to quantitatively and qualitatively investigate college students' mental health during the first year of the COVID-19 pandemic.

PARTICIPANTS

Participants were two convenience samples of diverse college students surveyed in June (n = 128; M age = 21.7, SD = 1.7) and December (n = 242; M age = 20.3, SD = 1.7) of 2020.

METHODS

This study administered items from the California Health Interview Survey and open-ended qualitative items via Qualtrics.

RESULTS

Across both waves, students reported significant mental health challenges and psychological distress. Students surveyed in December were three to four times more likely to report depression and anxiety. Female and older students reported heightened odds of mental health challenges. Qualitative findings elaborated on contributing factors.

CONCLUSION

During the pandemic, college students have experienced pronounced mental health challenges, potentially exacerbated by academic, professional, relational, and environmental stressors and uncertainty.

Discrepancies in prevalence estimates of suicidal ideation and attempts in 18- to 22-year-old US college students: a comparison of three surveys

PURPOSE

Suicidal thoughts and behaviors (STB) have been increasing among US college students. Accurate measurement of STB is key to understanding trends and guiding suicide prevention efforts. We aimed to compare the prevalence estimates of STB among college students from two campus-based surveys (the National College Health Assessment [NCHA] and the Healthy Minds Study [HMS]) and one general population study (the National Survey on Drug Use and Health [NSDUH]).

METHODS

Estimates were generated from the three surveys for past year suicidal ideation (PYSI) and past year suicide attempts (PYSA) among 18- to 22-year-old full-time college students. Data were combined from each survey to develop bivariate and multivariate regression models for odds of PYSI and PYSA.

RESULTS

Estimates for PYSI varied between the three surveys: 34.3% for NCHA, 15.0% for HMS, and 10.7% for NSDUH. Estimates for PYSA were 2.6% for NCHA, 1.6% for HMS, and 1.7% for NSDUH. After adjusting for demographic and educational characteristics, odds of PYSI remained significantly lower for HMS participants (aOR 0.31, 95% CI 0.29-0.33) and NSDUH participants (aOR 0.19, 95% CI 0.19-0.30) compared to NCHA participants. The odds of PYSA for HMS participants were lower than those for NCHA participants (aOR 0.63, 95% CI 0.54-0.73).

CONCLUSION

Estimates of PYSI and PYSA vary between leading sources of data on college student mental health. The differences are likely related to question wording, survey implementation, as well as institutional and individual representation. Accounting for these differences when interpreting estimates of STB can help guide suicide prevention efforts.

Parent and Friend Relationship Quality and Links to Trajectories of Loneliness During the First Year of College

Beginning college involves changes that can increase one's vulnerability to loneliness and associated negative outcomes. Parent and friend relationships are potential protective factors against loneliness given their positive association with adjustment. The present longitudinal study, with data collection at baseline, 1 month, and 2 months later, assessed the comparative effects of self-reported parent and friend relationship quality on loneliness in first-year college students (N = 101; 80 female, Mage = 18.36). At baseline, parent and friend relationship quality were negatively associated with loneliness. Longitudinal data revealed that friend relationship quality interacted with time, such that its effects on loneliness attenuated over the course of 2 months. By contrast, parent relationship quality continued to predict lower loneliness 2 months post-baseline. These results highlight the importance of close relationships and suggest that targeting relationship quality could be effective in helping youth transition to college.

International student stressors and mental health during the COVID-19 pandemic: a qualitative study

OBJECTIVE

To identify stressors affecting international students' mental health during the COVID-19 pandemic.

PARTICIPANTS

Twenty-two international students from 10 countries and 17 US institutions participated.

METHODS

Participants were recruited from a larger study examining the wellbeing of young adults during the pandemic.

RESULTS

Four main stressors were identified: (1) Uncertainty and anxiety induced by decisions and policies in response to COVID-19; (2) Fears regarding xenophobia; (3) Limited understanding by educators and school staff of international students' unique challenges; (4) Greater awareness of racial and cultural identity.

CONCLUSION

The pandemic has contributed to additional stressors for international students. Educators and mental health professionals may help support international students' mental health by gaining basic knowledge about common stressors and directly acknowledging the challenges, educating international students on race and racism and supporting anti-racism efforts, and encouraging the creation of shared affinity spaces and increasing psychoeducation to promote resilience.

The mental health consequences of COVID-19 on a sample of health professions students: a mixed methods study

Objective: To assess and examine how the COVID-19 pandemic may have impacted the mental health of a sample of health professions students (HPS) using an explanatory sequential mixed-methods design. Participants: Participants included 41 HPS enrolled in a co-curricular interprofessional education (IPE) program. Measurements: Measures included the CES-D scale, PSS scale, and the GAD scale. Qualitative description was used to explore the experiences of these HPS. Results: The HPS explained that fear of acquiring COVID-19, transmitting the virus to loved ones, and dying as a result of the disease negatively influenced their mental health. The HPS revealed that there were some beneficial outcomes resulting from the pandemic, including the strengthening of family bonds and the cultivation of resiliency. Conclusions: The pandemic has had a negative impact on the mental health of these HPS. It is essential that these students receive support for their mental health in order to provide optimal care to the population they serve.

Impacts of the SARS-CoV-2 pandemic on the dietary practices of university students in Germany

Purpose

The dietary practices (DPs) of university students are influenced by many external factors. Therefore, we investigate how the DPs of students in Germany changed during the SARS-CoV-2 pandemic, what the main motivations were for those changes, and what effect the closure of university catering had on the DPs of students.

Methods

A total of 560 students from two universities in Lübeck (Germany) were surveyed online during a pilot phase. The final online questionnaire was subsequently administered at 10 other German universities (399 respondents). The questionnaire surveyed sociodemographic factors, dietary habits, food consumption frequencies, and the relevance of university catering before and during the SARS-CoV-2 pandemic.

Results

Regarding changes in DPs, similarities to previous studies were found, especially positive eating behaviors and an increasing interest in health- and nutrition-related sustainability. Students prepared meals freshly more often during the pandemic; consumed legumes, plant-based meats and dairy alternatives more often; and reduced their consumption of meat and milk compared to before the pandemic. The consumption frequency of sweets also decreased. It was observed that students consider eating communal in the university canteen to be highly relevant for their social interactions, which was only possible to a limited extent during the pandemic.

Conclusion

In Germany, the DPs of university students as well as criteria regarding health and sustainability changed during the first 2 years of the SARS-CoV-2 pandemic. The social aspect of DPs became evident due to closed university catering. Still, changes in dietary patterns and eating habits were positively related to health and revealed some differences in the cross section of the population.

