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Given the social and emotional tolls of the COVID-19 pandemic on college and university students, many students have become academically disengaged during the pandemic. Although some colleges and universities have the capacity to promote social support for their students, research has yet to comprehensively demonstrate the relationship between social support and academic engagement. To fill this gap, we leverage survey results from four universities across the United States and Israel. Through multi-group structural equation modelling, we explore (a) how perceived social support relates to being emotionally unavailable for learning, (b) how this relationship is partially explained through coping and COVID-19 concerns, and (c) how these relationships can differ across countries. We find that students who perceived higher levels of social support had lower rates of being emotionally unavailable for learning. Part of this relationship occurred through greater rates of coping and, subsequently, fewer concerns about the pandemic. We also noticed significant differences in these relationships between countries. We conclude with a discussion of study implications for higher education policies and practices.

Explored the experiences of public university students (N = 1,573) in five domains (e.g., mental health, remote learning) during the first year of the COVID-19 pandemic, and whether these experiences differed as a function of college generation status. Mental health challenges were observed, with first-generation students reporting higher depression, anxiety, and pandemic-related stress than continuing-generation students. One-fourth of students reported suicidal ideation/suicide attempts since the start of the pandemic, but few (15%; fewer first- than continuing-generation) had accessed mental health services. Other common stressors included having to self-isolate due to exposure to, living with someone who tested positive for, and having been diagnosed with, COVID-19. Disruptions in social connection were prevalent. Students reported limited access to various social supports, feeling isolated, and having endured close relationship losses. Remote learning challenges included having to share devices, lacking reliable Internet and dedicated home learning spaces, and being disturbed by others at home (more first- than continuing-generation students). The pandemic has widened the divide between first- and continuing-generation students and has exacerbated the challenges faced by all students (and created new ones). Identifying these challenges is an essential first step toward developing methods for enhancing student well-being in the higher education 'new normal.' KEYWORDS: COVID-19, pandemic, mental health, first-generation students, social connection, 'Hello professor, these last two days we have been dealing with my niece in the hospital with covid [sic] and she has pneumonia at the same time and she's been [...]

Communities of color have been disproportionately impacted by the coronavirus disease (COVID-19) pandemic, exposing the influence of decades of policies that have under-resourced and marginalized these communities. The history of segregation and inadequate funding in education has been exacerbated by the pandemic, compounding the educational inequities already present in the United States. The intersection of this inequity alongside immigration policies over the past years have led the undocumented student population to be adversely impacted. The lack of access to health care and social safety net programs, fear of deportation, and an over reliance on technology for schooling leaves a large segment of students vulnerable for adverse academic, emotional, and social outcomes. This paper will trace the historical path of educational segregation, immigration policies, and how these led to the disproportionate impact of COVID-19 on undocumented students. It will discuss interventions for undocumented students within an antioppressive ecological framework and the ethical responsibilities that school-based mental health professionals have to support undocumented students to fulfill their highest potential, manage the emotional toll of the pandemic, and advocate for change in immigration and educational policies.

Objective: We examined the role of personal identity vis-à-vis COVID-related outcomes among college students from seven U.S. campuses during spring/summer 2021. Participants: The present sample consisted of 1,688 students (74.5% female, age range 18-29). The sample was ethnically diverse, and 57.3% were first-generation students. Procedures: Students completed an online survey assessing personal identity synthesis and confusion, COVID-related worries, general internalizing symptoms, positive adaptation, and general well-being. Results: Personal identity synthesis was negatively related to COVID-related worries and general internalizing symptoms, and positively related to positive adaptation, both directly and indirectly through life satisfaction and psychological well-being. Personal identity confusion evidenced an opposing set of direct and indirect associations with outcome variables. Conclusions: Personal identity may potentially be protective against pandemic-related distress among college students, in part through its association with well-being. Reducing identity confusion and promoting identity synthesis are essential among college students during this and future pandemics. [ABSTRACT FROM AUTHOR]

