There has been significant disruption to the lives and mental health of adolescents during the COVID-19 pandemic. The purpose of this study was to assess the psychological and lifestyle impact of the pandemic on Australian adolescents, using an online survey, administered during the outbreak. Self-report surveys were administered online to a sample of 760 Australian adolescents aged 12–18 years assessing impact on a range of domains including behaviour, education, relationships, lifestyle factors (exercise, technology use, and sleep), and mental health outcomes (psychological distress, loneliness, health anxiety and well-being). Results showed that three quarters of the sample experienced a worsening in mental health, since the pandemic began, with negative impacts reported on learning, friendships and family relationships. There were also high higher levels of sleep disturbance, psychological distress and health anxiety, relative to normative samples. Effects on mental health were worse among those who reported a previous diagnosis of depression and/or anxiety relative to those without no such history. Adolescents are already vulnerable to the onset of mental illness at this developmental stage, and the current research underscores the need to find rapid and accessible ways to support adolescent mental health during times of crisis.

We review the literature on aggression in women with an emphasis on laboratory experimentation and hormonal and brain mechanisms. Women tend to engage in more indirect forms of aggression (e.g., spreading rumors) than other types of aggression. In laboratory studies, women are less aggressive than men, but provocation attenuates this difference. In the real world, women are just as likely to aggress against their romantic partner as men are, but men cause more serious physical and psychological harm. A very small minority of women are also sexually violent. Women are susceptible to alcohol-related aggression, but this type of aggression may be limited to women high in trait aggression. Fear of being harmed is a robust inhibitor of direct aggression in women. There are too few studies and most are underpowered to detect unique neural mechanisms associated with aggression in women. Testosterone shows the same small, positive relationship with aggression in women as in men. The role of cortisol is unclear, although some evidence suggests that women who are high in testosterone and low in cortisol show heightened aggression. Under some circumstances, oxytocin may increase aggression by enhancing reactivity to provocation and simultaneously lowering perceptions of danger that normally inhibit many women from retaliating. There is some evidence that high levels of estradiol and progesterone are associated with low levels of aggression. We highlight that more gender-specific theory-driven hypothesis testing is needed with larger samples of women and aggression paradigms relevant to women.

Good self-control is implicated in heightened well-being and good health. For this reason, researchers have tested the hypothesis that self-control can be improved through practice, a phenomenon known as self-control training. The training literature has so far produced mixed evidence for the efficacy of self-control training. To clarify whether self-control training is effective, we reviewed the literature on self-control training and conducted a meta-analysis of 29 published and unpublished experiments. We found a significant, small-to-medium effect of practicing self-control on diverse outcomes including those relevant to health and wellbeing. We discuss putative mechanisms underlying self-control training. Self-control training 3People are constantly at risk of being distracted from obtaining long-term goals by impulses that compel them to do otherwise. People often experience the desire to eat unhealthy foods, drink too much alcohol, forgo tooth flossing, and lie around on the sofa all day. People frequently experience the urge to lash out at obnoxious drivers, irritating coworkers, and family members. Self-control allows people to resist these impulses and act in accordance with long-term goals. Self-control is "the ability to regulate current thoughts, feelings, and behavior to secure future benefits" (de Ridder, Adriaanse, & Fujita, this volume).As the many chapters in this volume highlight, self-control is typically a very positive characteristic to have. People with high levels of dispositional self-control are less likely to be convicted of a crime or addicted to alcohol and drugs (Gottfredson & Hirschi, 1990;Moffitt et al., 2011). They have better physical health and earn more money than people low in self-control (Moffitt et al., 2011;Schlam, Wilson, Shoda, Mischel, & Ayduk, 2013).People high in dispositional self-control also perform better in school, report less psychopathology, and have higher self-esteem (Tangney, Baumeister, & Boone, 2004).In addition to having direct benefits for the individual, self-control facilitates positive interpersonal interactions that are important for health and well-being. For instance, good self-control is related to higher quality relationships and secure attachment (Tangney et al., 2004). Self-control is also thought to play a critical role in reducing hostility between strangers, family members, and intimate partners (Denson, DeWall, & Finkel, 2012;Finkel et al., 2009;Finkenauer et al., 2015;Tangney et al., 2004). In short, people high in dispositional self-control are better able to adaptively navigate a world in which distraction from one's long-term goals is ubiquitous. This successful navigation enhances health and well-being.

Objective: Australian school teachers have been affected by the Covid-19 pandemic. Teachers have had to face relentless and challenging working conditions, take on new roles and responsibilities, and embrace new ways of working. We searched reports and the available research literature on teacher mental health between September 2020 and October 2020. In our perspective piece, we summarise this literature and draw attention to the struggles of Australian school teachers and how Covid-19 has impacted their mental health. Conclusions: To date, there has been a lack of research focusing on teacher mental health both internationally and in Australia. That which is available indicates that teacher mental health is likely to have deteriorated substantially during the pandemic. We position teachers as the forgotten frontline of Covid-19 and make recommendations to facilitate improvements into the future.