Frontiers in psychiatry
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Frontiers in psychiatry · Jan 2021
COVID-19-Related Stressors and Chinese Adolescents' Adjustment: The Moderating Role of Coping and Online Learning Satisfaction.
The present study aims to examine the main and interactive relations of COVID-19-related stressors, coping, and online learning satisfaction with Chinese adolescents' adjustment during the COVID-19 pandemic. A total of 850 adolescents from three Chinese secondary schools participated in the survey during the pandemic outbreak, and the data were analyzed by hierarchical linear regression. The results show that COVID-19-related stressors were a vulnerability factor in predicting adjustment. ⋯ Specifically, problem-based coping and online learning satisfaction can promote adolescents' adjustment directly or serve as a buffer against the negative impact of stressors on adjustment, while emotion-based coping is a vulnerability factor in predicting adjustment directly or as a risk factor in strengthening the relation between stressors and adjustment. Compared with male adolescents and adolescents with high socio-economic status, female and impoverished adolescents reported poorer adjustment during the COVID-19 pandemic. These findings enrich our understanding of the impact of the COVID-19 pandemic on adolescents' adjustment and are helpful in improving adolescents' adjustment during the pandemic.
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Frontiers in psychiatry · Jan 2021
Development and Evaluation of a Therapist Training Program for Psilocybin Therapy for Treatment-Resistant Depression in Clinical Research.
Introduction: Psychological support throughout psilocybin therapy is mandated by regulators as an essential part of ensuring participants' physical and psychological safety. There is an increased need for specially trained therapists who can provide high-quality care to participants in clinical studies. This paper describes the development and practical implementation of a therapist training program of psychological support within a current phase IIb international, multicenter, randomized controlled study of psilocybin therapy for people experiencing treatment-resistant depression. ⋯ Development of a rigorous, effective and scalable training methodology has been possible through a process of early, active and ongoing collaborations between mental health experts. To maximize impact and meet phase III and post-approval need, enhanced online learning and establishing pathways for clinical training are identified as critical points for quality assurance. This will require close public, academic and industry collaboration.
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Frontiers in psychiatry · Jan 2021
Did the UK COVID-19 Lockdown Modify the Influence of Neighbourhood Disorder on Psychological Distress? Evidence From a Prospective Cohort Study.
Background: National lockdown in the UK during the COVID-19 pandemic severely restricted the mobility of residents and increased time spent in their residential neighbourhoods. This is a unique opportunity to understand how an exogenous factor that reduces mobility may influence the association between neighbourhood social environment and mental health. This study investigates whether the COVID-19 lockdown may modify the effect of neighbourhood disorder on psychological distress. ⋯ Meanwhile, the effect of neighbourhood property crime on mental health did not change during the lockdown. Conclusion: The sudden loss of mobility as a result of COVID-19 lockdown is a unique opportunity to address the endogeneity problem as it relates to mobility and locational preferences in the study of neighbourhood effects on health. Vulnerable groups who have limited mobility are likely more sensitive to neighbourhood social stressors compared to the general population.
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Frontiers in psychiatry · Jan 2021
Comparisons of Characteristics Between Psychological Support Hotline Callers With and Without COVID-19 Related Psychological Problems in China.
Background: To compare the characteristics between hotline callers with and without the Coronavirus Disease 2019 (COVID-19) related psychological problems. Methods: From January 25 to March 31, 2020, 581 callers with COVID-19 related psychological problems (COVID-19 callers) and 695 callers without COVID-19 related psychological problems (non-COVID-19 callers) to the Beijing Psychological Support Hotline were recruited. The demographic characteristics, primary concerns, suicidal ideation, depression and other psychological problems were compared between the two groups of callers. ⋯ As compared to the non-COVID-19 callers, COVID-19 callers reported more financial (7.4%) and work related problems (4.1%), but revealed lower prevalence of suicidal ideation (47.9% v 71.3%), lower degrees of psychological distress (74.3 v 79.1), intensity of suicidal ideation (0 v 50), severity of depression (57.9 v 65.1), and higher degree of hopefulness (41.1 v 33.6) (all p values < 0.01). Additionally, a lower proportion of COVID-19 callers met the criteria of depressed mood (51.6% v 61.4%) and other 4 symptoms than the non-COVID-19 callers (p values < 0.01). Conclusions: Based on the content of the primary concerns and the relatively low level of depression of the COVID-19 callers, the psychological intervention for them during the pandemic should focus on "psychological supports." Coping strategies for daily life stressors and promotion of scientific knowledge about the pandemic should also be included in the hotline-related interventions.
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Frontiers in psychiatry · Jan 2021
E-Learning Is Not Inferior to On-Site Teaching in a Psychiatric Examination Course.
Background: Implementing e-learning into medical education is a growing field of research. Researchers have had positive experiences so far, and evidence suggests it to be no less effective than offline teaching. However, there are a few findings concerning psychiatric education and the use of simulated patients online. ⋯ Results: The exam grades did not significantly differ between on-site and online teaching, even though students rated their own communication skills better with online teaching. We also found that the connection experienced between students and teachers was impaired without on-site contact. Discussion: We conclude that an online course may be an effective alternative to on-site teaching but requires further improvement to maintain a dependable student-teacher relationship.