Objective: College students are a high-risk population for sexual assault exposure. This study examines (1) sociodemographic differences in student perceptions of institutions of higher education (IHEs) responses to sexual assault reporting and (2) the relationship between student perceptions, knowledge of campus sexual assault (CSA) services, and general help-seeking intentions. Participants: A sample of 1,648 college students completing an online survey during the 2016-2017 academic year. Methods: A secondary analysis of data from the Healthy Minds Study. Results: Transgender/nonconforming, sexual minority, and domestic students held more negative perceptions of IHEs. Positive perceptions were significantly associated with increased odds for both formal (odds ratio [OR] = 1.09, p < 0.05) and informal help-seeking intentions (OR = 1.05, p < 0.05). Knowledge of CSA services did not significantly moderate the relationship between perceptions of IHEs' responses and help-seeking intentions. Conclusions: Student perceptions of their IHEs vary based on aspects of identity and may contribute to general help-seeking.

Field education is essential to the development of professional social workers. Despite the significant overlap in social work's and higher education's missions and values, there is a scarcity of social work internships specifically in higher education settings. The placement of social work interns in institutions of higher education provides a setting where they can develop new knowledge and skills and increase their capacity to support college students toward academic success. This conceptual article discusses the role of social work in higher education and provides a model social work internship in an opportunity program, including its creation, development, challenges, outcomes, and future direction.

Objective: Confirmatory factor analysis was used to assess the factor structure of the 6-item version of the Kessler Psychological Distress Scale (K6). Methods: A subsample of emerging adults, aged 18-29 (n = 20,699), from the 2013 National Survey of Drug Use and Health were used in this study. Results: Each of the models (one-factor, two-factor depression and anxiety and second-order two-factor psychological distress by depression and anxiety) demonstrated good fit, with significant loadings on each factor. The second-order two-factor model and the two-factor model were equivalent and a better fit than the one-factor model. Conclusions: Findings suggest that researchers and practitioners may confidently use the K6 to screen for psychological distress symptoms within the emerging adult population.

Objective: The objective of this study was to examine how involvement in a responsible fatherhood program affected participants' perceptions of masculinity and coparenting communication. Background: Responsible fatherhood programs emphasize the importance of being a nurturing and emotionally expressive father, challenging norms of hegemonic masculinity. This study examined how fathers described this hybrid masculinity and its impact on coparenting communication. Method: Thematic analysis of 37 semistructured in‐depth interviews with a racially diverse sample of men enrolled in a responsible fatherhood program was conducted. Multiple investigators, researcher reflexivity, and an audit trail enhanced credibility, transferability, and dependability of the findings. Results: Fathers reported three types of communication with the mothers of their child(ren): confrontation, detachment, and engaged perspective‐taking. The latter approaches were learned in the fatherhood program. Fathers described several beliefs and skills affecting these approaches, including the importance of fatherhood, modeling effective communication, controlling one's emotions, and listening and speaking respectfully. Conclusion: Participation in the fatherhood program was useful in deescalating negative interactions and improving communication; however, beliefs about essential gender differences permeated participants' narratives. Implications: Future programming for fathers should include curricula and peer mentoring to challenge norms of traditional masculinity and encourage multiple forms of egalitarian coparenting communication. [ABSTRACT FROM AUTHOR]

Background: Youth and young adults, ages 15–29, have been identified as assets in mitigation and management for natural disasters around the world. This study reviews the literature on disaster mitigation, response, and recovery following natural disasters with a focus on the engagement of youth and young adults. Methods: The Arksey and O'Malley (2005) scoping review model was used to broadly summarize existing literature. A comprehensive electronic search was conducted using several databases. Keywords and index terms were searched using four concepts: (a) age (e.g., youth, young adult), (b) participation type (e.g., engagement, participation), (c) natural disaster type (e.g., hurricane, tsunami), and (d) disaster response type (e.g., planning, mitigation). Results: The search yielded 214 articles published between 1990 and 2021. Of these articles, 19 met inclusion criteria. Identified literature focused on youth and young adults' mitigation and recovery efforts responding to natural disasters in several different countries. Themes of young people's participation or youth‐led efforts focused on community mobilization and resilience (n = 5), youth empowerment and policy advocacy (n = 2), communication technology (n = 2), education‐community partnerships (n = 9), and postdisaster rescue efforts (n = 1). Conclusions: With a changing climate and increased weather‐related natural disasters, as well as in the context of a global health pandemic, community‐based groups would benefit from learning from international efforts to engage young people in disaster mitigation and recovery efforts especially as it relates to promoting mental health and well‐being. [ABSTRACT FROM AUTHOR]