The influence mechanism underlying meaning in life on career adaptability among college students: a chain intermediary model

Introduction

The coronavirus disease 2019 (COVID-19) has posed a huge challenge to the career situation of college students. This study aimed to understand the mechanism underlying meaning in life on career adaptability among college students during the COVID-19 pandemic.

Methods

A quantitative method was adopted. In total, 1,182 college students were surveyed using the Meaning in Life Questionnaire, the Simplified Coping Style Questionnaire, the Adult General Hope Scale, and the Career Adapt-Abilities Scale.

Results

There was a significant positive correlation between meaning in life, positive coping styles, hope, and career adaptability. Positive coping styles and hope play a separate mediating role and a chain mediating role.

Discussion

The findings of this study emphasize the importance of meaning in life among college students to improve their career adaptability. Furthermore, positive coping styles and increased levels of hope contribute to the development of career adaptability among college students.

Cultivating Voice and Solidarity in Times of Crisis: Ethnographic Online Journaling as a Pedagogical Tool

Ethnographic journaling can provide students with powerful opportunities to recognize and value their individual and collective perspectives as both observers and analysts of the world around them, especially in times of crisis. In this Perspectives essay, we share our experiences of using the Pandemic Journaling Project platform as a teaching resource in the first years of the COVID-19 pandemic and beyond. We consider various aspects of online ethnographic journaling, including creative teaching strategies, journaling's therapeutic potential, and student perspectives on the opportunity to document their own experiences as a forward-looking form of "archival activism." We also discuss how journaling can create robust ethnographic learning opportunities while at the same time providing a valuable space for connection and social support, especially when classroom dynamics are constrained by crisis conditions. Ethnographic journaling can help students appreciate what it means for ethnographers to bring their whole selves into their qualitative work in ways that can challenge mainstream misconceptions and contribute concrete forms of data and ethnographic insight. Overall, the essay explores how ethnographic journaling can create meaningful and creative opportunities for curricular innovation; generate durable forms of ethnographic insight; and also bring student experiences into the classroom in ways that can help them cultivate their voice, build a sense of solidarity, and potentially ease student distress.

The impact of the COVID-19 pandemic on alcohol use disorder symptoms: Testing interactions with polygenic risk

Objective: The purpose of this study was to test whether COVID impact interacts with genetic risk (polygenic risk score/PRS) to predict alcohol use disorder (AUD) symptoms. Method: Participants were n = 455 college students (79.6% female, 51% European Ancestry/EA, 24% African Ancestry/AFR, 25% Americas Ancestry/AMER) from a longitudinal study during the initial stage (March-May 2020) of the pandemic. Path models allowed for the examination of PRS and previously identified COVID-19 impact constructs. Results: There was a main effect of the AUD PRS on AUD symptoms within the EA group (β: .165, p < .01). Additionally, food/housing insecurity was predictive in the AMER group (β.295, p < .05), and greater increases in substance use were associated with AUD symptoms for EA (β:.459, p < .001) and AMER groups (β:.468, p < .001). Conclusions: Greater food/housing instability and increases in substance use, as well higher scores on PRS are associated with more AUD symptoms for some ancestral groups within this college sample.

Mental health during COVID-19: College students' need for structure

Objective: College students made the unprecedented shift to remote learning during the COVID-19 pandemic, potentially contributing to escalating anxiety, depression, and suicide. This loss of structure may be a driving factor in students' distress. We examined the relationship between students' mental health, perceived need for structure, and five stressors related to COVID-19. Participants: Students (N = 1319, 76.3% female, 79.8% White) at a southeastern university responded to a survey in spring 2020. Methods: Participants answered questions about global anxiety and depression, suicide, perceived need for structure, and COVID-19 related stressors. Results: Participants reported increased anxiety and depression and elevated suicidality compared to previous studies of student mental health. Findings indicated that the stressors and lack of structure added unique variance toward predicting anxiety and depression. Conclusions: As COVID-19's consequences persist, counseling centers and other stakeholders are urged to work together in providing support for students' mental wellness and stress management.

The compounding effects of income loss and change in living arrangement on emerging adult women's mental health during COVID's onset

Research suggests that young adult women were among those more susceptible to mental health declines in the initial months of COVID-19. Unfortunately, longitudinal data examining mental health before and after the pandemic's onset are extremely limited. In a sample of 240 women ages 18-29 who were surveyed online first in November-December 2019 and then again between May and July 2020, this study aimed to examine how major life changes associated with the pandemic (i.e. loss of income, loss of employment, change in relationship status, and change in living arrangement) impacted mental health (i.e. depression, anxiety, stress). Multivariate regression analyses were conducted on three models predicting stress, anxiety, and depression from the four life changes, controlling for the effects of mental health before the COVID-19 pandemic. Results showed that a change in living arrangement was uniformly associated with increased mental health problems among women who also experienced a decrease in income. Likewise, loss of income was uniformly related to increased mental health problems among women who also experienced a change in living arrangement. In contrast, job loss was associated with a decrease in stress, and changes in relationship status were not associated with mental health outcomes. These findings highlight the potential for COVID-19 to produce co-occurring and synergistic stressors. Meanwhile, the impact of job loss on mental health may have been attenuated by enhanced unemployment benefits. Mental health interventions that aim to support young women as the pandemic abates should be tailored to address the impact of multiple psychosocial stressors.

Psychosocial Factors, Technology Use, and Disordered Eating in College Students During the COVID-19 Pandemic

The current cross-sectional study aimed to evaluate the effects of psychosocial factors and technology use on disordered eating in college students (aged 18 to 23 years) during the coronavirus disease 2019 (COVID-19) pandemic. An online survey was distributed between February and April 2021. Participants completed questionnaires on eating disorder behaviors and cognitions, depressive symptoms, anxiety, impacts of the pandemic across personal and social domains, social media use, and screen time. Of all participants (N = 202), 40.1% of students reported moderate or greater depressive symptoms and 34.7% endorsed moderate or greater anxiety symptoms. Higher depressive symptoms were associated with increased odds of bulimia nervosa (BN) (p = 0.03) and binge eating disorder (p = 0.02). People with higher COVID-19 infection scores were at increased odds of reporting BN (p = 0.01). Mood disturbances and COVID-19 infection history were associated with increased eating disorder psychopathology in college students during the pandemic. [Journal of Psychosocial Nursing and Mental Health Services, 61(10), 29-38.].

Responding to Suicide in School Communities: An Examination of Postvention Guidance from Expert Recommendations and Empirical Studies

PURPOSE OF REVIEW

We review the published literature on a school's response after a student dies by suicide ("postvention"). We examine published recommendations based on expert guidance and empirical studies that have evaluated postvention measures.

