The Grow It! app-longitudinal changes in adolescent well-being during the COVID-19 pandemic: a proof-of-concept study.
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ABSTRACT:
SUBMITTER: Dietvorst E
PROVIDER: S-EPMC9076805 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Numerous studies have shown that the COVID-19 pandemic had large influence on mental health during the first lockdown, but fewer studies have focused on the long-term influence on mental health. In a national longitudinal study, we examined mental well-being measured just before (fall 2019) and twice during (falls of 2020 and 2021) the COVID-19 pandemic. We utilized the Danish Health and Wellbeing Survey with questionnaires collected in 2019, 2020 and 2021 among the same study population consisting of 8179 persons. The outcome was mental well-being measured by the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS). Linear regression models were conducted to evaluate change in SWEMWBS from 2019 to 2021. The SWEMWBS distribution was similar in 2019, 2020 and 2021, although the distribution moved to lower scores in 2020 compared to 2019 and moved slightly to higher scores in 2021 compared to 2020. Mean SWEMWBS decreased from 24.8 (95%CI 24.7-25.0) in 2019 to 24.1 (24.0-24.2) in 2020 and increased to 24.4 (24.3-24.6) in 2021 (p < 0.001). The mean decrease from 2019 to 2020 and increase from 2020 to 2021 was strongest among women, persons below age 75 years, persons without depression and among persons with higher education and with employment. In conclusion, we find that mental well-being decreased from 2019 to 2020 and slightly increased from 2020 to 2021 without reaching the pre-pandemic level. These changes are statistically significant but small and support that COVID-19 may only have had a small long-term influence on mental health in the general population.
| S-EPMC10027709 | biostudies-literature
Project description:Abstract Background Differential effects of the coronavirus SARS‐CoV‐2 (COVID‐19) pandemic and associated public restrictions on adolescent girls and boys are emerging but have not been elucidated. This study examined gender differences across broad indicators of adolescent well‐being during the COVID‐19 pandemic in Iceland, and explored potential explanations for these differences. Methods In total, 523 youth (56.5% girls) born in Iceland in 2004 completed measures on mental health problems (depressive symptoms, anger and suicide attempts) and measures designed for this study to assess broad indicators of adolescent well‐being (e.g., day‐to‐day life, academic performance, family and peer relationships, and mental and physical health) and behavioral changes during the COVID‐19 pandemic. Mental health problems during the pandemic were compared to expected scores based on nationwide ratings of same‐aged peers in 2018. Results Although both boys and girls appeared affected, girls reported a greater negative impact across all the broad indicators of well‐being and behavioral change during COVID‐19 than boys, and their depressive symptoms were above and beyond the expected nationwide scores (t(1514) = 4.80, p < .001, Cohen's d = 0.315). Higher depressive symptoms were associated with increased passive social media use and decreased connecting with family members via telephone or social media among girls, and decreased sleeping and increased online gaming alone among boys. Concern about others contracting COVID‐19, changes in daily and school routines, and not seeing friends in person were among the primary contributors to poor mental health identified by youth, particularly girls. Conclusions Adolescents were broadly negatively affected by the COVID‐19 pandemic and accompanying restrictions; however, this negative impact was more pronounced in girls. The findings suggest that a steady routine and remaining socially connected may help youth cope with the uncertainty and social restrictions associated with a pandemic. Moreover, healthcare providers, teachers, and other professionals should pay close attention to depressive symptoms among girls during a pandemic.
