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This study aims to explore the overlapping influences of the home and school on peer victimization in adolescents under the notion of home-school partnership and to investigate how the parent-child relationship, teacher-student relationship, teenage depressive symptoms are related to peer victimization by constructing a moderated mediation model. It surveyed 1,710 students in 5-8 grades, using the Inventory of Parent and Peer Attachment, Student-Teacher Relationship Scale (brief version), Multidimensional Peer Victimization Scale, and Center for Epidemiologic Studies Depression Scale (brief version). Research findings show that the parent-child relationship had a direct impact on peer victimization and indirectly affected peer victimization via the mediation of teenage depressive symptoms; and that teacher-student relationships had moderating effects on the three paths in the mediation model, playing roles in enhancing the protection effect of the parent-child relationship against peer victimization, weakening the possible impact of the parent-child relationship on teenager depression, and alleviating the predictive effect of depressive symptoms on peer victimization. The research suggests that home-school partnership is a viable avenue for the prevention of school bullying.

This article explores the impact of changes in teaching modalities resulting from the COVID-19 pandemic on the mental health of K-12 teachers, by gender, during the first year of the pandemic. Teachers from a random sample of K-12 schools in North Dakota and Minnesota were surveyed in April 2020, October 2020, and March/April 2021 about their current levels of stress and depression, as well as the frequency with which they experienced certain physical conditions. One-way analysis of variance and multiple regression were used to compare time points for each of the outcomes by gender. Female teachers were more likely to experience higher levels of stress than male teachers, while male teachers were more likely to experience higher levels of depression than female teachers, with spikes in stress and depression levels experienced by both males and females in Time 2. Additionally, physical symptoms were more likely to be experienced by female teachers, with Time 2 respondents overall reporting significantly higher proportions of physical symptoms than Time 1 or Time 3 respondents. Consistently experiencing heightened levels of stress and depression can lead to burnout for teachers. School districts need to monitor stress, especially among females, and depression, especially among males, to recognize the difference in experience for each gender in the teaching profession, as well as provide supports and resources to their teachers to help them in coping with these mental-health issues. [Note: The issue number (2) shown on the PDF is incorrect. The correct issue number is 1.]

Autistic individuals are at significantly higher risk of suicide than non-autistic individuals, with transition-aged youth at potentially the highest risk. While lower executive function (EF) skills have been significantly associated with suicide risk in other clinical samples, the link between EF and suicidality has not yet been examined for autistic individuals. In this study, 183 transition-aged autistic youths completed routine suicide risk assessments and self- and informant-reports of autistic traits, depression, and EF skills. On the P4 Suicide Screener, approximately one-third of the sample (33.3%) endorsed having thoughts of hurting themselves with the intent to end their lives (i.e., suicidal ideation) in their lifetime. In addition to depressive symptoms, EF impairment independently predicted endorsement of suicidal ideation, indicating that both are crucial intervention goals to target suicidal risk for transition-aged youth on the spectrum. Findings suggest that executive functioning, a prevalent area of difficulty and common intervention target for the autistic community, is an important indicator of suicide risk in this population.

Youth purpose was investigated using a two-phase embedded design with youth participating in Scouts BSA (N = 3,943), ages 9-20 (M = 14.0, SD = 1.9). Participating Scouts were mostly White (91%) and male (98%). In Phase 1, we conducted a two-step cluster analysis on Scouts' survey responses to three purpose dimensions (personal meaning, goal-directedness, beyond-the-self orientation). Four clusters emerged: "Purposeful", "Explorers", "Dreamers", "Nonpurposeful." In Phase 2, we explored qualities of purpose within each cluster and programmatic features and relationships within the scouting context fostering youth purpose with a Scout subsample (N = 30) who completed semi-structured interviews. Results demonstrated that adults supporting scouting, inspiration from older peers, and opportunities to help others and explore new activities supported youth purpose.

Parents' socialization beliefs have implications for the psychological adjustment of their children through their parenting behaviors; however, such pathways have rarely been established among Chinese American families. The present study examined how Chinese American parents' goals for their children to take on bicultural values and behaviors (i.e., bicultural socialization beliefs) influenced their child's level of depressive symptoms in emerging adulthood through their parenting behaviors and the level of parent-child alienation. Data came from Waves 2 (adolescence) and 3 (emerging adulthood) of a longitudinal study of 444 Chinese American families. Mothers' reports of their bicultural socialization beliefs positively predicted adolescents' reports of mothers' autonomy-supporting behaviors and interdependence-focused shaming behaviors. In addition, there was a significant and negative indirect effect of mothers' bicultural socialization beliefs on emerging adult depressive symptoms through adolescents' reports of mothers' autonomy-supporting behaviors and emerging adults' reports of alienation to their parents. In contrast, there was a significant and positive indirect effect from fathers' reports of their bicultural socialization beliefs to emerging adult depressive symptoms, through emerging adults' reports of alienation only. Findings contribute to our understanding of bicultural processes in Chinese American families and establish that parents' beliefs have significant implications for the psychological adjustment of Chinese American youth.