RECENT FINDINGS

Experts recommend careful communication with family, staff, and students that adheres to published suicide reporting guidelines. Experts also emphasize the importance of identifying and supporting high-risk students. Few robust, controlled studies have identified effective postvention measures. Effective measures tended to occur in group settings (e.g., group therapy), focus on improving grief symptoms, and involve mental health professionals. Postvention has not been robustly studied in the school context. Expert recommendations and a few evidence-backed studies provide the frame for a coherent, school-based postvention response. Further research is needed to strengthen and expand our collective understanding of effective postvention measures in the school context as youth suicide attempts continue to rise.

Examining Mental Health, Academic, and Economic Stressors During the COVID-19 Pandemic Among Community College and 4-Year University Students

Objective: The COVID-19 global pandemic has created severe, long-lasting challenges to college students in the United States (US). In the present study, we assessed mental health symptomatology (depression, anxiety, life stress), academic challenges, and economic stress during the first wave of the Coronavirus pandemic. Method: A total sample of 361 college students (Mage = 22.26, SD = 5.56) was gathered from a community college (N = 134) and mid-size public university (N = 227) in Southwest US, both designated as Hispanic Serving Institutions. Results: Pearson and point biserial correlations indicated associations between mental health symptomatology, academic challenges, and economic stress, including expected delays in graduation. Multivariate analysis revealed that community college students had statistically significantly higher scores on anxiety F(1, 312) = 5.27, p = .02, η p 2  = .01 than 4-year university students, as well as key differences with respect to academic challenges. Chi Square analyses revealed that Latinx families experienced greater economic hardships, including job loss or reduced work hours (χ2 (1, N = 361) = 28.56, p = .00) than other ethnic/racial groups. Conclusions/Contributions: Findings revealed that community college students faced disparately negative mental health symptomatology, academic challenges, and economic stress during the first wave of the Coronavirus pandemic. Further, Latinx students' families experienced significant economic hardship that may have impacted students' academic progress and future planning.

The Impact of the COVID-19 Pandemic on the Mental Health of First-Year Undergraduate Students Studying at a Major Canadian University: A Successive Cohort Study

OBJECTIVE

To examine the impact of the COVID-19 pandemic on first year undergraduate student mental health.

METHODS

As part of the Queen's University U-Flourish Student Well-Being and Academic Success study, three successive cohorts of students entering undergraduate studies in 2018 (pre-pandemic), 2019 (transitional), and 2020 (during pandemic) completed electronic surveys at entry and completion of first year. Validated self-report measures were used to assess mental health status including symptom levels of anxiety, depression, and insomnia, self-harm and frequency of substance use. Propensity matching and multivariable log-binomial regression were used in comparisons of mental health indicators across the cohorts.

RESULTS

Clinically significant symptoms of depression, anxiety, insomnia, and self-harm were reported more frequently in the 2020-2021 cohort, coincident with remote learning and pandemic restrictions. In female students, screen positive rates for anxiety and depression, and suicidal ideation increased from about one-third to just under one-half in association with the pandemic (χ2, p < .01), while increases in mental health concerns were less pronounced among males. Among females, increases in clinically significant symptoms over first year appeared greatest during the pandemic year, while striking decreases in alcohol consumption in both females and males were reported in that same year. Studying under pandemic conditions had a negative impact on student well-being, social relationships and school connectedness, quality of learning experience, leisure activities, and optimism about future prospects.

CONCLUSIONS

Mental health concerns including anxiety, depression and sleep problems increased in first year students during the pandemic, especially among females, while alcohol use declined. These findings highlight the negative mental health impact associated with studying under pandemic restrictions involving remote learning and social distancing.

Social media and mental health in students: a cross-sectional study during the Covid-19 pandemic

BACKGROUND

Social media causes increased use and problems due to their attractions. Hence, it can affect mental health, especially in students. The present study was conducted with the aim of determining the relationship between the use of social media and the mental health of students.

MATERIALS AND METHODS

The current cross-sectional study was conducted in 2021 on 781 university students in Lorestan province, who were selected by the Convenience Sampling method. The data was collected using a questionnaire on demographic characteristics, social media, problematic use of social media, and mental health (DASS-21). Data were analyzed in SPSS-26 software.

RESULTS

Shows that marital status, major, and household income are significantly associated with lower DASS21 scores (a lower DASS21 score means better mental health status). Also, problematic use of social media (β = 3.54, 95% CI: (3.23, 3.85)) was significantly associated with higher mental health scores (a higher DASS21 score means worse mental health status). Income and social media use (β = 1.02, 95% CI: 0.78, 1.25) were significantly associated with higher DASS21 scores (a higher DASS21 score means worse mental health status). Major was significantly associated with lower DASS21 scores (a lower DASS21 score means better mental health status).

CONCLUSION

This study indicated that social media had a direct relationship with mental health. Despite the large amount of evidence suggesting that social media harms mental health, more research is still necessary to determine the cause and how social media can be used without harmful effects.

Romantic attachment security buffers the effect of stress on anxiety in college students during the COVID-19 pandemic

Background and objectives: The stressors of the COVID-19 pandemic spurred alarming levels of stress and anxiety in college students. It is important to identify factors that attenuate the negative effect of stress on anxiety. Framed by the attachment diathesis-stress process perspective, this study examined how the two dimensions of insecurity in romantic attachment-attachment anxiety and attachment avoidance-buffered the effect of stress on anxiety in a population of college students during the first year of the COVID-19 pandemic. Design and methods: The study employed cross-sectional and correlation designs and used an online survey to gather self-report data from a sample of 453 college students. Data were collected from March 15, 2020, to February 16, 2021. Results: Anxiety, stress, and the two insecurity dimensions were all mutually correlated with one another. Multiple regression analysis revealed that as the level of attachment anxiety increased, the association of stress and anxiety turned stronger. Conclusions: The findings suggest that targeting attachment insecurity may prove to be fruitful when helping college students effectively regulate stress to lessen levels of anxiety.

The role of personal identity as a resource for college students during COVID-19

Objective: We examined the role of personal identity vis-à-vis COVID-related outcomes among college students from seven U.S. campuses during spring/summer 2021. Participants: The present sample consisted of 1,688 students (74.5% female, age range 18-29). The sample was ethnically diverse, and 57.3% were first-generation students. Procedures: Students completed an online survey assessing personal identity synthesis and confusion, COVID-related worries, general internalizing symptoms, positive adaptation, and general well-being. Results: Personal identity synthesis was negatively related to COVID-related worries and general internalizing symptoms, and positively related to positive adaptation, both directly and indirectly through life satisfaction and psychological well-being. Personal identity confusion evidenced an opposing set of direct and indirect associations with outcome variables. Conclusions: Personal identity may potentially be protective against pandemic-related distress among college students, in part through its association with well-being. Reducing identity confusion and promoting identity synthesis are essential among college students during this and future pandemics.

