Diminished Adolescent Social Well-Being During the COVID-19 Pandemic

Managing the COVID-19 pandemic involved implementing public health policies that disrupted students\u27 lives, creating conditions that substantially influenced their mental health and well-being. Subsequently, research focused don the mental health sequelae of increased depression and anxiety, but the possible impacts on adolescents\u27 social well-being have been largely unexamined. Social well-being is essential to youth\u27s overall mental health and can be diminished even without symptoms of depression and anxiety. This report explored heterogeneities in changes in adolescents\u27 social well-being from pre-COVID-19 to post-restrictions using longitudinal data from adolescents attending middle and high schools in California (N = 1,299; 49.9% female). Data collection involved four observations. Participants completed a school-based mental health wellness survey annually from 2019 to 2022. A latent profile analysis identified five profiles demonstrating distinctive social well-being trajectories. Two ordered profiles included Stable-High (28%) and Stable-Low (26%) patterns. Three groups represented nonordered profiles labeled as Succumbing (20%), Languishing (14%), and Recovering (12%). Pervasive decreases in social well-being were observed, and a significant portion of the adolescents did not recover to their pre-COVID-19 level by 2022. Adolescents in the Stable-High and Recovering profiles showed better psychological well-being, optimism, and school connectedness and less distress than their counterparts in the other three profiles. Mental health professionals should be aware of the pandemic\u27s effects on adolescents\u27 social well-being. Lower levels of social well-being may be a risk factor for adolescents developing generally jaded attitudes about their social networks and diminishing their potential engagement with sources of social support

Preliminary Investigation of the Psychological Sense of School Membership Scale with Primary School Students in a Cross-Cultural Context

The Psychological Sense of School Membership (PSSM) scale has been used for more than 20 years to measure students' sense of school belonging, yet its psychometric properties have had limited examination with pre-adolescent children. This study investigated the utility and psychometrics of the PSSM in three primary school samples from the United States, China, and the United Kingdom. Exploratory factor analysis revealed good fit for a unidimensional factor structure in the US sample, which was subsequently confirmed in all three samples. Partial invariance across all three samples and full invariance across pairwise samples (United States and United Kingdom; United Kingdom and China) was found. Path analyses revealed significant positive relations of the PSSM total belonging score with gratitude and prosocial behavior, and significant negative relations with symptoms of distress. Future directions and implications are discussed

Assessing College Students’ Social and Emotional Strengths: A Cross-Cultural Comparison from Mexico, United States, and Spain

Endeavors supporting college students’ positive psychosocial development are gaining attention and investment in various countries and social contexts. Higher education experiences provide new academic, social, and vocational advancement opportunities at a critical developmental stage. However, higher education can also cause distress due to the challenges and stressors present during this new stage of increased independence. The Social Emotional Health Survey-Higher Education (SEHS-HE) assesses the core psychosocial strengths of individuals transitioning from secondary schools into institutions of higher education (IHE) to aid campus student support services. The present study sought to extend the SEHS-HE research by examining its application with college student samples from Mexico (n = 4,207), United States (n = 1,638), and Spain (n = 1,734). Confirmatory factor analyses investigated the hypothesized SEHS-HE higher-order factor model. The Mexico sample returned an acceptable model fit, but the USA and Spain samples had a suboptimal fit; hence, we explored alternative models. A two-level structure had full invariance for all three samples. This study extends the current scholarship on the conceptual model and psychometric properties of SEHS-HE. The discussion focuses on implications for future research to enhance SEHS-HE in national and cross-national research and practice.Funding for this project was proved by a grant from University of California Institute for Mexico and the United States (UC MEXUS) and El Consejo Nacional de Ciencia y Tecnología (CONACYT) to the University of California Santa Barbara and the Universidad de la Salle (Guanajuato) and from the Ministry of Economy, Industry, and Competitiveness of the Government of Spain (I+D+i Projects, 2017, reference number: PSI2017-88280-R)

Mutagenicity of Chinese traditional medicine Semen Armeniacae amarum by two modified Ames tests

<p>Abstract</p> <p>Background</p> <p>Semen armeniacae amarum (SAA) is a Chinese traditional medicine and has long been used to control acute lower respiratory tract infection and asthma, as a result of its expectorant and antiasthmatic activities. However, its mutagenicity <it>in vitro </it>and <it>in vivo </it>has not yet been reported. The Ames test for mutagenicity is used worldwide. The histidine contained in biological samples can induce histidine-deficient cells to replicate, which results in more <it>his</it>⁺colonies than in negative control cells, therefore false-positive results may be obtained. So, it becomes a prerequisite to exclude the effects of any residual histidine from samples when they are assayed for their mutagenicity. Chinese traditional herbs, such as SAA, are histidine-containing biological sample, need modified Ames tests to assay their <it>in vitro </it>mutagenicity.</p> <p>Methods</p> <p>The mutagenicity of SAA was evaluated by the standard and two modified Ames tests. The first modification used the plate incorporation test same as standard Ames teat, but with new negative control systems, in which different amounts of histidine corresponding to different concentrations of SAA was incorporated. When the number of his⁺revertants in SAA experiments was compared with that in new negative control, the effect of histidine contained in SAA could be eliminated. The second modification used a liquid suspension test similar to the standard Ames test, except with histidine-rich instead of histidine-limited medium. The aim of this change was to conceal the effect of histidine contained in SAA on the final counting of <it>his</it>⁺revertants, and therefore to exclude false-positive results of SAA in the Ames test. Furthermore, the effect of SAA on chromosomal aberration in mammalian bone marrow cells was tested.</p> <p>Results</p> <p>The standard Ames test showed a positive result for mutagenicity of SAA. In contrast, a negative response was obtained with the modified plate incorporation and modified suspension Ames tests. Moreover, no apparent chromosomal aberrations were observed in mammalian bone marrow cells treated with SAA.</p> <p>Conclusion</p> <p>The standard Ames test was not suitable for evaluating the mutagenicity of SAA, because false-positive result could be resulted by the histidine content in SAA. However, the two modified Ames tests were suitable, because the experimental results proved that the effect of histidine in SAA and therefore the false-positive result were effectively excluded in these two modified Ames tests. This conclusion needs more experimental data to support in the future. Moreover, the experimental results illustrated that SAA had no mutagenicity <it>in vitro </it>and <it>in vivo</it>. This was in agreement with the clinical safety of SAA long-term used in China.</p