Adolescent anhedonia is a multidimensional construct defined as the loss of enjoyment or pleasure across multiple domains of life. Anhedonia is concurrently associated with substantial impairment and distress, and it prospectively predicts the onset, severity, and treatment of depression. Despite its demonstrated importance, a limited number of anhedonia measures are validated for adolescents. The current study assessed the psychometric properties of the Dimensional Anhedonia Rating Scale (DARS) in 400 English-speaking, 12- to 19-year-old adolescents. Overall, the DARS demonstrated good convergent and discriminant validity, but sub-optimal concurrent validity. The strengths and limitations of the DARS and its utility as a measure of adolescent anhedonia are discussed. Furthermore, future directions for the construction of measures of adolescent anhedonia are outlined.

The current study examined factorial invariance of the Center for Epidemiologic Studies Depression Scale-Revised (CESD-R) and the Depression Anxiety Stress Scales-21 (DASS-21) using a convenience sample of 434 adults surveyed though Amazon Mechanical Turk. Participants were sorted into two groups based on their score on the Autism-Spectrum Quotient. Results indicated that the CESD-R did not demonstrate configural invariance. The DASS-21 demonstrated evidence of scalar invariance, indicating cross-group equality in factor loadings and factor intercepts. Findings suggest that the DASS-21 measures symptoms of depression, anxiety, and stress consistently across individuals with high and low levels of ASD-related traits, whereas the CESD-R may not be valid when assessing symptoms of depression in those with a high level of ASD-related traits.

Objective: Suicide is the second leading cause of death among college-age students in the U.S., with disparities in suicide ideation and attempts among Latinas. The current study aims to examine if depression severity predicts suicide ideation and attempts and to examine if caregiver intergeneration acculturation conflict (IAC) moderates this link. Participants: A sample of 246 Mexican-descent female college students. Methods: Self-reported measures for depression severity, male and female caregiver IAC, and suicide ideation and attempts in the previous 12-months were ascertained. Results: In our sample, 31.1% endorsed suicide ideation and 15.9% suicide attempts. Controlling for age, both male and female caregiver IAC moderated the relationship between depression severity and suicide ideation. A similar moderation pattern emerged for the suicide attempts outcome. Conclusions: Understanding this exacerbating contextual factor can help inform prevention/intervention efforts targeting Mexican-descent college students who are experiencing depressive symptoms by focusing on decreasing IAC with both caregivers.

Based on ecological systems theory and the genetic and environmental research paradigm, the current study explored the effect of school interpersonal relationship quality (peer and teacher-student) on adolescent depression and the role of perceived stress and the OXTR gene. Based on the statistical power of previous G*E interaction studies, A follow-up survey was conducted with 603 Chinese adolescents (average age = 14.76 ± 0.72 years at the time of the initial measurement; range: 13 to 15) using a questionnaire method (Short Form of the Center for Epidemiological Studies Depression Scale, The Chinese version of Perceived Stress Scale, short form of Friendship Quality Questionnaire and Teacher-student Relationship) and DNA typing technique. The study found that (1) school interpersonal relationship quality influenced adolescent depression; (2) perceived stress fully mediated the relationship between school interpersonal relationship quality and adolescent depression; (3) the OXTR gene rs2254298 and rs53576 polymorphisms moderated both the direct pathway and the second half of the indirect pathway. Specifically, individuals carrying the rs2254298 polymorphism A/G genotype and the rs53576 polymorphism A genotype exhibited a significantly enhanced effect of interpersonal relationship quality and perceived stress on adolescent depression, supporting the differential susceptibility model.

The well-being of college students can be impacted by aspects of the physical environment, especially during key life transitions such as beginning college during a pandemic. This repeated cross-sectional study investigates the influence of a newly constructed living-learning neighborhood on first-year residents' mental well-being, specifically self-reported depression. The purpose of this study was to investigate (1) if residential first-year students' ratings of depression reflected differences between two built environments: old residential facilities and newer facilities that were part of a neighborhood, (2) if gender has an effect on these perceptions, and (3) if increased environmental satisfaction with different spaces in the new neighborhood drives lower depression scores. Students in two cohorts (n[subscript cohort 1] = 120; n[subscript cohort 2] = 112) were surveyed during the pandemic in the summers of 2020 and 2021. To improve the accuracy of predicting depression, participants' subjective satisfaction with their lives was controlled when investigating the influence of a change in the environment. First-year students who lived in the new neighborhood reported significantly lower depression scores than did their counterparts who lived in the old residential facilities. Results also reveal that this reduction in depression holds regardless of gender. Finally, as college residents' overall environmental satisfaction increases, their feelings of depression decrease, after controlling for their life satisfaction. Further, satisfaction within the personal residential (micro) environment has the strongest correlation with mental well-being. The findings from this study allude to the residential environment being the functional area that is most predictive of college residents' mental well-being. Implications for designers and administrators are discussed. [Discussion questions developed by Taylor Lawson and Eric Massey.]

Background: Chronic migraines result in debilitating pain requiring complex and multifaceted daily management, including acting purposefully to attenuate symptoms and decrease impairment. Experiencing migraines may be more psychologically challenging for adolescent and young adult (AYA) women due to complex and recurrent stressors. Purpose: This study examined the relationships between illness specific cognitive appraisal mechanisms (i.e., illness uncertainty and illness intrusiveness) and psychological adjustment (i.e., anxious and depressive symptoms) in AYA women with self-reported chronic migraines. Methods: AYA women (N = 74, M[subscript age] = 20.19, SD = 3.41) with chronic migraines completed measures of illness uncertainty, illness intrusiveness, anxious, and depressive symptoms. Results: Two hierarchical regression analyses indicated that illness uncertainty (B = 0.44, p < 0.001) and intrusiveness (B = 0.27, p = 0.026) significantly predicted anxious, F(4, 68) = 12.83, p < 0.001, and depressive symptoms, F(4, 68) = 8.48, p < 0.001, B = 0.31, p = 0.021 and B = 0.27, p = 0.037. Discussion: Greater illness uncertainty and illness intrusiveness were associated with greater anxious and depressive symptoms. Thus, it may be that AYA women who experience chronic migraines have increased perceptions of ambiguity, unpredictability, and disruption to their life that significantly contribute to their psychological adjustment outcomes. Translation to Health Education Practice: This study demonstrates a need for health education on the role of illness related cognitive appraisal mechanisms for AYA women with chronic migraines.