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.

Well-being implications of immobility during COVID-19: evidence from a student sample in Bangladesh using the satisfaction with life scale

Immobility is known to impact health and well-being by reducing social contact, activity participation, and changing time use patterns. These unfortunate effects mostly affect specific demographic segments, including older adults, low income families, people who face disabilities, and those living in conflict zones. Emergency measures taken during the COVID-19 pandemic mandated or strongly recommended limitations to mobility, thereby causing this condition for segments of the public not usually characterized by high levels of immobility. In the context of the pandemic, reduced mobility was the non-pharmaceutical intervention of choice, and the evidence suggests that it helped to keep incidences of the disease from exploding. On the other hand, there is also a need to understand how mobility restrictions may have had incidental impacts, including to well-being, in population groups that have not been studied from this perspective before. In this spirit, the present paper uses the items of the Satisfaction with Life Scale to investigate how aspects of well-being changed during the pandemic, using a sample of 400 college and university students in Dhaka, Bangladesh. Analysis is based on multivariate ordered models and the results suggest that being less mobile, less active, and changes in activity time use due COVID-19 had an impact on the satisfaction with life of students. The detrimental effect was more marked for males and students from low-income households. Additionally, perceptions of residential characteristics and sense of belonging also correlate with satisfaction with life in the period under study.

Psychosocial adjustment of U.S. college students in the early months of the COVID-19 pandemic

Objective: Examine the psychosocial adjustment of U.S. college and university students during the early months of the COVID-19 pandemic. Participants: Higher education students in the U.S. (N = 228), recruited between March 2020 and May 2020. Methods: Participants completed self-report measures regarding their psychosocial functioning online. Qualitative and quantitative methods were used to explore participants' psychosocial adjustment. Results: Participants reported increased concerns about such stressors as academics, job loss, health, and social isolation. They reported significantly elevated symptoms of depression, anxiety, perceived stress, and somatization, and prior history of psychological counseling was associated with greater levels of distress. Approximately one-third of participants reported inadequate perceived social support, which in turn was linked to psychosocial adjustment. Conclusions: College students reported experiencing a wide range of stressors related to the pandemic. Increasing access to mental health services and providing supportive services in such areas as social connection and employment are encouraged.

Psychological well-being of young adults during COVID-19 pandemic: Lesson learned and future research agenda

Psychological and mental well-being has become a topic of concern worldwide after the hit of the COVID-19 pandemic. It has triggered enormous global health care vulnerabilities and resulted in full and partial lockdowns to prevent the new case. This research study provides a comprehensive overview of the published international scientific studies on the effect of COVID-19 on the psychological well-being of young adults. This study aims to review the top-cited authors, documents, journals, productive countries, the most used keywords, and trending themes in this area. Articles related to psychological well-being during the COVID-19 pandemic from January 2020 to December 2022 were extracted from the Scopus database with specified keywords. In total, 482 documents were retrieved as original articles and bibliometric analysis, thematic analysis and content analysis are performed and analyzed. The results show that the United States has contributed the largest publications followed by the United Kingdom and Italy. Through the cluster analysis, it is found that many articles have been published and considered the psychological and mental impact of COVID-19. Young adults from both developed and developing countries are majorly affected by the COVID-19 pandemic. The pandemic prioritizes the importance of global psychological well-being and health care. This study focused on different aspects, such as stress, resilience, and the mental health of young adults. The research findings of this study put forth the urgent need to provide preventive policies and intervention procedures to address the psychological health of young adults and proposed a conceptual framework.

Anxious, Depressed, and Suicidal: Crisis Narratives in University Student Mental Health and the Need for a Balanced Approach to Student Wellness

There is growing global awareness of the poor mental health of university students, as well as the need to improve students' access to services and expand the range of available evidence-based interventions. However, a crisis narrative is emerging, particularly in the wake of the COVID-19 pandemic, that runs the risk of positioning all students as potential patients in need of formal psychiatric interventions. Our aim in this commentary is to critically present the evidence that supports increased attention to student mental health, while also raising a concern that the crisis narrative may itself have unintended harmful consequences. We highlight some of the potential dangers of overtly medicalizing and thus pathologizing students' experiences of everyday distress, inadequacies of formal diagnostic categories, limitations of focusing narrowly on psychotherapeutic and psychiatric interventions, and the short-sightedness of downplaying key social determinants of students' distress. We argue for an integrative and balanced public health approach that draws on the rigor of psychiatric epidemiology and the advances that have been made to identify evidence-based interventions for students, while simultaneously being mindful of the shortcomings and potential dangers of working narrowly within the paradigm of diagnostic labels and psychotherapeutic interventions.

The COVID-19 pandemic: asthma control, tobacco use, and mental health among African American and Latinx college students

OBJECTIVE

This study investigated the impact of COVID-19 on tobacco use and mental health in US African American and Latinx college students with asthma. Associations among asthma control, tobacco use, and mental health were also examined.

METHODS

105 African American and Latinx college students with asthma (18-23 years) completed two online questionnaires (June 2019-March 2020 for Time 1; August 2020-October 2020 for Time 2). Participants completed the Epidemic-Pandemic Impacts Inventory (measure of COVID-19 impact), Asthma Control Test, Generalized Anxiety Disorder scale, Patient Health Questionnaire (measure of depression), Perceived Stress Scale, and items related to tobacco use.

RESULTS

Asthma control improved (t = -3.326, p = 0.001) from Time 1 to 2, and e-vapor product use decreased (χ²₁₀₄ = 6.572, p = 0.010). COVID-19 impact was positively associated with students' symptoms of anxiety, depression, and perceived stress (B = 0.201, p < 0.001; B = 0.179, p < 0.001; and B = 0.199, p = 0.001, respectively) at Time 2. These results remained significant with the Benjamini-Hochberg correction. Asthma control at Time 1 was negatively associated with anxiety symptoms at Time 2 (B = -0.418, p = 0.023); however, associations with perceived stress (B = -0.514, p = 0.019) and all other tobacco product use (B = -0.233, p = 0.030) did not remain significant with the Benjamini-Hochberg correction.

CONCLUSIONS

As hypothesized, a higher COVID-19 impact score was associated with students endorsing more mental health symptoms. Better control of asthma symptoms before the pandemic predicted fewer anxiety symptoms during the pandemic.