A latent transition analysis of the longitudinal stability of dual-factor mental health in adolescence.

Dual-factor models of mental health are increasingly supported but little is known about longitudinal trends in dual-factor mental health. The current study used latent profile analysis (LPA) to empirically identify dual-factor mental health classes at each of Grades 9 through 12 and latent transition analysis (LTA) to examine stability of classes over four academic years. A sample of 875 adolescents from two cohorts reported on their social-emotional strengths and psychological distress. Cross-sectional LPAs for each grade year resulted in four mental health classes: complete mental health, moderately mentally healthy, symptomatic but content, and troubled. An LTA model indicated that the complete mental health class exhibited the most stability, followed by moderately mentally healthy and symptomatic but content classes. The troubled class exhibited the least stability. Less than 24% of participants remained in the same mental health class across all years. Findings support regular monitoring of students dual-factor mental health to accurately inform mental health promotion, prevention, and intervention efforts

An Empirical Approach to Complete Mental Health Classification in Adolescents.

Using latent profile analysis (LPA), this study empirically identified dual-factor mental health subtypes, with a goal of examining structural stability of emerging latent classes over three high school years. Profiles relations with distal indicators of well-being, psychosocial distress, and self-reported grades were examined to explore the validity of emerging classes. A sample of 332 high school students reported on their social-emotional strengths and psychological distress during the fall term of their ninth-, tenth-, and eleventh-grade years. In Grade 12, students reported on measures assessing their grades and social-emotional experiences. Independent LPAs for each grade year yielded four mental health subtypes - complete mental health, moderately mentally healthy, symptomatic but content, and troubled - and provided evidence for the structural stability of the dual-factor mental health construct. Across high school years, most students were in the complete or moderately mentally healthy classes, with the troubled class consistently representing the smallest proportion of the sample. Students in classes with higher levels of strengths and lower levels of distress reported higher grades, prosocial contribution to community, and higher life satisfaction, and fewer symptoms of anxiety and depression. Implications and future directions for research and school-based practice are discussed

[In Press] Comparing STEM majors by examining the relationship between student perceptions of campus climate and classroom engagement

This study built upon research examining the effects of diversity in STEM (science, technology, engineering, and mathematics) fields and higher education by investigating the relationship between student perceptions of campus diversity and classroom engagement for first- and second-year Latinx and White students at two structurally diverse institutions. Findings suggested that perceptions of campus climate have a positive and significant relationship with classroom engagement - which is an important indicator of overall grade point average

Diminished Adolescent Social Well-Being During the COVID-19 Pandemic

Abstract: Managing the COVID-19 pandemic involved implementing public health policies that disrupted students’ lives, creating conditions that substantially influenced their mental health and well-being. Subsequently, research focused on the mental health sequelae of increased depression and anxiety, but the possible impacts on adolescents’ social well-being have been largely unexamined. Social well-being is essential to youth’s overall mental health and can be diminished even without symptoms of depression and anxiety. This report explored heterogeneities in changes in adolescents’ social well-being from pre-COVID-19 to post-restrictions using longitudinal data from adolescents attending middle and high schools in California (N = 1,299; 49.9% female). Data collection involved four observations. Participants completed a school-based mental health wellness survey annually from 2019 to 2022. A latent profile analysis identified five profiles demonstrating distinctive social well-being trajectories. Two ordered profiles included Stable-High&nbsp;(28%) and&nbsp;Stable-Low&nbsp;(26%) patterns. Three groups represented nonordered profiles labeled as Succumbing (20%), Languishing&nbsp;(14%), and&nbsp;Recovering&nbsp;(12%). Pervasive decreases in social well-being were observed, and a significant portion of the adolescents did not recover to their pre-COVID-19 level by 2022. Adolescents in the Stable-High and Recovering profiles showed better psychological well-being, optimism, and school connectedness and less distress than their counterparts in the other three profiles. Mental health professionals should be aware of the pandemic’s effects on adolescents’ social well-being. Lower levels of social well-being may be a risk factor for adolescents developing generally jaded attitudes about their social networks and diminishing their potential engagement with sources of social support