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Prior studies suggest that campus closures due to COVID-19 adversely impacted the well-being of college and university members. However, no research has examined the resources needed to assist university members as they return to pre-pandemic activities. The current study examined: (1) the resources university members wanted to assist their transition back to in-person activities, (2) their access to these resources, and (3) differences in access among various demographic groups, including those from minoritized backgrounds. Participants completed a novel Wants and Access Questionnaire to gauge their desires for and access to various campus and community resources. The study included 471 university members: 219 undergraduates (Age: Mage=22.78, SD=6.35), 91 graduate students (Age: Mage=33.77, SD =9.75), and 161 faculty/staff members (Age: Mage=49.53, SD =12.19). The study found that most undergraduates reported wanting access to financial support, followed by interpersonal support (friends and partners), and mental health support. However, 30-60% of students reported a lack of access to these desired resources. Graduate students reported wanting access to interpersonal support (friends, partners, family), followed by financial support, and mental health. However, 24-50% of the graduate students reported limited access to these resources. Most faculty/staff members reported wanting access to interpersonal support (friends, partners, family), and medical professionals. Only about 20-30% of the faculty/staff reported limited access to these resources. Faculty/staff reported the need for mental health resources in their write-in responses of the study. Additionally, in several instances, minoritized groups (LGBQ+ and people of color) reported lower access to resources. Findings indicate that university members (especially undergraduates, LGBQ+ and people of color) reported lack of access to desired resources to support them. The current study points to disparities in resource categories that may guide college/university priorities.

Suicidal thoughts and behaviors are high and increasing among youth. Crisis lines are one of the oldest downstream approaches for suicide prevention, which have demonstrated effectiveness for adults and preliminary effectiveness for youth. Teen-to-teen (t2t) crisis lines are a unique resource where adolescent volunteers help their similarly aged peers (through texts, chats, calls, and emails). However, no research to date has examined the impacts of t2t crisis line volunteering on the youth. The goal of this pilot study is to begin to evaluate the experience of t2t crisis lines for the youth volunteers. Adolescent (n=20, ages 15-20) volunteers were recruited from two of the largest crisis lines in the U.S. – Teen Line and YouthLine. Enrolled volunteers were administered surveys assessing positive/helpful experiences, negative/unhelpful experiences, and motivations for joining the t2t crisis line. Volunteers were assessed up to five times over the course of one year; once at baseline and then every three months for up to one year (baseline, 3-month follow-up, 6-month follow-up, 9-month follow-up, 12-month/1-year follow-up). Direct content analysis was used to examine the experiences and motivations of volunteering on the crisis line. Preliminary results indicate that all volunteers reported some positive aspects of the t2t line experience, and many reported some negative aspects as well.

Cognitive theories suggest that attentional biases may contribute to both social anxiety and depression, such that attention may be biased to focus on or away from certain information (e.g., rejecting or sad images; Clark & McManus, 2002; Lemoult & Gotlib, 2019). Although research is mixed, recent studies using a neural measure called the N2pc (an event-related potential) has indicated attentional biases in social anxiety. However, little N2pc research has examined depression or co-occurring depression and social anxiety. The current study used electroencephalography to measure the N2pc during a dot-probe task in which images of faces with emotional or neutral expressions competed for attention. Undergraduates (N = 102) completed the task and self-report measures of social anxiety and depression. Hierarchical linear regressions examined the hypotheses that social anxiety would be associated with attentional biases toward both angry and disgust faces and that depression would be associated with biases away from happy faces and toward sad faces. Social anxiety was associated with a more negative N2pc for (i.e. greater bias toward) happy faces (β = -.32, p < .01) when holding depression constant. Depression was only marginally associated with bias toward sad faces (β = -.20, p = .09), given average social anxiety, and the interaction of depression and social anxiety marginally predicted less bias toward sad faces (β = .21, p = .08). The social anxiety bias toward happy faces supports the fear of positive evaluation theory (Weeks et al., 2008). Individuals with social anxiety may rapidly attend to positive evaluation because it signals being pulled further into an anxious situation. The depression bias toward sad faces was marginal but provides some support for the cognitive perspective that attentional vigilance for depressive content influences negative thoughts and mood. This research informs interventions such as attentional bias modification and cognitive-behavioral therapy.

Around 73% of students report experiencing a mental health crisis during college, and 64% report dropping out for mental health reasons. Research indicates that negative campus racial climate contributes to poor mental health, but few studies have examined factors that may moderate this impact. The current study examined potential moderators of the impact of negative campus racial climate on students’ mental health, including whether: (1) feeling valued and (2) belongingness at school may buffer, or reduce, risk and (3) higher racial saliency may increase risk. Data were drawn from the Healthy Minds Study, administered to a random sample of 4,000 students at Old Dominion University in March 2021. Of the 413 students who completed the survey, 167 (40.4%) rated the climate at school for persons from various racial/ethnic backgrounds to be “disrespectful” or “very disrespectful”. Feeling valued and belonging at school buffered this risk. Specifically, compared to students who did not feel valued at school, those who felt valued had lower anxiety.

Supplemental material, sj-pdf-1-cpx-10.1177_2167702620961067 for Machine Learning to Classify Suicidal Thoughts and Behaviors: Implementation Within the Common Data Elements Used by the Military Suicide Research Consortium by Andrew K. Littlefield, Jeffrey T. Cooke, Courtney L. Bagge, Catherine R. Glenn, Evan M. Kleiman, Ross Jacobucci, Alexander J. Millner and Douglas Steinley in Clinical Psychological Science