Psychological Distress among University Staff before and during the COVID-19 Pandemic

(1) Background: The COVID-19 pandemic has distressed many populations worldwide, and since its beginning, many institutes have performed cross-sectional studies to assess mental health. We longitudinally examined psychological distress and depressive symptoms among university staff in Japan from 2019 to 2021, before and during the COVID-19 pandemic.; (2) Methods: Participants were teachers and hospital staff working at institutions related to Kobe University, who completed the Brief Job Stress Questionnaire (BJSQ) from 2019 to 2021. This study used the definition recommended by the guideline to identify high-stress. We analyzed the relationship between those who identified as having high-stress before versus during the COVID-19 pandemic using logistic regression analysis (adjusted for age, sex, and occupation).; (3) Results: Results showed that Stress Reaction scores increased slightly in 2020 and significantly in 2021. Time and other factors had a synergistic effect on mental health. The increase in Stress Reaction was significantly associated with females and nurses over the three years. Those with high-stress in 2019 had approximately twenty-fold odds ratios (OR) of having high-stress in 2020 and 2021.; (4) Conclusions: The long-term COVID-19 pandemic may disturb university staff's mental health. Those who originally experienced high levels of stress were vulnerable to the negative effects of the COVID-19 pandemic.

Understanding the psychosocial impact of the COVID-19 pandemic on Latinx emerging adults

There is growing evidence about the potential negative psychosocial impact of the COVID-19 pandemic on ethnoracially minoritized young adults. Emerging adulthood is a developmental stage (ages 18-29 years old) that is characterized by identity exploration, instability, self-focus, feeling "in between" and having a sense of possibilities. Latinx emerging adults have reported significant socio-emotional consequences as a result of the COVID-19 pandemic. The aim of this study was to explore the psychosocial impact of the COVID-19 pandemic on Latinx emerging adults (N = 31; ages 18-29) in California and Florida through online focus group interviews. A qualitative constructivist grounded theory approach was used in an effort to develop empirical knowledge, as research on the psychosocial impact of the COVID-19 pandemic on Latinx young adults is limited. This method served to capture the richness of the experiences of participants by allowing analytic codes and categories to drive theory development. In total, seven focus groups were held and participants attended a virtual focus group with other Latinx emerging adults from their state. The focus groups were transcribed verbatim and coded using constructivist grounded theory. Five themes were identified from the data concerning the impact of the pandemic on Latinx emerging adults, which centered around mental health experiences, navigating family factors, pandemic-related communication, career and academic disruptions, and systemic and environmental factors. A theoretical model was constructed to generate an understanding about factors influencing psychosocial functioning for Latinx emerging adults during the pandemic. The study has implications for advancing science on the consequences of pandemics on mental health and cultural considerations that may influence disaster recovery. Examples of these cultural considerations that emerged from this study include multigenerational values, heightened responsibilities, and mediating pandemic information. Results can inform efforts to increase support and resources for Latinx emerging adults in order to address the psychological difficulties resulting from the COVID-19 pandemic.

How has the COVID-19 pandemic affected young people?-Mapping knowledge structure and research framework by scientometric analysis

Since the outbreak of COVID-19, there has been a large body of literature focusing on the relationship between the COVID-19 pandemic and young people. The purpose of this study is to explore the current research status and the specific mechanism of COVID-19's effects on young people based on related literature. This paper mainly used VOS viewer and CiteSpace software to conduct a scientometric analysis of 5,077 publications retrieved from the Web of Science database. The results show that the main contributors to the field were mainly from North America and Europe, and the trend of research focus was from shallow to deep. The five main research areas in the field were summarized by keyword clustering analysis as follows: lifestyle changes due to lockdown; changes in stress and emotions; psychological illness and trauma; risk perception and practice toward the epidemic; interventions and social support. Finally, they were linked by four pathways to form a framework that integrates the relationships between the five domains and between elements within each of them, revealing the mechanism of COVID-19's effect on young people. In addition, less studied but promising elements are also presented in the framework, such as research on special groups (disadvantaged socioeconomic groups and sexual minority youth) and extreme suicidal tendencies that deserve our further attention.

Self‐compassion and savouring buffer the impact of the first year of the COVID‐19 on PhD students' mental health

Doctoral students face many challenges that were reinforced by COVID-19-related lockdowns. We assessed this impact over 1 year on doctoral students' depression, anxiety, stress, well-being, and doctoral engagement. We also investigated the potential protective role of self-compassion and savouring on mental health, well-being, and doctoral engagement. A total of 134 PhD students from several French universities responded to the three-time points of this longitudinal study. The results showed a significant increase in depression, anxiety and stress and a significant decrease in well-being and doctoral engagement during the first year of the pandemic. Self-compassion and savouring predicted lower levels of depression, anxiety, and stress, and higher levels of well-being over time. Savouring alone predicted higher doctoral engagement over time. This study reveals the significant impact of the pandemic year on the mental health of doctoral students, and the relevance of self-compassion and savouring as psychological resources to cope with adversity.

Risk and protective factors for posttraumatic stress disorder in trauma-exposed individuals during the COVID-19 pandemic - findings from a pan-European study

HIGHLIGHTS

N =  4,607 trauma-exposed adult participants were recruited from the general population during the first year of the COVID-19 pandemic.The prevalence for probable posttraumatic stress disorder was 17.7%.We identified risk factors (e.g. poor health condition) and protective factors (e.g. social contact) associated with posttraumatic stress disorder.

University Students' Well-Being and Engagement in Activities in the Early Days of Covid-19

Governments worldwide took measures to contain the spread of the coronavirus COVID-19. Universities moved to online teaching almost overnight. This paper explores Belgian university students' perceptions, behaviors, and emotional well-being during the first weeks of strict preventive measures. We conducted a survey with 614 business administration students at the University of Antwerp. The results indicate that, in comparison to the pre-lockdown period, students feel less productive, engage less in healthy behaviors (e.g., healthy snacking, exercising alone), and report more study problems. Based on the emotional quality of their everyday experience, students can be clustered into two groups. One group (54.5%) experiences mostly negative affect, while the other reports experiencing mostly positive affect and personal optimism. The "negative affect" group consists of more women and students in the early years of their bachelor's. This group experiences more financial difficulties and spends more time on social media. These students seem to have a more challenging time coping with the lockdown: they perceive higher study load increase and more significant reduction of social contacts while facing more study problems, studying fewer hours, and perceiving a lower study efficiency. They also engage in less healthy behaviors (e.g., unhealthy snacking more, drinking more alcohol, and exercising alone less) to a greater extent than the positive affect group. These results confirm previous research, demonstrating a positive relationship between emotional well-being and the engagement in and the intensity of productive and healthy activities. Several recommendations are provided in light of these findings.