| S-EPMC8420409 | biostudies-literature
Project description:Across three studies, we provide a proof-of-concept evaluation of an integrative psychotherapeutic application of virtual reality (VR) technology. Study 1 (n = 36) evaluated an unguided "safe-place" imagery task, where participants were instructed "to create a safe space… [such as] a scene, item, design, or any visual representation that makes you feel safe" using either the Google Tilt Brush application (VR condition), the standard Microsoft Paint application (2-D condition), or via eyes-closed mental imagery alone (IMG condition). Study 2 (n = 48) evaluated a narrative episodic recall task, where participants viewed their childhood and adult homes and places of schooling either using either the Google Earth VR application (VR condition) or the standard Google Earth application (2-D condition) or recalled these places with their eyes closed via mental imagery alone (IMG condition). Finally, Study 3 (n = 48) evaluated a guided wilderness imagery task, during which different scripts were narrated, specifically, a trail walk in autumn, a spring meadow, and a hillside walk in snowy winter, while either these same scenes were visually presented using the Nature Treks VR application (VR condition), the scenes were presented using the same software but shown on standard computer monitor (2-D condition), or participants' eyes were closed (IMG condition). Order of intervention format was randomized across participants. Across all three studies, quantitative survey ratings showed that the VR format of intervention delivery produced greater positive affect and satisfaction and perceived credibility ratings as an intervention for trauma- and stressor-related disorders and psychological well-being as rated by university students who varied in traumatic and stressful life event history and symptoms of posttraumatic stress disorder, whereas qualitative findings revealed additional themes of experiential response including increased experience of presence and vividness in the VR condition. Future research directions and clinical applications are discussed.
| S-EPMC7290015 | biostudies-literature
Project description:PurposeDuring the COVID-19 pandemic, adolescent carers in the UK may have experienced psychological distress owing to increased caring burden and loss of a break from their caring role. This study investigated longitudinal association between adolescents' caring status and mental health outcomes from 2018/2019 to February-March 2021.MethodsThe participants (n = 3,927) answered mental health questions in both the Millennium Cohort Study sweep 7 survey (age 17 years in 2018/2019) and at least one of three waves of the COVID-19 survey from May 2020 to February-March 2021. Caring status at the age of 17 years was assessed using a single question regarding whether the participant regularly looked after anyone who needed care, without being paid. Outcome measures were psychological symptoms, measured using the Kessler Distress Scale, and mental well-being, measured using the Warwick-Edinburgh Mental Well-being Scale.ResultsCompared with 3,616 noncarers, 311 (7.9%) adolescent carers reported significantly higher Kessler Distress Scale and lower Warwick-Edinburgh Mental Well-being Scale scores during the pandemic. These associations were largely explained by psychosocial risk factors. Worse outcomes were associated with poor sleep quality, attempted suicide at baseline, low social support, and a strong feeling of loneliness during the pandemic. These factors were significantly more likely to be observed among adolescent carers than noncarers.DiscussionUK adolescent carers exhibited worsened mental health outcomes one year after the first national lockdown. This increased distress may be attributable to psychosocial risk factors during the pre-COVID-19 and current COVID-19 periods, and they require psychosocial support.
| S-EPMC8813552 | biostudies-literature
Project description:School closures and social distancing measures during the pandemic have disrupted young people's daily routines and social relationships. We explored patterns of change in adolescent mental health and tested the relationship between pre-pandemic levels of school and peer connectedness and changes in mental health and well-being between the first lockdown and the return to school. This is a secondary analysis of a longitudinal 3-wave panel survey. The study sample included 603 students (aged 13-14) in 17 secondary schools across south-west England. Students completed a survey pre-pandemic (October 2019), during lockdown (May 2020) and shortly after returning to school (October 2020). Multilevel models, with random effects, were conducted for anxiety, depression and well-being outcomes with school and peer connectedness as predictor variables. Symptoms of anxiety decreased from pre-pandemic to during the first UK lockdown and increased on the return to school; anxious symptoms decreased the most for students reporting feeling least connected to school pre-pandemic. Students reporting low levels of school and peer connectedness pre-pandemic experienced poorer mental health and well-being at all time points. Low school connectedness pre-pandemic was associated with a greater increase in anxious and depressive symptoms between lockdown and the return to school when compared to students with medium levels of school connectedness. No associations were found with high school connectedness or with low/high peer connectedness. For adolescents with poor school connectedness, the enforced time away from school that the pandemic caused led to reduced anxiety. Going forwards, we need to consider ways in which to promote connection with school as a way of supporting mental health and well-being.
