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Billions of people have been impacted by the COVID-19 pandemic since we initially became aware of its existence in December 2019. Studies have been done since the emergence of the COVID-19 virus to assess its effect on people (e.g., Duan and Zhu, 2020; Rubin and Wesseley, 2020). Specifically, several health organizations, including the World Health Organization (WHO), have reported their concerns about the effects on an individual's mental health (WHO, 2020) as well as one's physical health (Centers for Disease Control and Prevention [CDC], 2021).While a variety of studies have focused more on undergraduate students (e.g., Bertrand and others, 2021; Gallo, T. F. Gallo, Young, Moritz, and Akison, 2020; Meyer and others, 2020), this study is an investigation of graduate students in the United States. There has been a significant lack of research regarding graduate students (Keating, Jianmin, Pinero, and Bridges, 2005), and more importantly, a lack of research regarding COVID-19's impact on graduate student's mental health in potential relation to physical activity levels. According to previous studies, graduate students are already predisposed for having a high risk of developing mental health issues due to the nature of their educational careers (Evans, Bira, Gastelum, Weiss, and Vanderford, 2018; Fogg, 2009; Hyun, Quinn, Madon, and Lustig, 2006). Master's and doctoral students are reportedly more likely to experience higher levels of depression, anxiety, financial stress, career uncertainty, and higher workloads (Eisenberg, Gollust, Golberstein, and Hefner, 2007; Gewin, 2012; L. Wang, 2015), while also having lower levels of physical activity and exercise participation, which has now become exacerbated by many governments' stringent COVID-19 reduction measures (Barkley and others, 2020; Srivastav, Sharma, and Samual, 2021). Physical activity has been shown for decades to help reduce mental health issues and increase mental well-being (Abu-Omar, Rütten, and Lehtinen, 2004; Camacho, Roberts, Lazarus, Kaplan, and Cohen, 1991; Goodwin, 2003). In this study, the association between physical activity and mental health of graduate students was examined during the pandemic. Information regarding pre-COVID-19 and current COVID-19 levels was attained for comparison. I examined the differences in the levels of physical activity, depression, and anxiety among graduate students in the United States before (February 2020) and after the outbreak of the COVID-19 pandemic (May 2021). A second purpose of this study was to examine whether differences in physical activity levels before and during COVID-19 are associated with differences in the levels of depression and anxiety among graduate students in the U.S., after controlling several variables, specifically financial stress, alcohol use, sleep quality, and sociodemographic characteristics (e.g., age, gender, ethnicity, and education status). The following analyses were conducted in the current study: (1) paired sample t-test analysis to examine changes in levels of physical activity, depression, and anxiety before and after the outbreak of COVID-19 among graduate students in the U.S.; and (2) multiple linear regression analysis to examine whether changes in physical activity levels influenced changes in level of depression and anxiety. The participants' level of physical activity significantly decreased, and the level of depression and anxiety significantly increased in May 2021 when compared to February 2020. In addition, the mean change in moderate metabolic equivalent of task (MET) was significantly and negatively associated with the mean change in depression, after controlling for variables including financial stress, alcohol consumption, sleep quality, and sociodemographic characteristics (e.g., age, gender, ethnicity, and education status). However, no relationship was observed between the mean change in physical activity and the mean changes in depression and anxiety, except for the negative relationship between the mean change in moderate MET and the mean change in depression. Given that mental health problems can persist for several years if not treated well (Zivin and others, 2009), and that low rates of university students receive treatment after being diagnosed with mental disorders (Eisenberg, Hunt, Speer, and Zivin, 2011), it is crucial for universities to not only provide adequate treatment but also pave the way for improving environments in which students feel comfortable when seeking help. Universities should take steps to develop programs and activities which are geared towards graduate student participation and promote more moderate physical activities.
This handbook describes ways in which society shapes the mental health of its members, and shapes the lives of those who have been identified as mentally ill. The text explores the social conditions that lead to behaviors defined as mental illness, and the ways in which the concept of mental illness is socially constructed around those behaviors. The book also reviews research that examines socially conditioned responses to mental illness on the part of individuals and institutions, and ways in which these responses affect persons with mental illness. It evaluates where the field has been, identifies its current location and plots a course for the future.
Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
The Coronavirus Disease 2019, regularly referred to as ,ÄúCOVID-19,Äù, has had an unprecedented impact on not only the state of graduate medical education (GME) for post-doctoral trainees, but also their well-being and welfare. Trainees comprise approximately 14% of physicians in the United States. This crucial portion of personnel in healthcare has irrefutably represented the resilience that personifies the medical community. The prevalence of physical and emotional exertion by these trainees, necessitated by the pandemic, has precipitated behavioral health ailments like mood disorders including depression and anxiety, diminished satisfaction in their corresponding specialties and impaired their ability to achieve balance between professional and personal responsibilities. This excerpt examines the pervasiveness of the adverse psychosocial implications the COVID-19 pandemic has had on this susceptible practitioner population in addition to the examination of physical and emotional exhaustion that exacerbate physician burnout including the implementation of policies and procedures to address the emergent problem of physician burnout throughout the COVID-19 pandemic by the GME. Also, this excerpt examines the adaptation of GME, including the reformation and implementation of innovative policies and procedures that has incontestably created an imprint on medical education for descendants of ACGME residency and fellowship programs in the United States.
Covid-19 changed the lives of millions of people around the world. The effects of the global pandemic on the physical and psychological health of individuals, as well as on their behavioral habits, relationships, and the way they communicate, do not seem to be only short- or medium-term, but, on the contrary, appear to be long-lasting. In the same way that it is possible to use the term “long-covid” to refer to the long-term effects on the physical health of individuals who have contracted the virus, so we think it is possible to use the expression 'psychological long-covid' to indicate the long-term effects on the psychological health of individuals, not only of those who have been infected, but more generally of all those who have had to cope with social restrictions, lockdowns, distancing, remote work and learning, etc. imposed by the pandemic. At the same time, many people demonstrated resilience, as the capacity to cope with adverse events through positive adaptation.
This volume addresses important questions related to the well-being and quality of life of emerging adults during crisis periods. It discusses the particular challenges that emerging adults face during a global or local crisis, the psychosocial resources they mobilize to overcome them and to flourish, the well-being indicators pertinent to youth development across various life domains, and the strategies to promote positive youth development and well-being under conditions of crisis. The volume examines these questions from an international and interdisciplinary point of view, collecting contributions mainly from psychology, but also education, economics, and sociology. It includes novel quantitative and qualitative research, intervention studies, critical reviews, and conceptual chapters. This makes it an essential read for scholars of positive development in emerging adulthood under crisis, as well as a relevant and accessible source of information for discerning lay readers. The specific focus of the majority of contributions on the Covid-19 pandemic makes this volume highly topical. Its focus on both well-being dimensions and problems related to crises offers a deeper understanding of the cultural similarities and differences in individual and collective challenges and resources across world regions. The volume investigates various facets of well-being, including daily experiences, relationships, purpose and growth, learning activities, and achievements. Evidence derived from the contributions to this volume can prove valuable for handling future crises through targeted interventions and programmes in different contexts and life domains.
In this edited volume, experts on conflict resolution examine the impact of the crises triggered by the coronavirus and official responses to it. The pandemic has clearly exacerbated existing social and political conflicts, but, as the book argues, its longer-term effects open the door to both further conflict escalation and dramatic new opportunities for building peace. In a series of short essays combining social analysis with informed speculation, the contributors examine the impact of the coronavirus crisis on a wide variety of issues, including nationality, social class, race, gender, ethnicity, and religion. They conclude that the period of the pandemic may well constitute a historic turning point, since the overall impact of the crisis is to destabilize existing social and political systems. Not only does this systemic shakeup produce the possibility of more intense and violent conflicts, but also presents new opportunities for advancing the related causes of social justice and civic peace. This book will be of great interest to students of peace studies, conflict resolution, public policy and International Relations.
The physical effects of COVID-19 are felt globally. However, one issue that has not been sufficiently addressed is the impact of COVID-19 on mental health. During the COVID-19 pandemic, citizens worldwide are enduring widespread lockdowns; children are out of school; and millions have lost their jobs, which has caused anxiety, depression, insomnia, and distress. Mental Health Effects of COVID-19 provides a comprehensive analysis of mental health problems resulting from COVID-19, including depression, suicidal thoughts and attempts, trauma, and PTSD. The book includes chapters detailing the impact of COVID-19 on the family's well-being and society dynamics. The book concludes with an explanation on how meditation and online treatment methods can be used to combat the effects on mental health. - Discusses family dynamics, domestic violence, and aggression due to COVID-19 - Details the psychological impact of COVID-19 on children and adolescents - Includes key information on depression, anxiety, and suicide as a result of COVID-19