College Student Resilience During COVID-19: Examining the Roles of Mindfulness, Compassion, and Prosocial Behavior

The present study examined factors associated with resilience in college students during the COVID-19 pandemic. Participants were undergraduates at a large Midwestern university in the USA (N = 848). Hierarchical linear regression analyses examined self-reported pandemic-related adversity, community COVID-19 case rates, mindfulness, compassion, and prosocialness to determine the strongest associates of resilience. Findings demonstrated that mindfulness was the only psychological process of interest significantly associated with resilience, so specific facets were further explored in a regression analysis. Specifically, higher levels of the following mindfulness skills were associated with greater resilience: ability to describe internal experiences, to remain aware while engaging in action, and to take a nonreactive stance toward internal experiences. Mindfulness-based interventions may be appropriate for promoting resilience in college students during the COVID-19 pandemic.

Association Between College Course Delivery Model and Rates of Psychological Distress During the COVID-19 Pandemic

IMPORTANCE

College students in the US have been heavily affected by the COVID-19 pandemic. In addition to increased rates of depression and anxiety, college students have faced unprecedented stressors, such as geographic relocation and abrupt conversion from in-person classes to online classes.

OBJECTIVE

To study the association between course delivery model and psychological distress among US college students.

DESIGN, SETTING, AND PARTICIPANTS

This cross-sectional analysis used national data from the American College Health Association-National College Health Assessment III data set. Data were gathered from a web-based survey administered from January to early June 2021 to full-time US college students attending 4-year programs.

EXPOSURE

Course delivery model was self-reported.

MAIN OUTCOMES AND MEASURES

Psychological distress was measured using the Kessler Screening Scale for Psychological Distress.

RESULTS

This study evaluated 59 250 full-time undergraduate students (68.1% women; 51.5% White students; mean [SD] age, 21.2 [4.3] years); 3.5% attended fully in-person classes, 61.2% attended fully online classes, and 35.3% attended a mixed format of in-person and online classes. Students who attended classes fully online reported higher levels of psychological distress than those who attended a mix of online and in-person classes (b = 0.76 [99% CI, 0.64-0.88]; P < .001). This association remained significant after controlling for geographic region, year in school, gender, race and ethnicity, food security, current anxiety and/or depressive disorders, COVID-19 concerns, and residence (living on campus, off campus with family, or other off-campus arrangements) (b = 0.18 [99% CI, 0.04-0.31]; P = .001), as well as time spent socializing with friends (b = 0.13 [99% CI, 0.002-0.26]; P = .009).

CONCLUSIONS AND RELEVANCE

The findings of this study suggest that mental health professionals may wish to consider the association of course delivery models with mental health outcomes when working with college students. Colleges should be aware of the mental health burden associated with attending fully online classes and consider possible in-person components and supports for students.

Intersecting Race and Gender Across Hardships and Mental Health During COVID-19: A Moderated-Mediation Model of Graduate Students at Two Universities

While the effects of the pandemic on the mental health of college students can vary across race and gender, few studies have explored the role of hardships and university assistance in these disparities, as well as how these disparities can manifest themselves differently across intersections of race and gender. We address this gap by using unique survey data (n = 417) from two large graduate schools of social work, public health, and social policy in the United States. Using multi-group structural equation modeling, we explore how material hardships, academic hardships, and university assistance needed mediates the relationship between race and mental health, including depression and anxiety. We also explore how gender moderates these relationships. We find that Black students are directly related to material hardships and-through these hardships-indirectly related to increased depression, indicating mediation. However, material hardships did not mediate the relationship between race and anxiety. Furthermore, while academic hardships mediated the relationships between race and depression, as well as race and anxiety, these relationships were only significant for females, indicating moderated-mediation. Moreover, although university assistance needed mediated the relationship between race and depression for females only, university assistance needed mediated the relationship between race and anxiety for both males and females. We close with implications for policy and practice.

Testing positive, losing a loved one, and financial hardship: Real-world impacts of COVID-19 on US college student distress

BACKGROUND

The COVID-19 pandemic has taken a particularly heavy toll on U.S. college students. In addition to facing academic-related stress and social pressures, these individuals are now increasingly susceptible to experiences such as contracting the virus, losing loved ones to COVID-19, or facing financial hardship due to the pandemic. The effects of such personal, pandemic-related experiences on young adult mental health - and the inherent racial disparities within these outcomes - remain largely understudied.

METHODS

We analyzed 65,568 undergraduate students from the Spring 2021 American College Health Association-National College Health Assessment (ACHA-NCHA).

RESULTS

The rates of the aforementioned COVID-19-related stressors were unevenly distributed across racial groups. A logistic regression analysis to identify predictors of moderate and serious psychological distress revealed that participants who had experienced the death of a loved one had 1.14 times greater odds of developing psychological distress (p < 0.0001). Those who experienced financial hardship had an odds ratio of 1.78 (p < 0.0001). Surprisingly, testing positive for COVID-19 was associated with an odds ratio of 0.82 of psychological distress (p < 0.0001).

LIMITATIONS

Self-reported measures are susceptible to recall bias and misinterpretation. Exposure and outcome variables were measured simultaneously in this cross-sectional study which limits inference on causality.

CONCLUSIONS

Financial burdens and bereavement are especially impactful stressors among college students during the pandemic, whereas contracting COVID-19 seemingly exhibits less impact on distress levels. When addressing student wellbeing, institutions should consider prioritizing the implementation of resources to support individuals affected by pandemic-related financial and familial losses.

City and campus: Exploring the distribution of socio-spatial activities of students of higher education institutes during the global pandemic

Cities with integrated university campuses can become dependent on their student population to function properly. Restrictions caused by the COVID-19 pandemic put a temporary halt to the presence of the student population in some cities. The current study explores this short-term paradigm shift on the relationship between three higher education institutes and their host cities in the northern part of Cyprus. The analysis uses the spatial distribution of Twitter feeds in the academic semester before the pandemic as the baseline and makes a comparison with the following semesters when the education was mostly done via online remote platforms. The findings indicate a rapid decline in diversity and granulation of urban activities among students during the pandemic. This, in turn, is shown to impact the commercial zones of the host cities, shifting many leisure activities farther from the city. Furthermore, the degree of spatial integration between the urban fabrics and the campuses is shown to be influential in rendering emerging equilibrium when facing a crisis that restricts mobility.

