Addressing trauma and stress in the COVID-19 pandemic: Challenges and the promise of integrated primary care.

Abstract

Integrated primary care settings are ideal locations for treatment of posttraumatic stress concerns as primary care is the principal access point for mental health treatment in the United States. The COVID-19 global pandemic will increase the necessity of posttraumatic stress-related psychological care for vulnerable populations and frontline providers through traditional and virtual methods; integrated primary care settings are rapidly adapting to meet this need. Integrating more behavioral health clinicians into primary care clinics will provide better access to whole-person care when it is needed most.

Emotion-related impulsivity predicts increased anxiety and depression during the COVID-19 pandemic

“…As health care systems strain under the weight of the dramatic increases in anxiety and depression ( Dozois, 2020 ), there is a profound need to understand how to allocate resources. Multiple authors have discussed the need for routine screening in primary care ( Kanzler and Ogbeide, 2020 ). Our tentative findings highlight that one form of emotion-related impulsivity could help identify people who are likely to struggle during periods of high stress, and another form of emotion-related impulsivity could predict heightened vulnerability even with less stress present.…”

Needs, gaps and opportunities for standard and e-mental health care among at-risk populations in the Asia Pacific in the context of COVID-19: a rapid scoping review

“…The digital divide, or the gap in access to digital technologies and infrastructure, may be greater in at-risk groups [ 12 ], resulting in further health care marginalization of the most vulnerable populations [ 12 , 12 ]. Though there is limited existing literature specific to equity concerns in e-health, earlier contributions published during the pandemic also speak to the risks that the increased use of e-health technologies will exacerbate inequities in care access among marginalized populations [ 13 , 58 , 75 ]. Crawford et al [ 159 ] advance a Digital Health Equity Framework that captures the interconnections of socio-economic and cultural contexts, intermediate health factors (e.g.…”

“…Papers on people living with existing MNS disorders (Table 3) cover a diverse spectrum of MNS conditions, including common mental disorders like major depressive disorder (MDD) [57,6], Post Traumatic Stress Disorder (PTSD) [20], eating disorders [21,21,23], obsessive-compulsive disorder (OCD) [23], severe mental illness including schizophrenia and bipolar disorder [23,23,29,43,43,45,45,46,46,52], substance use disorders [54,59,60], epilepsy [61], behavioural addictions (e.g. gambling [61], gaming disorder [63], chronic insomnia [66], intellectual and developmental disabilities (IDD) including autism [71], and suicide risk [75,76,77,79], in addition to general considerations for mental health responses to COVID-19 [81,82,83,83,84,89,102,103]. A majority of papers describe considerations for general adult populations, while some focus on children and youth [105,113,121,123,128] and older adults…”

“…Access to devices such as smartphones and high-speed Internet and technological literacy are also considerable challenges for some populations [6,29,75] including vulnerable children and youth [25,69,104,58], older people [29] and with MNS disorders [32], people living in rural communities, in poverty [39,56,56], among the most vulnerable PLWH [88], and among people experiencing homelessness [91]. These barriers for people with disabilities or chronic illness and their caregivers [96], suggest that flexibility in delivery options are required [108].…”

Salud mental en estudiantes chilenos durante confinamiento por Covid-19: revisión bibliográfica

“…También nos obligará a considerar lo que hemos perdido de la enseñanza presencial y que no pudimos compensar, durante el proceso de transición y mantención de las clases en línea. Así mismo permitió evidenciar la necesidad de atención psicológica relacionada con el estrés postraumático para las poblaciones vulnerables, así como la necesidad de que los proveedores de estos servicios estén preparados para comenzar a trabajar a través de métodos tradicionales y virtuales (Kanzler, 2020). Finalmente, es importante que las autoridades, académicos, docentes y estudiantes sean comprensivos y pacientes con respecto al impacto cognitivo inevitable de la pandemia y la consiguiente reducción de los niveles de productividad de nuestros estudiantes, colegas y nosotros mismos (Boals & Banks, 2020).…”