The COVID-19 global pandemic will require that most educators move instruction online, at least temporarily. As many of us pivot from physical to virtual classrooms, we need to focus on preserving the "high-impact educational practices" that promote deep student engagement with their learning (Kuh, 2008). Some high-impact practices, such as experiential education and research, are likely to

Background & purpose The COVID-19 pandemic has negatively impacted mental health in the general population. In this trial, our objective was to assess whether a 6-week expressive writing intervention improves resilience in a sample from the general population in the midst of the COVID-19 pandemic. Materials & methods This 6-week trial was conducted online. Eligible participants (n=63) were a sample of adults who self-identified as having been significantly affected by the COVID-19 pandemic. Primary outcome Connor-Davidson Resilience Scale (CD-RISC). Secondary outcomes Perceived Stress Scale – 10-Item (PSS-10); Center for Epidemiologic Studies Depression Scale – Revised (CESD-R); Post-Traumatic Growth Inventory (PTGI). Results Resilience measures (CD-RISC) increased from baseline (66.6 ± 14.9) to immediately post-intervention (73.0 ± 12.4; p=0.014; Cohen’s d =0.31), and at a 1- month follow-up (72.9 ± 13.6; p=0.024; Cohen’s d =0.28). Across the same timepoints, perceived stress scores (PSS-10) decreased from baseline (21.8 ± 6.6) to immediately post-intervention (18.3 ± 7.0; p=0.008; Cohen’s d =0.41), and at the 1- month follow-up to (16.8 ± 6.7; p=0.0002; Cohen’s d =0.56). Depression symptoms (CESD-R) decreased from baseline (23.3 ± 15.3) at 6 weeks (17.8 ± 15.4; p=0.058; Cohen’s d =0.22), and 10 weeks (15.5 ± 12.7; p=0.004; Cohen’s d =0.38). Posttraumatic growth (PTGI) increased from baseline (41.7 ± 23.4) at 6 weeks (55.8 ± 26.4; p=0.004; Cohen’s d =0.44), and at the 1-month follow-up (55.9 ± 29.3; p=0.008; Cohen’s d =0.49). Conclusion An online expressive writing intervention was effective at improving resilience in the midst of the COVID-19 pandemic. NCT# NCT04589104

No abstract

Adultification is the term used to define how Black children are viewed as older than they are. Systemic racism has forced Black children into social, emotional, and physical adult roles before they are adults, contributing to adultification. Pediatric and family health care providers must be knowledgable of the harms of adultification bias and that the factor of intersectionality, for example, children who are Black and female, or Black with a disability, enhances bias. Recognition of adultification by health care providers may improve the health and wellness of Black children.