The underlying mechanisms between family income and mental health of children merit further investigation. Based on the family stress model and the psychological factors model, we proposed that familial factors (parental depression and parenting) and the individual factor (child self-esteem) would mediate the relationship between family income and child depression concurrently. Data were obtained from a nationally representative longitudinal survey (i.e., the China Family Panel Studies), involving 1,283 families (2,732 parents and 1,384 children). The age of the children ranged from 4 to 15 years (M[subscript age] = 8.04, SD = 1.87) at baseline. Path analysis showed that the effect of family income (in 2010, T1) on child depression (in 2014, T3) was mediated by parental depression (in 2012, T2), parental bonding (in 2012 or 2014, T2 or T3), and child self-esteem (in 2012 or 2014, T2 or T3), in a parallel rather than sequential manner. The findings indicate that health policies and psychosocial interventions that simultaneously improve parental depression, parenting techniques, and child self-esteem would be an effective approach to alleviate the impact of family income on child depression.

Research Findings: Very little research has examined whether the contributions of Head Start's Family Service Workers (FSWs) and family partnership services influence family and child outcomes. Using data from 215 families in the 2014 Head Start Family and Child Experiences Survey (FACES), this study used structural equation models to examine associations between FSWs' relationship, empowerment, and communication practices; families' receipt of income supports; change in parent depression symptoms; and change in child approaches to learning, early literacy, early math, and social skills. FSWs' practices and family receipt of income supports over the Head Start year were associated with reduced parent depression symptoms. Receipt of income supports also was associated with children's improved approaches to learning skills. Results suggest that Head Start's family partnership staff and services can help support parents and children living in poverty, identifying critical elements of successful two-generation programming. Practice or Policy: These findings have implications for Head Start and other two-generation programs targeting families with low incomes and suggest investment in strategies to help families address their financial needs and in staff who families view as supportive.

Objectives: While there are good reasons to assume that mindfulness protects against burnout in students, nothing is known about the role of caring for bliss. This study examined whether caring for bliss moderated the relationship between mindfulness at baseline and aspects of burnout approximately 12 weeks later. Participants: Students (n = 92) from a university in the United States. Methods: Online surveys were administered in 2018. Results: Moderated regression analyses, controlling for depressive symptoms and burnout at baseline, revealed that caring for bliss moderated the relationship between earlier mindfulness and two aspects of later student burnout, namely emotional exhaustion and cynicism. Specifically, exhaustion and cynicism were low when students reported either low or high scores on both mindfulness and caring for bliss. No moderating effect was found for academic efficacy. Conclusions: Mindfulness and caring for bliss appear to work synergistically to reduce aspects of student burnout over time.

The current study longitudinally investigated how personal (depression) and family (parental monitoring) factors affect middle school peer victimization through school factors (academic performance, risky peer influence, and school belongingness) in mainland China. This study relied on large-scale 3-year longitudinal national data from mainland China with a sample of 8,357 middle school students who participated in all three waves. The results of structural equation modeling indicate that parental monitoring in Wave 1 did not predict peer victimization in Wave 3 directly, but it showed a significant indirect impact on peer victimization in Wave 3 through academic performance, risky peer influence, and school belongingness in Wave 2. Depression in Wave 1 was directly associated with peer victimization in Wave 3 and indirectly affected peer victimization in Wave 3 through academic performance, risky peer influence, and school belongingness in Wave 2. Practical implications are discussed.

Psychometric characteristics of CESD-R scores were explored on a sample of 966 undergraduate students. Internal consistency ([alpha] = 0.92), external convergent and discriminant validity, and response bias were adequate to excellent. Strong measurement invariance was evident for gender and race comparisons, and the unidimensional model fit the data best.

The present study aims to validate the Flourishing Scale (FS) in a convenience sample of 233 special education teachers. The FS's psychometric properties were investigated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA had a one-factor solution that explained 49.9% of the variance, a Cronbach's alpha internal consistency of 0.83, and a McDonald omega coefficient of 0.83. For the scale validity, the FS had a 0.36 to 0.56 correlation with the Satisfaction with Life Scale (SLWS), Happiness Measures (HM), and Life Satisfaction (LS), indicating convergent validity. The FS was also correlated with the Center for Epidemiological Studies Depression Scale, implying its discriminant validity. The FS's one-factor model produced good fit indices when running the CFA. Multi-group confirmatory factor analysis (MGCFA) was used to evaluate measurement invariance. With one non-invariant item, the result revealed partial scalar invariance across gender and marital status groups. There were no differences across gender and marital status when the latent mean differences were also evaluated. The results revealed no statistically significant differences in FS between males and females, or between single and married participants. The limitations and implications of the study are discussed.

