Search

This study examined the impact of COVID-19 lockdowns and physical distancing requirements on engagement with and sense of connectedness to social activities among older adults. Community-dwelling cognitively healthy older adults (N = 126) completed self-report questionnaires post-lock down (November 2020 to February 2021) assessing participation format (face-to-face with restrictions, online), frequency of attendance, and connectedness with a range of existing social groups. Thirty-two percent of participants stopped and had not re-engaged with social activities post lockdown. These participants reported the lowest connectedness ratings and quality of life related to psychological health than compared to those who continued to engage with social groups, albeit in a controlled format. Adapted face-to-face formats were associated with significantly greater connectedness than engagement via online methods for hobbies, cultural activities, meal entertainment, and other social activities, but not for sporting, community, religious, or volunteering activities. Qualitative data suggested online social participation was not as enjoyable as adapted face-to-face formats. For older adults who attended social activities via online formats, sense of connectedness was reduced for some activities. Given the importance of social connectedness for well-being in late life, interventions may be needed to help older adults re-engage in face-to-face formats without restrictions. What is already known about this topic: Poor social connection is associated with reduced mental well-being and physical health in older adults. Local lockdown orders in response to the 2020 wave of the COVID-19 pandemic led to temporary closure of community activities groups, suspension of religious, sporting, and social activities. and restrictions on face-to-face contact with family. Many community organisations, social groups, and families adapted activities to online formats. What this topic adds: Older adult who stopped attending and did not re-engage in social groups had the lowest connectedness ratings and quality of life related to psychological health, compared to those who continued to engage with social groups in some format. Face-to-face engagement, even with restrictions, was associated with significantly greater connectedness in older adults than engagement online for hobby, cultural activities, meal entertainment and other social activities besides sporting, community, religious, or volunteering activities. Qualitative data suggested that online social participation was not as enjoyable as adapted face-to-face formats. [ABSTRACT FROM AUTHOR]

Many young people with mental disorders are not identified until some years after the first onset of symptoms and then frequently do not receive professional intervention. One promising strategy to better identify these young people is mental health screening in schools. Despite a growing literature on the benefits of school-based screening, it remains a relatively uncommon practice and little is known about the practices of those schools that do screen. Moreover, the barriers that prevent schools from screening are not well understood. This study reports on the perceptions of school psychologists about universal mental health screening in schools regarding the prevalence of screening; the practices within schools that do screen; and the perceived barriers to implementing screening. Results indicated that screening remains uncommon, with only 14.8% of school psychologists working in schools that screened in the previous 12 months. The most significant barriers to screening related to being adequately resourced to implement programs, and particularly concerns about how to follow-up students identified as being at-risk. Despite this, school psychologists endorse the potential benefit of screening and report being likely to run screening programs if perceived barriers could be reduced. Impact and Implications statement Universal mental health screening in schools remains uncommon. The main perceived barriers relate to adequate resources – partly in terms of available time - and to management of at-risk students. Despite these barriers, school psychologists see school-based screening as useful for student wellbeing. [ABSTRACT FROM AUTHOR]