Prospective intergenerational mixed-methods investigation of the short- and long-term impact of COVID-19 on adolescent mental, social, and behavioral health

关于 COVID-19 对青少年心理、社会和行为健康的短期和长期影响的前瞻性代际混合方法调查

• 批准号: 10587378
• 负责人: Jeff R Temple
• 金额: $ 73.15万
• 依托单位: UNIVERSITY OF TEXAS MED BR GALVESTON
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-12-01 至 2023-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10587378
• 关键词: 21 year old; Academic achievement; Adolescent; African American; Age; Anxiety; Asian; Award; Behavioral; Black race; COVID-19 impact; COVID-19 pandemic; COVID-19 pandemic effects; Climate; Communities; Conflict (Psychology); Consumption; Coping Skills; Data; Development; Dropout; Economics; Education; Educational Curriculum; Educational Status; Equity; Event; Exposure to; Family; Female; Food Access; Future; Health; Health behavior; Health behavior and outcomes; Hostility; Housing; Hybrids; Income; Individual; Instruction; Interruption; Intervention; Interview; Investigation; Job loss; Latinx; Learning; Link; Longitudinal Studies; Measurement; Measures; Mental Depression; Mental Health; Methods; Modeling; National Institute of Mental Health; Natural Disasters; Neighborhoods; Occupations; Outcome; Parent-Child Relations; Parents; Participant; Performance; Persons; Prevention program; Psyche structure; Randomized; Randomized, Controlled Trials; Risk; Risk Behaviors; Risk Factors; Schools; Sex Behavior; Social isolation; Socioeconomic Status; Source; Stress; Students; Surveys; Texas; War; Well in self; Youth; adolescent health; behavioral health; career; cohort; college; conflict resolution; coping; coronavirus disease; cyberbullying; dating violence; design; digital; economic disparity; educational atmosphere; experience; follow up assessment; follow-up; future pandemic; help-seeking behavior; housing instability; improved; intergenerational; intervention program; junior high school; long term consequences of COVID-19; mass shooting; mental development; neighborhood disadvantage; neighborhood safety; pandemic disease; parental role; partner violence; post-pandemic; programs; prospective; protective factors; racial disparity; recruit; risk sharing; school disruption; social; stay-at-home order; stressor; substance misuse; substance use; suicidal; teacher; twelfth grade; vaccine acceptance

Abstract To better understand the short- and long-term impact of the COVID-19 pandemic on youth mental health and development, we will leverage our existing randomized controlled trial of a school-based healthy relationships program. In 2018, we randomized 24 Texas middle schools in disadvantaged communities in which students (n=2865; Mean age = 12.7; 50% female; 36% Black/African American, 26% Latinx; 14% Asian) received either standard health curriculum (n=12 control schools) or Fourth R (n=12 intervention schools). Participants completed baseline and three annual comprehensive follow-up assessments of their mental (e.g., depression, anxiety, hostility), social (e.g., living situation, socio-economic status, school climate, stress), and behavioral (e.g., dating violence, substance use, sexual behavior, (cyber)bullying, coping strategies) health. This longitudinal data, with relevant measures established prior to the COVID-19 pandemic and resulting stay-at- home orders, provides a powerful opportunity to understand the long-term impact of this global crisis on youth development, mental health, risk behaviors, and academic achievement and explore risk and protective factors moderating this impact. Thus, we will 1) administer an additional four years of annual follow-up surveys, beginning in the 12th grade and follow students until they are, on average, 21 years of age; 2) recruit and assess parents of participants; 3) augment our already extensive student-level data with comprehensive pandemic-related measures, as well as school-, neighborhood-, and environmental-level factors that may moderate impact; and 4) conduct qualitative interviews of educators (n=24), students (n=24), and parents (n=24) to obtain a richer understanding of factors that mitigated or exacerbated the impact of COVID-19 and resulting disruptions to school, family, mental health, and development. Specific aims are to 1) Determine the short- and long-term impact of the COVID-19 pandemic on adolescents' mental, behavioral, and social health, as well as their academic performance and career potential; 2) Examine the moderating impact of family and income stability, parent-child relationships, parent mental health, equity (access to education, digital divide), learning model (in-person, online, hybrid), school disruptions, and school and neighborhood climate on COVID- 19 impacts for youth; 3) Investigate whether and how pandemic-related stressors (individual/family COVID impacts of job interruption, food access, media consumption, and vaccine uptake) are linked to short- and long- term health behaviors and outcomes; and 4) Evaluate the secondary benefits of Fourth R in mitigating the negative impact of the COVID-19 pandemic. Given that the intervention targets mental wellbeing, conflict resolution, coping, and help-seeking, we hypothesize that students exposed to the intervention will evidence improved mental, social, and behavioral health relative to their counterparts in control schools. Our study will provide a rigorous and comprehensive understanding of the impact of COVID-19 – quantitatively by leveraging data from an ongoing cohort and contextually through qualitative investigation.

抽象的 更好地了解19009年大流行对青年心理健康的短期和长期影响 开发，我们将利用我们现有的基于学校健康关系的随机对照试验 程序。 2018年，我们在灾害社区中随机分配了24所德克萨斯中学 （n = 2865;平均年龄= 12.7; 50％女性； 36％黑人/非洲裔美国人，26％的拉丁裔； 14％亚洲人）接受 标准健康课程（n = 12个对照学校）或第四次R（n = 12个干预学校）。参与者 完成的基线和三项年度全面随访评估（例如抑郁症， 焦虑，敌意），社会（例如生活状况，社会经济地位，学校气氛，压力）和行为 （例如，约会暴力，药物使用，性行为，（网络）欺凌，应对策略）健康。 纵向数据，并在19日大流行之前建立了相关措施，并导致居住 家庭订单，提供了一个有力的机会来了解这场全球危机对青年的长期影响 发展，心理健康，风险行为以及学术成就并探索风险并保护因素 调节这种影响。这，我们将1）另外进行四年的年度随访调查， 从12年级开始，跟随学生，直到平均21岁为止； 2）招募和 评估参与者的父母； 3）通过全面增强我们已经广泛的学生级数据 与大流行有关的措施以及学校，邻里和环境级别的因素可能 中等影响； 4）进行教育工作者（n = 24），学生（n = 24）和父母进行定性访谈 （n = 24）以更丰富的了解减轻或加剧了Covid-19和 导致学校，家庭，心理健康和发展的干扰。具体目的是1）确定 19009年大流行对青少年的心理，行为和社会健康的短期和长期影响， 以及他们的学习成绩和职业潜力； 2）检查家庭和 收入稳定，亲子关系，父母心理健康，公平性（获得教育，数字鸿沟）， 学习模型（面对面，在线，混合动力），学校中断以及学校和邻里攀登 19对青年的影响； 3）研究大流行有关的压力源（个人/家族covid）是否以及如何 工作中断，食物获取，媒体消费和疫苗采用的影响与短期和长期有关 术语健康行为和结果； 4）评估第四r的次要益处在减轻 19009大流行的负面影响。鉴于干预措施针对心理健康，冲突 解决方案，应对和寻求帮助，我们假设暴露于干预的学生将证明 相对于控制学校中的对应者的心理，社会和行为健康改善了。我们的研究愿意 通过利用量化，对COVID-19的影响提供严格而全面的了解 通过定性调查来自正在进行的队列和上下文的数据。