Secondary analysis of the Early Head Start Family and Child Experiences Survey 2018 data set (Baby FACES 2018) explored links between family risk events and referral-making and referral uptake among families receiving Early Head Start (EHS) services. Referrals to both behavioral health and entitlement programs were considered. Results showed that referrals to behavioral health programs were much more likely to be given to families receiving care from home-based care than center-based care, and that referrals were slightly more likely to be given to families who did not have any family risk events. Several factors also moderated the relationship between family risk and referrals, including perceived closeness of the parent/caregiver--EHS staff relationship, family conflict, and caregiver depression. There were no observed effects for referrals to entitlement programs. Caregiver depression weakened the link between family risk and service uptake for entitlement programs.

Objective: The present study aims to examine whether secondhand smoke exposure (SHSE) in university students can affect three indices of self-satisfaction related to depression as indiced by appearance, weight, and freedom of life choice. Participants: We collected data from 740 nonsmoking students in the summer of 2018, of which 57.84% were exposed to secondhand smoke. Methods: Depressive symptoms, SHSE, smoking status, weight satisfaction, appearance satisfaction, and freedom of life choice were self-reported via a questionnaire. Results: The generalized linear analyses revealed that SHSE was linked to lower scores of perceived freedom of life choice but not significantly associated with weight nor appearance satisfaction. The mediation analyses indicated that perceived freedom of life choice fully mediated the association between SHSE and depressive symptoms. Conclusions: These findings shed light on the importance of SHSE and its effects on mental health in university students. Preventive strategies should therefore locally target university campuses.

Purpose: This study aimed to examine the antecedents, correlates, and consequences of burnout among higher education faculty in Saudi Arabia using the theoretical framework of the job demands-resources model. Design/methodology/approach: Using a quantitative research design, a cross-sectional survey was employed to collect data from faculty members across multiple Saudi universities. The constructs were measured using validated scales, and data analysis included exploratory factor analysis, Pearson correlation analysis, factorial ANOVA, and multiple regression. Findings: The study identified moderate levels of burnout, confirming a significant positive relationship with role conflict and a negative relationship with internal locus of control. Burnout significantly contributed to depression, insomnia, and turnover intentions. However, no significant relationship was found between burnout and workplace conflict when controlling for other variables. Research limitations/implications: The study's findings can inform policymakers and academic administrators about measures to alleviate faculty burnout, thus contributing to healthier academic work environments aligned with Saudi Arabia's Vision 2030 goals. Originality/value: This research extends the job demands-resources model within the context of higher education institutions in Saudi Arabia, offering nuanced insights into burnout dynamics among university faculty in this region. Despite the model's robustness, the absence of a significant relationship between burnout and workplace conflict signals the need for a more intricate understanding of burnout's antecedents and consequences.

Objective: The COVID-19 pandemic has disrupted people's lives around the world, including college students. This cross-sectional study aimed to 1) describe psychological distress, coping, and expectancies of undergraduates during COVID-19 "stay-at-home" orders and 2) examine the associations among these variables. Participants and methods: Midwestern US undergraduates (N = 186) completed measures of psychological distress, coping behaviors, and expectancies in March-April 2020 during the initial round of "stay-at-home" orders. Results: Students engaged in approach coping and disease prevention behaviors and had low expectations for contracting COVID-19. Most students reported clinically significant depression or anxiety. Adherence to disease prevention behaviors was associated with less stress but more anxiety. Positive expectancies and approach coping were associated with less distress. Avoidance coping was associated with more distress. Conclusions: This study describes the toll that COVID-19 has had on college students. Continued attention to the mental health of college students during the pandemic is imperative.

Excessive educational expectations are risk factors for poor mental health among students in higher education. However, the literature on educational expectations has largely focused on primary and secondary students with paucity among tertiary students. This study describes the development of a multidimensional scale measuring perceived educational expectations by tertiary students. Results show that students perceived expectations from four distinct sources: self, parents, educators/institutions, and culture. The final 28-item HEES multidimensional scale provides an opportunity in higher education literature to examine the weight of expectations and their impact on tertiary students' academic performance and well-being.

Objective: To examine the association between vaping and health behaviors (physical activity, fruit and vegetable consumption, sleep, cigarette use, alcohol consumption) and mental health among college students. Methods: Socio-demographic characteristics, vaping, health behaviors, perceived stress, and depressive symptoms of undergraduates enrolled at a large university located in the Northeast of the United States were assessed via an online survey. Results: Of all participants (n = 1775), less than a fifth (n = 314, 17.7%) reported any vaping in the past month. More men reported vaping than women (23.2% vs. 14.5%). Those who vaped reported fewer nights of restful sleep and greater alcohol consumption. Those who smoked and binge drank were more likely to report vaping. Perceived stress was greater among women who vaped, and depressive symptoms were greater among those who vaped regardless of gender. Conclusions: Vaping was associated with smoking, alcohol consumption, and poorer mental health among young adults.

Research indicates that student loans have negative implications on students' mental health, including depression. However, research on the mechanism by which the student loan leads to depression has lagged. Drawing from the hopelessness theory of depression, this paper investigates the mediating role of negative financial management behaviors as a pathway from student loans to depression. Additionally, the paper discusses implications and interventions that educators can design in their classrooms. The data was collected using IRB-approved questionnaires from 318 undergraduate students at a large public university in the Southwest United States. Preachers and Hayes Process macros were used to test the moderated mediation. Results reveal that negative financial management behaviors mediate the path from student loans to depression. The paper provides tips for educators on how to incorporate discussions on financial management behaviors and mental health in their classrooms. After performing an extensive search, this study seems to be the first to examine the relationship between student loans, negative financial management behavior, and depression among currently enrolled undergraduate students.

