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Youth may be particularly vulnerable to negative consequences of the COVID-19 pandemic due to acute and chronic stressors (e.g., social distancing) during a critical period of development. The present study examined factors associated with COVID-19-related posttraumatic stress and anxiety in high school students in China (N = 294) during May 2020. Logistic and zero-inflated negative binomial regression were used to evaluate the effects of self-reported prior mental health concerns, duration of isolation/quarantine measures, impact from the pandemic, behaviors changed during COVID-19, and attitudes surrounding the pandemic on self-reported anxiety and pandemic-related posttraumatic stress. Self-reported history of mental health concerns significantly predicted anxiety and pandemic-related posttraumatic stress. While timing likely contributed to lower rates of clinically significant outcomes than have been reported in other studies, some students exhibited signs of enduring distress. History of mental illness may be a sign of negative psychological outcomes in adolescents and should prompt further screening. [ABSTRACT FROM AUTHOR]

The article is a review of the book "La afectividad en la escuela" by Carina V. Kaplan. The book proposes reflecting on the role of educational institutions in the construction of affective relationships and the ethical involvement of those who are part of them. The chapters of the book address topics such as the social nature of emotions, affective justice, and the language of emotions. The book emphasizes the importance of promoting values of solidarity and fraternity in schools, and highlights love as a fundamental emotion for human coexistence. The review concludes that the book offers theoretical concepts related to concrete experiences lived in educational institutions and raises pending ethical reflections in the educational field. [Extracted from the article]

The article presents the discussion on book reviews.

The text is a critical review of the book "La afectividad en la escuela" (Affection in the School) written by Carina Kaplan. The book addresses the importance of everyday gestures in educational institutions as ethical acts in which we should be involved. It invites us to co-construct the conditions to establish emotional bonds with students and to interpret the vital marks left by the passage of educational institutions in our lives. The book also reflects on affective justice, the language of emotions, and the importance of promoting bonds of cooperation, care, and affection in the school environment. [Extracted from the article]

(Picture book. 5-8) [ABSTRACT FROM AUTHOR]

J.F. Dorahy's The Budapest School: Beyond Marxism (2019) offers contemporary readers a conscientious assessment of the intellectual initiatives of Ágnes Heller, György Márkus, and Ferenc Fehér, both in the years immediately following their apprenticeship with György Lukács, and later, through their independent philosophical endeavours. Dorahy's book also pinpoints the Budapest thinkers' proposal for a radical democratic reckoning, and begins to suggest how that proposal might today bear on global practice and globally-minded theories. The book is an excellent introduction to the ideas of Heller and Márkus. But through them, it is also a striking and thoroughly relevant consideration of the possibilities for an ethics of planetary commitment, and for a critical theory fixed upon incorporating the vigorous rootstock of radical democracy with a multidimensional, pluralistic social order. [ABSTRACT FROM AUTHOR]

(Picture book. 4-8) [ABSTRACT FROM AUTHOR]