#WedontWantDistanceEducation: a thematic analysis of higher education students’ social media posts about online education during Covid-19 pandemic

The current study is based on thematic analysis of 21,722 tweets posted under the #wedontwantdistanceeducation hashtag within a month after the start of online distance education in Turkish universities due to Covid-19 pandemic. Our findings have revealed that Turkish higher education students have faced multiple challenges in accessing and benefiting from online education due to the swift transformation from face-to-face to online format. These challenges included universities’ poor technical infrastructure, pedagogical and assessment issues, digital inequality in accessing online education, and general negative attitude towards online education. Further, students have expressed issues about financial, health, and social consequences of online education during Covid-19 pandemic. With regards to such challenges and issues, higher education students have criticized government authorities for ignoring their views when making decisions about how online learning is organized during Covid-19 pandemic. Further, students have offered some alternative solutions (e.g. summer courses) to online education.

Moving Back to the Parental Home in Times of COVID-19: Consequences for Students' Life Satisfaction

Residential independence from parents is a key marker for young adults' transition to adulthood. Losing this independence by returning to the parental home marks a regression of adult development with negative implications for returnees' subjective wellbeing. This paper investigates how a return to the parental home during the COVID-19 pandemic affects the life satisfaction of university students. We used nationwide survey data from German university students (N = 913) to analyze differences in life satisfaction for those who did or did not return to their parental homes. Our results revealed two main findings. First, university students who moved back to their parental home reported significantly lower life satisfaction than those who remained living independently. Second, the association between moving back and life satisfaction varied by age. A return to the parental home was more detrimental to older students' life satisfaction, while students aged 24 or younger did not experience a significant decrease when moving back to the parental home. We discuss the implications of our findings in the context of young adults' subjective wellbeing during the COVID-19 pandemic.

Effectiveness of mindful walking intervention in nature on sleep quality and mood among university student during Covid-19: A randomised control study

OBJECTIVE

The aim of this project was to conduct a randomised control study to examine whether outdoor mindful walking in nature can effectively improve university students' sleep quality, mood, and mindfulness during the lockdown of Covid-19 pandemic in the U.K.

METHODS

Participants were measured at T₀ (pre-study baseline), T₁ (pre-intervention), T₂ (post-intervention), and T₃ (follow-up). A total of 104 participants (female = 94) who were experiencing sleep difficulties were randomly allocated to either an experimental (i.e., nature) or control (i.e., urban) walking environments. Participants in each walking condition independently undertook a daily 35-minute walk for a week (7 days). Subjective sleep quality, total mood disturbance, mindfulness, and degree of nature, and participants' perspectives and suggestions about the intervention, were collected.

RESULTS

Findings suggest that both groups exhibited significant improvements on participant's trait mindfulness, sleep quality and mood after the intervention. However, mindful walking in nature did not bring additional mental health benefits to participants than those who walked in urban environment. Participants reflected their perspectives about the intervention, which will assist with further intervention development.

CONCLUSIONS

Findings contribute to the evidence base for the effectiveness of outdoor mindful walking interventions on mental health. Especially these findings add new knowledge of how mindful walking outdoors reduces university students' mood disturbances and improves their sleep quality and mindfulness level during the pandemic.

Challenges and coping strategies of online learning for college students in the context of COVID-19: A survey of Chinese universities

The COVID-19 epidemic has disrupted the normal teaching and learning in universities, which poses significant challenges to higher education. The traditional face-to-face learning mode has been switched to online (distance) learning, causing various influences on students' academic performance, physical and psychological well-being. As higher education plays a central role in technology innovation and society development, it is of great importance to investigate and improve online learning in the context of COVID-19. This study distributed online questionnaires to undergraduate and postgraduate students from 30 provinces or municipalities in China (covering 88% of the whole country). Results indicate that online learning mode is more likely to reduce the academic performance of lower-grade students (e.g., freshman and sophomore). The learning environment could be one of essential factors affecting the academic performance during online education. Studying at home or dormitory is more evidently correlated with academic performance decline. Regarding the physical and mental health during online learning, most students had experienced eye strain (84%) and cervical stiff (79%), while anxiety is the most prominent mental issue (66% of occurrence). Several coping strategies are suggested to improve the online learning in post-pandemic era, which is essential for higher education and promoting a civilized and sustainable society.

A Reflection on the Relationship Between Place and Health:

Environment and setting have a large influence on matters of population health, and college is a critical place for students, shaping both health and education. College students across the nation were impacted by the COVID-19 pandemic, and changes at universities left many anxious, isolated, and coping with social, emotional, and educational impacts. Objective: To perform a data analysis of the qualitative responses garnered through the Student Return to Campus Survey administered at the University of Delaware (UD) in Spring 2020, and to identify common themes of student experiences and priorities during the pandemic years to inform future recommendations for health crisis management. Methods: The study utilized secondary data analysis from an online student experience survey of 2,941 Freshman, Sophomore, and Junior students from the 2020-2021 academic year. Results: Qualitative analysis revealed a set of common outstanding themes influencing the college pandemic experience, including: Quality and Accessibility of Education in a Virtual Learning Environment; Quality of Student Life; Mental Health During the Pandemic; Thoughts and Attitudes About Vaccination Policies, Masking, Testing, and COVID Guidelines; Priorities and Considerations About the Return to Campus; and Overall Feelings About the Pandemic at UD. Conclusions: Student experiences were influenced by academic, social, emotional, and financial factors, which were often described with great intensity, and were at times contradictory. Students emphasized struggles with transitioning to and with virtual learning, the quality of campus resources, financial responsibilities, family health, and personal health. The results also shed light on the importance of communication with the campus community and the desire for students to express opinions during a crisis. Health Policy Implications: The results of this study have implications for crisis management for college campuses and planning for future responses to unanticipated events and ongoing COVID-19 mitigation efforts.

Coping, COVID knowledge, communication, and HBCU student's emotional well-being: Mediating role of perceived control and social connectedness

The pandemic has disproportionately affected African American college students, who have experienced significant work-related, academic, financial, and socio-emotional challenges due to COVID-19. The purpose of the study is to investigate how African American students cope with the severe impact of COVID-19 on their emotional well-being leveraging the benefits of self-care coping measures, COVID-19 knowledge, and communication with others to enhance perceived control and social connectedness. A structural equation modeling and a path analysis of 254 responses from a Historically Black College and University showed that emotional well-being was positively predicted by self-care coping strategies, feelings of being in control in life, and social connectedness. In addition, respondents who adopted mind-body balance coping strategies, those who are knowledgeable about COVID-19, and those in more constant communication with others attained a strong sense of being in control, and in turn the empowerment increased their emotional well-being.