This article examined the associations between family processes and children's development among mothers and their children participating in early intervention (EI) services. Data from mothers and their infants and toddlers (n = 100) participating in EI were analyzed using regression methods to test the predictive power of maternal depressive symptoms, self-efficacy, and quality of mother-child interactions on children's behavior problems and social and emotional competence. Mother-child interactions were the most robust predictor of child behavior problems and competence. The presence of clinically elevated maternal depressive symptoms was high (30%) and associated with more child behavior problems. Stronger endorsement of self-efficacy also was related to higher levels of child social and emotional competence. We discuss our findings related to opportunities and challenges to support mothers experiencing depressive symptoms. EI services that strive toward an integrated approach could identify mothers with depressive symptoms and play an increased role in directly addressing their needs.

This study was to analyze the influence of psychological monitors (namely peer counselors with Chinese characteristics) and counselors on the affect of suicide-related interviews among high-risk students. 126 college students (M[subscript age] = 19.75 ± 1.05, aged: 18-23, 60% were male) were randomly divided into experimental group (interviewed) and control group (not interviewed). The experimental group filled in the positive and negative affect scale (PANAS) before and after the interview, while the experimental group and the control group filled in the Beck Hopelessness Scale (BHS) and Centre for Epidemiological Studies Depression Scale (CES-D) before the interview and 1 week after the interview. The results showed that negative affect of the experimental group decreased more after the psychological counselor interviewed the experimental group than the psychological monitors. (short-term effect: p = 0.001, Cohen's d = 0.66; long-term depression: p = 0.007, [eta][subscript p][superscript 2] = 0.057) The interviewer's identity had no effect on the subjects' long-term affect changes. (depression: F = 0.000, p = 0.987; hopelessness: F = 2.960, p = 0.09). Both psychological monitors and counselors can carry out suicide-related interview for high-risk students.

Dimensions of family-school partnerships, including parent-teacher relationship quality and family educational involvement, are associated with positive outcomes for youth. Family-school partnerships are important for autistic youth, who may particularly benefit from cross-setting supports. Coordinated family-school partnerships may help maximize child outcomes. This study investigated the extent to which child behavioral and physical health (emotional, behavioral, and medical problems) and parent mental health (parenting stress, parent mental health history, and parent depressive symptoms) were associated with parent-teacher relationship quality and family involvement in a sample of 68 families of school-aged autistic children. Families were recruited through invitation letters disseminated at local early intervention and early childhood programs. Children in the sample were primarily boys, primarily White, and approximately 8 years old. Results suggest that (a) child emotional problems and parenting stress were negatively associated with parent-teacher relationship quality (large effects) and (b) parent history of mental health problems was negatively associated with family involvement (large effect). Intervention recommendations and future research directions are discussed. For example, it would be helpful for future research to include the perspectives of ethnically diverse samples when examining family-school partnerships among families with autistic children.

Victimization during school years can have detrimental effects on individuals' adjustment, lasting even into adulthood. In the current study, we examine whether there is an indirect effect of victimization on adult depression and aggression, via sad and angry rumination about past victimization. Participants included 1,319 Finnish individuals (59.5% identified as women; 97.4 native Finns) who were followed from adolescence into adulthood (M[subscript age] = 25.78, SD = 1.35). Victimization was indirectly associated with adult depression and aggression, through sad and angry ruminations, respectively. The findings suggest that intervention efforts targeting rumination could help victimized individuals avoid lasting ill effects from their experiences.

Objective: The COVID-19 global pandemic has created severe, long-lasting challenges to college students in the United States (US). In the present study, we assessed mental health symptomatology (depression, anxiety, life stress), academic challenges, and economic stress during the first wave of the Coronavirus pandemic. Method: A total sample of 361 college students (M[subscript age] = 22.26, SD = 5.56) was gathered from a community college (N = 134) and mid-size public university (N = 227) in Southwest US, both designated as Hispanic Serving Institutions. Results: Pearson and point biserial correlations indicated associations between mental health symptomatology, academic challenges, and economic stress, including expected delays in graduation. Multivariate analysis revealed that community college students had statistically significantly higher scores on anxiety F(1, 312) = 5.27, p = 0.02, [eta][superscript 2][subscript p] = 0.01 than 4-year university students, as well as key differences with respect to academic challenges. Chi Square analyses revealed that Latinx families experienced greater economic hardships, including job loss or reduced work hours (X[superscript 2] (1, N = 361) = 28.56, p = 0.00) than other ethnic/racial groups. Conclusions/Contributions: Findings revealed that community college students faced disparately negative mental health symptomatology, academic challenges, and economic stress during the first wave of the Coronavirus pandemic. Further, Latinx students' families experienced significant economic hardship that may have impacted students' academic progress and future planning.

