The impact of COVID-19 on U.S. adolescents: loss of basic needs and engagement in health risk behaviors

Shroff, Akash; Fassler, Julia; Fox, KR; Schleider, Jessica L.

doi:10.1007/s12144-021-02411-1

Cited by 9 publications

(5 citation statements)

References 38 publications

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“…To positively change attitudes and self-efficacy, environmental health education must become relatable. For example, the COVID-19 pandemic (which occurred after data collection for this study was completed) frequently impaired people's healthy behaviors [46]. However, the impact of the environment on health has never been more tangible.…”

Section: Discussionmentioning

confidence: 99%

Environmental Health Knowledge Does Not Necessarily Translate to Action in Youth

Elshaer

Martin

Baker

et al. 2023

IJERPH

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Environmental challenges pose serious health problems, especially for children, and lay public action is lacking. This study sought to characterize the relationship between environmental health knowledge and behavior in youth. A cross-sectional, descriptive survey with quantitative and qualitative questions was conducted. Open-ended questions were coded to generate themes/subthemes. Subscales’ scores were presented as mean ± SD or median and interquartile range (IQR). T- and Mann–Whitney tests were used to compare groups, and correlations were used to evaluate covariation. A total of 452 children were surveyed. Youth verbalized concerns about their environments and their impact on health. Air pollution was the most concerning issue. Participants had moderate knowledge scores. Few described the three health domains; even fewer included environment. Behavior scores were low and weakly correlated with knowledge, but were moderately correlated with attitude and self-efficacy. Participation in environmental classes, activities, and clubs was associated with higher scores. We found variable environmental health knowledge, limited understanding of the local environment’s impact on health, and a weak association between youth’s knowledge and behavior. Focused formal and non-formal educational experiences were associated with improved scores, indicating the value of targeted youth educational programming to increase environmental health knowledge and action.

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Section: Discussionmentioning

confidence: 99%

Environmental Health Knowledge Does Not Necessarily Translate to Action in Youth

Elshaer

Martin

Baker

et al. 2023

IJERPH

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“…Some students were forced to borrow money from friends and/or family, creating greater financial stress for themselves (Mukuka et al, 2021;Hosen et al, 2022). The same was reported for basic needs such as food, as some studies reported that youth residing in households that were challenged with food insecurity were more likely to worry about not having adequate money for food or not being able to afford food (Oberle et al, 2019;Chen I. H. et al, 2020;Shroff et al, 2022). Students who were already food insecure prior to the pandemic were more likely to experience even greater food insecurity during the pandemic, and those students who experienced job loss during the lockdown were also more likely to be food insecure.…”

Section: Figurementioning

confidence: 98%

Learning and institutional support for youth in higher education institutions during the COVID-19 pandemic in South Africa

Dukhi,

Sewpaul,

Zungu

et al. 2024

Front. Educ.

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IntroductionAs higher education institutions (HEIs) moved from in-person to online learning during the COVID-19 pandemic, various challenges were presented. Using a large online survey conducted during the pandemic, this paper investigates the impact of COVID-19 on learning and institutional support offered to students in HEIs in South Africa.MethodsThe study utilized a closed-ended questionnaire on a data-free online platform. The study sample included South African youth aged 18–35 years who were enrolled for some type of educational training or in higher education institutions (including private colleges). Data was benchmarked to the 2019 estimates of the youth population in educational institutions. Descriptive statistics are presented.ResultsAmong the 7011 student participants, the main challenges experienced during lockdown were loss of study time (57.9%), insufficient money for essential personal items for studying (55.8%), loss of social contact (42.2%) and insufficient money for food (40.1%). Overall, 47.0% of students reported having free access to the internet, 49.5% used personal internet or paid for internet access and 3.5% indicated having no access to internet. The majority rated their institution’s eLearning portal as good or excellent, and 23.4% thought their eLearning portal was of poor quality. Significantly fewer (38.1%) technical and vocational education and training (TVET) college students indicated that their institution provided the capacity to conduct virtual learning compared to those enrolled at other types of institutions. Almost two thirds of students (66.2%) from TVET colleges experienced difficulty in communicating with their institutions. Half of the students (49.9%) reported that they had a suitable place to study during lockdown, while 78.6% had regular access to electricity during lockdown. Significantly more TVET and University of Technology students received transport to return home and fee refunds.ConclusionWhile it was encouraging that most HEIs had capacity for online learning and made provision of internet access for students, it was concerning that students who are enrolled at TVET colleges faced more learning challenges during the lockdown. This highlights the inequality in learning support at different types of institutions, and that effective support from HEIs to students during the COVID-19 pandemic was not fully implemented.

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“…These long-standing issues of service inaccessibility and long waitlists have been exacerbated by the onset of the COVID-19 pandemic. A global rise in clinical levels of psychological distress with the pandemic causing economic hardship, grief and loss, isolation, school closures, and health anxiety has been well documented (Li et al, 2020; Sahu, 2020; Shroff et al, 2022; Talevi et al, 2020; Witteveen & Velthorst, 2020; Yao et al, 2020). At the same time, in the early months of the public health crisis, mental health clinics closed down nationwide to adhere to social distancing requirements (WHO Survey, 2020), further limiting and delaying individuals’ access to mental health care.…”

Section: Present Studymentioning

confidence: 99%

Evaluating a telehealth single-session consultation service for clients on psychotherapy wait-lists.

Sung¹,

Bugatti²,

Vivian³

et al. 2023

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Outpatient mental health clinics across the country are struggling to meet acute demand for mental health services, resulting in months-long waitlists for people seeking care. Providing evidence-based, single-session interventions to treatment-seeking individuals while they are waiting for treatment may help address this crisis. One such intervention, the Single-Session Consultation (SSC), was found to be an effective, acceptable, and feasible low-intensity treatment option when delivered in person. The current study evaluates the telehealth delivered SSC during the COVID-19 pandemic to individuals waiting to access mental health care. Of the 147 people offered an SSC, 95 (64.63%) accepted the invitation, 74 (77.89%) scheduled with a clinician, and 65 (87.84%) attended the session, surpassing feasibility benchmarks. Participants saw pre-to-post intervention improvements in hopelessness (dz = 0.91, p < .001) and readiness for change (dz = −0.49, p < .001). At 2-week follow-up, anxiety symptoms reduced significantly (dz = 0.40, p = .04) but depression symptoms did not decrease significantly (dz = 0.21). Participants rated telehealth-SSC sessions as highly acceptable and developed a close therapeutic alliance (M = 6.13, SD = 0.76). The telehealth SSC was acceptable, feasible, and effective in the short term, suggesting its utility as a low-intensity, scalable interventions for people on waiting lists for outpatient mental health care.

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The impact of COVID-19 on U.S. adolescents: loss of basic needs and engagement in health risk behaviors

Cited by 9 publications

References 38 publications

Environmental Health Knowledge Does Not Necessarily Translate to Action in Youth

Environmental Health Knowledge Does Not Necessarily Translate to Action in Youth

Learning and institutional support for youth in higher education institutions during the COVID-19 pandemic in South Africa

Evaluating a telehealth single-session consultation service for clients on psychotherapy wait-lists.

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