| S-EPMC9180617 | biostudies-literature
Project description:This paper explores the linkages between exposure to household shocks across early life and children's educational and well-being outcomes in Peru. We use longitudinal survey data for a sample of 1713 children from five rounds of the Young Lives Survey to investigate how exposure to shocks across early life is linked to test scores and well-being in adolescence and to determine the extent to which critical periods of shock exposure exist. We expand on prior work by assessing the relationship between early childhood shocks and broader metrics of adolescent well-being beyond cognitive outcomes and by evaluating the cumulative impact of shocks over the course of a child's early life. We find that exposure to a greater number of shocks across early life is negatively associated with reading and vocabulary test scores. In addition, shock exposure in adolescence-versus earlier in childhood-has the strongest negative association with testing and well-being outcomes, suggesting that older children's time and household resources may be diverted away from learning and well-being in response to shocks. In light of increasingly frequent and severe weather events associated with climate change, as well as recent large-scale economic and health crises, policies aimed at supporting the most vulnerable children should be considered to alleviate the negative consequences of shocks on children's educational outcomes and well-being.Supplementary informationThe online version contains supplementary material available at 10.1007/s11113-023-09787-x.
| S-EPMC10187503 | biostudies-literature
Project description:BackgroundEarly adolescence is a time of psychological and social change that can coincide with declines in mental health and well-being. This study investigated the psychological and social impacts of the COVID-19 pandemic from the perspective of students who responded to a survey in Grades 7 and 8 (ages 12-14) in British Columbia (BC), Canada. The objectives of this study were (i) to provide an overview on early adolescents' experiences and social-emotional well-being during the pandemic; and (ii) to examine whether changes in social experiences as well as feeling safe from getting COVID-19 at school were associated with changes in well-being outcomes over the course of a year.MethodsA sample of n = 1,755 students from a large public school district self-reported on their life satisfaction, optimism, and symptoms of sadness across two time points: First, in their Grade 7 year (pre-pandemic; January to March, 2020) and then 1 year later in their Grade 8 year (during the pandemic; January to March, 2021). In Grade 8, students also reported on pandemic-specific experiences, including changes in mental health, social relationships, and activities, as well as coping strategies and positive changes since the pandemic. Data were collected online using the Middle Years Development Instrument (MDI), a population-based self-report tool that assesses children's social-emotional development and well-being in the context of their home, school, and neighborhood. Multivariable linear regression analyses were used to examine associations between pandemic-related changes in relationships and perceived safety from getting COVID-19 at school with changes in well-being outcomes.ResultsStudents reported a range of experiences, with a large proportion reporting moderate concerns and impacts of the pandemic, including worries about their mental health and missing school activities. Students reported significantly lower optimism, lower life satisfaction, and higher sadness compared to the previous year. Within the sample, improvements in relationships with parents and other adults at home was associated with higher well-being during the pandemic.ImplicationsResults from this study can inform decision making of policy-makers, educators, and practitioners working with youth, by providing information on students' experiences during the pandemic and identifying factors that may be protective for students' mental health during and beyond the pandemic.