Throughout adolescence, both sleep and emotion regulation abilities undergo significant developmental changes. The maturational systems that govern sleep and emotion regulation are closely intertwined leading many researchers to posit a mutually reinforcing relationship. Although there is support for a bidirectional relationship among adults, empirical support for reciprocal relationships among adolescents is lacking. Given the notable developmental changes and instability that occur throughout adolescence, this is a critical period to examine whether sleep and emotion regulation abilities may be reciprocally related. Using a latent curve model with structured residuals, this study examined within-person reciprocal associations between sleep duration and emotion dysregulation among 12,711 Canadian adolescents (M[subscript age] = 14.30 years; 50% female). Participants self-reported their sleep duration and emotion dysregulation each year for 3 years beginning in Grade 9. After accounting for underlying developmental trajectories, the results did not support a bidirectional relationship between sleep duration and emotion dysregulation from one year to the next. However, there was evidence of contemporaneous associations between the residuals at each wave of assessment (r = -0.12) such that less sleep than expected was concurrently associated with higher-than-expected deviations in emotion dysregulation, or, conversely, that reporting greater emotion dysregulation than expected was associated with lower-than-expected sleep duration. In contrast to previous findings, the between-person associations were not supported. Taken together, these results indicate that the relationship between sleep duration and emotion dysregulation is primarily a within-person process rather than reflecting differences between individuals and likely operates on a more proximal timescale.

Community violence exposure is associated with increased depressive symptoms in adolescents. This study examined whether coping style moderates this relationship over time. Eighty-four low-income, urban adolescents (M[subscript age] = 13.36, 50% female, 95% African American) participated in two waves of a longitudinal study. Youth reported on their community violence exposure and coping style at Wave 1, and their depressive symptoms at Waves 1 and 2 (17 months apart). Problem-focused coping attenuated the effect of community violence exposure on depressive symptoms ([beta] = -0.47, p < 0.05), whereas avoidant coping amplified the effect of community violence on depressive symptoms ([beta] = 0.63, p < 0.05). Adolescents exposed to community violence are at an increased risk of developing depressive symptoms if they use low levels of problem-focused coping or high levels of avoidant coping. Interventions targeting coping strategies may improve psychological adjustment of urban youth exposed to community violence.

This study examined relations between intentional self-regulation (ISR) and executive functions (EFs) among 84 Icelandic youth in Grade 6 (mean age 11.7 years; 51% girls) and their contributions to healthy and problematic outcomes a year later. ISR was indicated by the Selection, Optimization and Compensation model (SOC) and Self-Regulated Learning (SRL). EF was indicated by attention shifting, inhibition, and working memory (WM). Only WM was related to ISR. Furthermore, ISR tended to uniquely predict Grade 6 outcomes, but the inverse was less true. In Grade 7, EF but not ISR uniquely predicted national test scores, and symptoms of depression and anxiety, whereas ISR remained a stronger predictor of Positive Youth Development (PYD) and risk behavior. These findings suggest a limited relation between ISR and EF, and that ISR is important to the general well-being of youth, whereas EFs may play a role in the development of problems and academic achievement.

This study investigated differences in experiences of microaggressions between students with different characteristics (type, visibility, severity, and onset of impairment) and associations between the occurrence of microaggressions and specific psychological dimensions, such as stress, depression, self-esteem, and life satisfaction. It also examined how the afore-mentioned psychological factors and microaggressions contribute to students' adjustment to university. Eighty-nine (89) university students with disabilities (USwDs) completed a series of six questionnaires: the Ableist Microaggression Scale, the Center for Epidemiologic Studies Depression Scale, the Perceived Stress Scale (PSS), the Satisfaction with Life Scale, the Rosenberg Self-Esteem Scale, and the College Adaptation Questionnaire. University students with visual and mobility impairments reported higher levels of ableist microaggressions than those with medical/chronic conditions, while students with visible impairments seemed to experience more ableist microaggressions than their university peers with non-visible impairments. Microaggressive experiences were found to be associated with increased levels of depression and stress as well as having negative consequences for disabled students' self-esteem and life satisfaction. Students' overall adaptation to university was predicted by a high level of life satisfaction, low level of depression, and limited experience of microaggressions related to otherization. The results are discussed in terms of their implications for USwDs' adjustment.

The majority of school-age children with or displaying characteristics of a mental health disorder do not independently seek help, often go undiagnosed or undetected, and fail to receive treatment or intervention leaving them susceptible to and at risk for poor school and life outcomes. In response to these concerns and in an effort to improve the proactive identification of students in need of or requiring support, schools have been encouraged to implement preventative practices, such as the conducting of universal mental health screening (UMHS). Despite the documented benefits of UMHS and implications of conducting UMHS in readily pairing at-risk students with appropriate treatment, intervention, or services, the majority of schools, historically, have not engaged in UMHS instead opting for more reactive approaches to dealing with student mental health needs. Principals are key stakeholders in determining whether preventative practices, like the conducting of UMHS, are implemented, and they may serve as a barrier to school mental health service expansion and provision. In response to recently published survey data where the majority principals, on average, reported no or slight knowledge about UMHS but moderate or extreme levels of interest in their school beginning to conduct UMHS, the current paper primarily sought to (a) improve principal knowledge about UMHS, (b) equip principals with resources about UMHS, and (c) review important considerations in UMHS implementation. Increasing principal awareness of, exposure to, and knowledge about UMHS may assist in narrowing the research to practice gap that presently exists.