Neighborhood factors such as instability and weakened social ties have been linked to both intimate partner violence (IPV) and poor mental health outcomes; however, research has not yet investigated the relationship between IPV and gentrification-specific change, including whether gentrification-related neighborhood factors affect mental health symptoms commonly associated with IPV. This study aims to determine if (a) perceptions of neighborhood connectedness and recent compositional changes (e.g., residential mobility, crime, and infrastructure) are associated with IPV exposure and (b) perceived neighborhood connectedness and compositional change moderates the relationship between IPV and mental health symptoms (i.e., psychological distress, suicidal ideation, suicide attempts). Data from the 2017 Survey of Police-Public Encounters were used, which is an online, cross-sectional, general population survey administered to male and female adults residing in New York City and Baltimore (N = 1,000). Findings suggest that higher levels of neighborhood disconnectedness were associated with higher levels of IPV, whereas higher levels of neighborhood compositional change were associated with lower levels of IPV. Neighborhood disconnectedness and compositional change worsened psychological distress symptoms and suicide risk most strongly among individuals exposed to IPV. Violence prevention and intervention approaches should consider the extent to which neighborhood instability, related to community connectedness and recent compositional change, impacts the safety and mental health of victims of IPV. [ABSTRACT FROM AUTHOR]

Compared to other adult age groups, emerging adults experience more behavioral health problems yet use less supportive services. First-generation immigrant emerging adults may experience additional stressors including institutional barriers. Factors associated with behavioral health service use were explored among 6,696 first-generation immigrant and U.S.-born emerging adults. Employed first-generation and Black U.S.-born emerging adults were less likely to use services compared to unemployed and White emerging adults, respectively. Having health insurance for U.S.-born emerging adults was associated with service use. Findings portray the need for more consideration of barriers to behavioral health treatment on healthcare policies and higher education programming to promote the successful transition to adulthood. [ABSTRACT FROM AUTHOR]

This study examined the relationship between (a) social workers' perceptions of preparedness to perform in their professional roles and perceived social justice behaviors at work and (b) workers' sense of workplace empowerment. A sample of 152 currently licensed social workers responded to web or mailed surveys. Respondents were more likely to perceive having workplace empowerment related to meaning in their work if they reported their social work program training prepared them for their professional roles. Perceived social justice behaviors at work were associated with workers' experiencing empowerment related to the impact they had at work. Social workers' sense of training preparedness and experiencing social justice at work can positively influence workers' perceived empowerment. Enforcing the importance of engaging in social justice with clients in social work education, both in class and in field placements, has the potential for long-lasting effects on empowerment in students' future workplaces. Agency-level management should ensure continuity in social justice activities to enhance feelings of workplace empowerment, which may help social workers connect with clients. Future research should examine elements of social work programs that promote feelings of empowerment in order to understand how the same approach can be used in models of continuing education and organizational management. [ABSTRACT FROM PUBLISHER]

This study examines the extent to which empowerment is associated with secondary traumatic stress (STS) and whether there are differences in this association between private and public practitioners. Of the 152 social workers surveyed, those who reported higher psychological empowerment and who worked in the nonprofit sector had lower STS compared to social workers who reported lower empowerment and who worked in private practice. Providing supports at the organizational level for nonprofit practitioners and for individuals in the private sector can enhance empowerment in the workplace and help protect against STS so that workers are supported to best serve their clients. [ABSTRACT FROM AUTHOR]