| S-EPMC9110968 | biostudies-literature
Project description:BackgroundWell-being apps represent a promising and scalable approach for improving mental health outcomes in youth, especially during a global pandemic when access to face-to-face interventions may be limited. Whitu (meaning 7 in the New Zealand Māori language Te Reo) is a newly developed well-being app with 7 modules that support young people to learn and practice evidence-based coping skills, including relaxation, mindfulness, self-compassion, and goal-setting.ObjectiveDuring this pilot, we explored the acceptability, usability, and preliminary efficacy of Whitu before refining the app for a randomized controlled trial (RCT).MethodsWe recruited 20 New Zealand young people aged 16-25 years via social media to trial the first prototype of the Whitu app over 6 weeks. Within-group differences from baseline to 2- and 6-weeks post intervention in self-reported well-being, depression, anxiety, stress, self-compassion, optimism and sleep quality were evaluated using repeated-measures ANOVA. A further 21 participants aged 16-30 years were recruited to participate in 4 focus groups to give feedback on the app's usability and cultural acceptability. Feedback was analysed using directed content analysis.ResultsStatistically significant improvements in anxiety (p = 0.024) and stress (p = 0.017) were observed from baseline to 2-weeks post intervention. Improvements in well-being (p = 0.021), depression (p = 0.031), anxiety (p = 0.005), and stress (p = 0.004) were also observed from baseline to 6-weeks. No statistically significant changes were seen in self-compassion, optimism, or sleep quality. Effect sizes (partial η2s) ranged from 0.25 (depression) to 0.42 (stress). Qualitative feedback comprised of five key themes, namely: factors affecting engagement, issues with functionality, preferences regarding aesthetics, effectiveness and adverse effects, and cultural acceptability.ConclusionsOur preliminary results suggest that Whitu may be an effective app for improving multiple dimensions of young people's well-being. Modifications to the look and feel, cultural content, and onboarding have been undertaken based on the qualitative feedback, and an RCT is currently underway.
| S-EPMC8486611 | biostudies-literature
Project description:The COVID-19 pandemic has had a huge impact on people's lives and may influence mental health in the general population. In a unique representative Danish longitudinal study, we examined mental well-being measured just before and during the COVID-19 pandemic. The Danish Health and Wellbeing Survey is the Danish contribution to the European Health Interview Survey. In this study, we included the wave from autumn 2019, which we re-invited in the autumn 2020. The study population consisted of 4,234 persons. The main outcome was mental well-being measured by the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS). Linear and logistic regression models were conducted to evaluate change in SWEMWBS between 2019 and 2020. The SWEMWBS distribution was similar in 2019 and 2020, although the distribution moved to lower scores in 2020 compared to 2019. Mean SWEMWBS decreased significantly from 25.5 in 2019 to 24.6 in 2020 corresponding to a mean change of -1.0 (95%CI, -1.1. to -0.8). The proportion with low SWEMWBS increased from 16.5% in 2019 to 20.1% in 2020 (p < 0.001). The mean change was similar for men and women and for different age groups. The most negative development was observed among persons without depression or long-standing illnesses at baseline and among persons with higher educational level. Among persons with depression SWEMWBS increased. As expected, mental well-being significantly decreased in the adult Danish population during the COVID-19 pandemic. However, somewhat more unexpectedly, the decrease was most pronounced among persons without depression or long-standing illnesses and among higher educated groups.
| S-EPMC8460161 | biostudies-literature
Project description:First empirical results indicate that the COVID-19 pandemic has a negative impact on adolescents' and adults' subjective well-being. In the present study we focus on the subjective well-being of elementary school children before and after the first pandemic-related school lockdown and examine if possible declines in subjective well-being are especially pronounced for some groups, considering socio-economic status, migration background, and gender as moderators. We tested N = 425 elementary school students (mean age: M = 8.19; SD = 1.04) longitudinally with four measurement points (three before the school lockdown and one after) regarding their general life satisfaction, mood, and domain satisfaction regarding peers, family, and school. Piecewise growth curve models revealed a significant decline in positive mood and in satisfaction with the family. Decline in life satisfaction and satisfaction with peers nearly missed significance. The investigated moderators had no impact on the changes in subjective well-being. We conclude that the pandemic had detrimental effects on young children's subjective well-being.Supplementary informationThe online version contains supplementary material available at 10.1007/s10902-022-00537-y.
| S-EPMC9091542 | biostudies-literature