The pet ownership has a crucial role in individuals' lives, which offers many beneficial effects. By examining the relationship between pet ownership and owners' well-being, researchers have found that pets typically made their owners feel well. This study examines the ways in which pet owners' depression and subjective well-being levels predict their personality traits. It also aims to examine the relationship between these variables and of the participants' pet preferences. Totally, 307 pet owners participated in this study; all participants were university students living in Turkey. In addition, all participants were aged 18 and older. The Center for Epidemiologic Studies Depression Scale (CES-D) was used to determine the depression levels of the participants; the Subjective Well-Being Scale (SWBS) was used to determine their subjective well-being levels, and an Abbreviated Form Of The Revised Eysenck Personality Questionnaire (EPQR-A) was used to determine personality traits. Data was analyzed using path analysis. The study found that pet owners' depression and subjective wellbeing scores predicted their neuroticism and extraversion scores. Subjective well-being and depression predict neuroticism and extroversion in personality traits, and goodness of fit index of this model has been found to be at acceptable levels. It is important to conduct more experimental and correlational studies involving the same variables; these studies may focus on pet owners, as well as their difference with those who do not own pets. They may also focus on specific age groups, such as children, adults, and the elderly.

Objective: To gather research evidence on the association between diet and depression and anxiety among college students. Methods: Systematic searches were performed in CINAHL, PsycINFO, PubMed, and ScienceDirect databases to identify potentially relevant articles published between January 2000 and September 2020. Data were extracted from 21 selected studies. Results: Most of the cross-sectional studies found a positive association between diet and depression and anxiety; however, a few studies found inconsistent results. Moreover, several interventional studies demonstrated that a healthy diet (including consumption of fruit and vegetables) improved depression in the intervention group. Conclusions: The methodological limitations of cross-sectional studies to explain causality and the limited number of prospective interventional studies point to a pressing need to conduct more prospective, longitudinal, and randomized controlled trials to generalize the causal associations between diet and depression and anxiety. Further research is needed to investigate the biological mechanisms of nutrients' actions on anxiety and depression.

Objective: This study examined depressive symptomatology (DS) across the academic year in first-year undergraduate students and the influence of DS on anxiety, stress, body esteem, physical activity, and sleep. Participants: Participants were first-year undergraduate students (N= 164). Methods: Participants completed validated self-report measures each quarter. A repeated measures ANCOVA was conducted to examine changes in DS over time. Students were categorized as reporting subclinical (SCD) or clinical (CD) depressive symptoms. A repeated measures MANCOVA was conducted to examine the effect of time and DS groups on primary outcomes. Results: No significant main effects of time were observed for outcomes. Significant between-subjects effects were observed with CD participants reporting significantly higher anxiety and stress and lower sleep than SCD participants. Conclusions: First-year undergraduates with CD may have increased risk for negative markers of psychological and physical health outcomes. Universities should prioritize the psychological and physical health of their first-year students.

Objective: To examine prospective associations between physical and mental self-rated health (SRH), college generation status and college adjustment among first-year college students. Participants and methods: Eighty-seven first-year college students (41 first-generation college students) reported their SRH when starting college, and then, reported on psychosocial and academic adjustment and health behaviors midway through each semester. Results: Better physical and mental SRH were associated with better psychosocial adjustment in both semesters and academic adjustment in the fall but were generally not predictive of health behaviors. Specifically, better physical SRH was associated with less loneliness (fall: B = -0.192, p = 0.048; spring: B = -0.233, p = 0.008) and fewer anxiety symptoms in both semesters (fall: B = -0.236, p = 0.011; spring: B = -0.210, p = 0.014) and fewer depressive symptoms (fall: B = -0.134, p = 0.016) and more fall semester credits (B = 0.965, p = 0.002). Better mental SRH was associated with greater sense of belonging (fall: B = 0.317, p < 0.001; spring: B = 0.242, p = 0.009), less loneliness (fall: -0.210, p = 0.008; spring: B = -0.181, p = 0.012), and fewer anxiety symptoms (fall: -0.193, p = 0.011; spring: -0.195, p = 0.006) in both semesters and higher fall semester grade point average (B = 0.129, p = 0.032). Independent effects of physical and mental SRH are also discussed. Largely, college generation status did not matter for college adjustment within this sample. Conclusions: Physical and mental SRH when starting college may be important indicators of psychosocial adjustment over the first year and academic adjustment in the fall.

Objective: This study sought to examine if hypervigilance is one mechanism through which aspects of less supportive campus climates are associated with mental health symptoms for college students. Participants: Data from 386 undergraduate college students attending a small college in the northeastern United States were collected. Methods: Participants completed online surveys which employed established measures of study variables. Results: Hypervigilance mediated the association between subjective social status and symptoms of anxiety and depression; lower subjective social status was associated with greater hypervigilance and greater hypervigilance was associated with more symptoms of anxiety and depression. Less sense of community was also directly associated with more anxiety, depression, and somatic symptoms. Conclusions: Hypervigilance may be an adaptive strategy to protect against psychosocial harm for low status members of the campus community, but may damage longer-term mental health. Implications for higher education administrators are discussed.

This study examined homophobic name-calling among 2,161 middle school students in the US and found that those who had experienced homophobic name-calling fared significantly worse than those who had never experienced it, regardless of whether they were called names by rivals, strangers, or friends. While this study also found evidence that the adverse mental health effect of homophobic name-calling was worse if it had been initiated by rivals than by friends, the overall findings affirm the potent and enduring toxicity of homophobic name-calling on adolescents' mental health documented in previous studies. Despite some limitations, findings from this study shed light on our currently ambiguous understanding of the conditioning effect of social distance on the negative psychological impacts of homophobic name-calling and pose several implications for bullying prevention and intervention practice and policymaking.