Mental Health Risk Factors and Coping Strategies among Students in Asia Pacific during COVID-19 Pandemic—A Scoping Review

The impact of COVID-19 has forced higher education institutes to go into lockdown in order to curb the situation. This sudden change caused students within the institutions to forgo traditional face to face classroom settings and to attend immediate online classes. This review aims to summarize the evidence of the social demographic mental health impacts of the COVID-19 pandemic on students in higher education institutes within the Asia Pacific region and identify the coping mechanisms adopted during these times. A systematic literature search was conducted using three databases (PubMed, Google Scholar, and Scopus), out of which 64 studies met the inclusion/exclusion criteria. The findings revealed that the social demographic groups most at risk were female students, those who were in the final years of their studies (i.e., students who were almost graduating), and postgraduate students as well as students studying medical fields (nursing, dental, medicine, health sciences etc.). The majority of the studies identified that students were relying on mobile devices and extended screen time to cope with the pandemic. Having proper social support, be it through a network of friends or positive family cohesion, can be a good buffer against the mental impacts of COVID-19. Students in higher education institutes are at risk of mental consequences due to COVID-19. By reducing their screen time, finding a healthier coping system, increasing the availability of support within the family and community, as well as actively engaging in beneficial activities students may be able to alleviate general negative emotions, specifically during the pandemic.

Peer-Presented Versus Mental Health Service Provider-Presented Mental Health Outreach Programs for University Students: Randomized Controlled Trial

BACKGROUND

University students are reporting concerning levels of mental health distress and challenges. University mental health service provider initiatives have been shown to be effective in supporting students' mental health, but these services are often resource-intensive. Consequently, new approaches to service delivery, such as web-based and peer support initiatives, have emerged as cost-effective and efficient approaches to support university students. However, these approaches have not been sufficiently evaluated for effectiveness or acceptability in university student populations.

OBJECTIVE

Thus, the overarching goal of this study was to evaluate a mental health service provider-presented versus peer-presented web-based mental health resilience-building video outreach program against a wait-list comparison group.

METHODS

Participants were 217 undergraduate students (mean age 20.44, SD 1.98 years; 171/217, 78.8% women) who were randomly assigned to one of the intervention groups (mental health service provider-presented: 69/217, 31.8%; peer-presented: 73/217, 33.6%) or the wait-list comparison group (75/217, 34.6%). Participants in the intervention groups were asked to watch 3 brief skill-building videos addressing strategies for building mental health resilience, whereas the comparison group was wait-listed. The mental health service provider-presented and peer-presented video series were identical in content, with presenters using a script to ensure consistency across delivery methods, but the videos differed in that they were either presented by mental health service providers or university students (peers). All participants were asked to complete web-based self-report measures of stress, coping self-efficacy, social support, social connectedness, mindfulness, and quality of life at baseline (time 1), 6 weeks later (time 2, after the intervention), and 1-month follow-up (time 3).

RESULTS

Results from a series of 2-way ANOVAs found no significant differences in outcomes among any of the 3 groups. Surprisingly, a main effect of time revealed that all students improved on several well-being outcomes. In addition, results for program satisfaction revealed that both the mental health service provider-presented and peer-presented programs were rated very highly and at comparable levels.

CONCLUSIONS

Thus, findings suggest that a web-based mental health resilience-building video outreach program may be acceptable for university students regardless of it being mental health service provider-presented or peer-presented. Furthermore, the overall increases in well-being across groups, which coincided with the onset and early weeks of the COVID-19 pandemic, suggest an unexpected pattern of response among university students to the early period of the pandemic. Limitations and barriers as well as research implications are discussed.

TRIAL REGISTRATION

ClinicalTrials.gov NCT05454592; https://clinicaltrials.gov/ct2/show/NCT05454592.

Can Physical Exercise Help Deal With the COVID-19 Stressors? Comparing Somatic and Psychological Responses

This research aims to explore whether physical exercise can buffer the impact of the COVID-19 stressors. Based on the cross-stressor adaptation hypothesis, we proposed a moderated mediation model relating the COVID-19 stressors to sleep disorder via somatic and worry complaints, depending on the amount of physical exercise. A sample of working adults in Beijing (N = 207) filled surveys in two waves during the COVID-19 pandemic. Structural regression analysis showed that physical exercise moderates the impact of the COVID-19 stressors on sleep disorder via somatic complaints (index = -0.11, 95% CI [-0.22, -0.01]), rather than psychological worry complaints (index = -0.01, 95% CI [-0.07, 0.04]). Specifically, the COVID-19 stressors increase somatic complaints for people with a low amount of physical exercise (b = 0.17, p = 0.01]), while the COVID-19 stressors are not significantly related to somatic complaints for people with a high amount of physical exercise (b = -0.06, p = 0.33). This research extends the cross-stressor adaptation hypothesis and provides evidence on an individual intervention of physical exercise to deal with the COVID-19 pandemic.

Post-acute college student satisfaction with telepsychiatry during the COVID-19 pandemic

OBJECTIVES

Patient satisfaction with telepsychiatry during the COVID-19 pandemic has generally been positive, but few studies have compared patient experiences across settings, and no study to date has investigated the experience of college students receiving post-acute mental health treatment in an outpatient setting.

PARTICIPANTS

The current study surveyed college student outpatients (n = 101) to understand their experiences using telehealth during the COVID-19 pandemic.

METHODS

An anonymous survey was delivered electronically and included questions regarding patients' age, treatment length, telehealth use, and their experience and satisfaction with telepsychiatry. A mixed-methods approach was used to analyze responses between groups through Chi-Square, Kruskal-Wallis, or Mann-Whitney tests, and qualitatively to understand themes across items related to the benefits and challenges of telehealth.

RESULTS

College students were more likely to utilize video-based telehealth and preferred video-based care. College students receiving medication management were much more likely to endorse telehealth being as helpful as in-person treatment. Several challenges associated with telehealth were raised in both groups.

CONCLUSIONS

Understanding the benefits and challenges of telepsychiatry in this high-risk college population may help enhance access to care during a critical period of development in which most psychopathology emerges.

COVID-19 in China: A Rapid Review of the Impacts on the Mental Health of Undergraduate Students

Public health crises pose challenges for governments and health systems, and the coronavirus disease 2019 (COVID-19) has presented major challenges to humans worldwide. In the context of COVID-19 in China, we explore the impacts of the pandemic on the mental health of undergraduate students. We examine pandemic prevention and control measures in Chinese universities through a rapid review and use our findings to explain the difficulties that undergraduate students face. Moreover, our analysis examines the impacts on five aspects of mental health: emotional aspects, personality, interpersonal relationships, learning behavior and employment options. Additionally, we provide implications in four areas based on the application of the study: strengthening psychological intervention, promoting government information disclosure, improving family communication and adjusting self-awareness.