Objective: To investigate the prevalence and features of protracted COVID-19 symptoms in non-hospitalized university students who experienced mild-to-moderate acute illness. Participants: COVID-19 positive participants with symptoms = 28days (N=22), herein referred to as post-COVID syndrome, were compared to those who fully recovered (N=21) and those never diagnosed with the disease (N=58). Methods: Students completed online study to earn research credit for class. Results: 51% of COVID-19 positive participants were classified with post-COVID syndrome. During acute illness, those with post-COVID syndrome experienced more chest pain, fatigue, fever, olfactory impairment, headaches, and diarrhea compared to fully recovered participants. They also reported more current exercise intolerance, dyspnea, chest pain, olfactory impairment, lymphadenopathy, gustatory impairment, and appetite loss than students who never contracted COVID-19. Conclusions: Our results contradict the perception that this yet to be defined post-COVID syndrome predominantly affects middle-aged adults. Student health centers should closely monitor those who contract COVID-19 for lingering effects.

The 2016 U.S. Presidential election led to a rise in mental health concerns among marginalized youth. We consider how LGBTQ+ and ally youth responded in Gender-Sexuality Alliances (GSAs). In this secondary analysis, we used survey data to assess for associations between frequency of discussions of the election in GSAs and mental health outcomes. We found that youth in GSAs that discussed the election and its sequelae more frequently reported lower depressive symptoms at the end of the year, but this association held true only for White youth and not racial/ethnic minority youth and only in the 2016 to 2017 academic year and not the 2017 to 2018 academic year. Implications are discussed.

Objective: To examine associations between risks and resources in predicting college students' depressive symptoms at the beginning of one semester and change over the semester. Participants: Participants were undergraduate students taking human development courses at one of 11 universities in the U.S. (N = 854). Methods: Survey data were collected at the beginning and end of the semester. Results: Experiencing more direct abusive or neglectful adverse childhood experiences (ACEs), and attachment preoccupation were associated with higher depressive symptoms at the beginning of the semester. Conversely, greater mindful awareness and attachment security were associated with lower initial depressive symptoms. Experiences of ACEs were associated with increases in depressive symptoms, as were higher levels of attachment dismissiveness. Greater mindful acceptance was associated with decreases in depressive symptoms. In most analyses, resources did not moderate the associations between ACEs and depressive symptoms. Conclusions: Results may inform instructors and counselors in supporting students' well-being.

The Social Justice Scale (SJS) and various subscales were studied on a sample of 414 human services university undergraduates. Internal consistency ([alpha] = 0.93), discriminant validity, and response bias were adequate. The 4-factor model demonstrated an excellent fit. Implications were discussed for use of the SJS in practice and research.

Asian immigrant parents raising children with developmental disabilities experience frustration, stress, social isolation, and poor health outcomes. Based on data collected from 55 Chinese American parents of children with developmental disabilities, this study examined the relationships between individual characteristics, parents' perceptions of developmental disability, social support, severity of disability, and parents' self-reported physical health and depressive symptoms. The findings showed that Chinese American parents exhibited different pathways for better health outcomes. Overall social support, specific support from family and friends/co-workers, and community involvement were significant correlates of maternal self-reported physical health and depressive symptoms. Fear of stigmatization was significantly and positively associated with maternal depressive symptoms. Similarly, education and employment status correlated with paternal self-reported physical health and depressive symptoms. The ages of parents and their children were found to be negatively correlated with paternal depressive symptoms. The child's disability severity level was not associated with parents' self-reported physical health and depressive symptoms. The findings also confirmed that parents' self-reported physical health status was significantly and negatively associated with their own depressive symptoms. Chinese American mothers experienced poor physical health and greater depressive symptoms compared to Chinese American fathers. The study's clinical implications and limitations are discussed.

The COVID-19 pandemic has placed significant demands on teachers. After the state of emergency was lifted, schools reopened and teachers began teaching face-to-face classes while maintaining safety precautions. Insufficient empirical research has examined the situation of teachers since the schools reopened. This study aimed to assess the association between coping resources (resilience and social support) and psychological outcomes (loneliness, depression) among teachers using cross-sectional assessment data from 250 Israeli schoolteachers during the fifth wave of the pandemic in Israel (January 2022). The findings show that depression and loneliness were negatively associated with resilience and social support, while fear of COVID-19 was positively associated with depression and loneliness. Multiple regression models were significant, explaining 37% of the variance in depression and 29% of the variance in loneliness. Further research is needed to explore the impact of coping resources on psychological outcomes to improve teachers' emotional well-being during emergencies.

Turn-taking in dialogue is an essential part of communication and early language experience. The prevalence of utterances and the timing of responses in dialogue were examined at 14 and 36 months of age in 104 mother-child dyads from the Early Head Start Research and Evaluation Project (EHSREP). Mothers varied in their level of depression risk (measured with the Center for Epidemiological Studies-Depression scale; CES-D). Although maternal utterance rate did not vary significantly across any factors, the latency of mothers' responses to their children decreased with development (12 ms/month) and was significantly related to that of their own children (i.e., slow-responding children had slow-responding mothers). Mothers with higher levels of depressive symptoms were 11% slower in responding to their children than mothers with low depression risk, suggesting that the interactive timing of speech to children may be particularly sensitive to maternal depression, modifying the contingent properties of children's early language experience.