We conducted a rapid review and quantitative summary of meta-analyses that have examined interventions which can be used by individuals during quarantine and social distancing to manage anxiety, depression, stress, and subjective well-being. A literature search yielded 34 meta-analyses (total number of studies k = 1,390, n = 145,744) that were summarized. Overall, self-guided interventions showed small to medium effects in comparison to control groups. In particular, self-guided therapeutic approaches (including cognitive-behavioral, mindfulness, and acceptance-based interventions), selected positive psychology interventions, and multi-component and activity-based interventions (music, physical exercise) showed promising evidence for effectiveness. Overall, self-guided interventions on average did not show the same degree of effectiveness as traditional guided individual or group therapies. There was no consistent evidence of dose effects, baseline differences, and differential effectiveness of eHealth interventions. More research on the effectiveness of interventions in diverse cultural settings is needed.

We conducted a rapid review and quantitative summary of meta-analyses that have examined interventions which can be used by individuals during quarantine and social distancing to manage anxiety, depression, stress and subjective well-being. A literature search yielded 34 meta-analyses (total number of studies k = 1,390, n = 145,744) that were summarized. Overall, self-guided interventions showed small to medium effects in comparison to control groups demonstrating their effectiveness. In particular, therapeutic approaches (including cognitive-behavioral, mindfulness, and acceptance-based interventions), selected positive psychology interventions, and multi-component and activity based interventions (music, physical exercise) showed promising evidence for effectiveness. Many of these interventions are available in online or smartphone app form. At the same time, self-guided interventions on average did not show the same degree of effectiveness as traditional guided individual or group therapies. The review points to activities and practices that can be adapted by individuals as a first step to manage their mental health during social distancing and quarantines. Further research is clearly needed on activities helping individuals to interact and live in constrained living conditions (e.g, improving social interactions during quarantine) and the relative effectiveness of self-guided interventions across cultural boundaries.

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This paper describes the introduction of the KiVa anti-bullying program in New Zealand. KiVa is a whole-school program developed in Finland that includes both indicated and universal actions for children aged 7 to 15 years. The program focuses on the group context and seeks to alter the peer group culture by motivating bystanders to take action. There is a growing body of evidence that suggests it is successful in reducing bullying and victimization in a range of countries outside its country of origin. However, its impact in countries with a particularly heterogenous population such as New Zealand is yet to be determined. This paper presents data after one year of implementation in 7 New Zealand schools. The sample included 1175 students from Years 2-6 (~6 to 10 years). The students completed an anonymous online survey prior to the implementation of the program and again after one year. Significant reductions were reported after KiVa implementation in self-reported rates of bullying and victimization as well as a reduction in experiences of being bullied via the internet. These reductions however varied by gender and year level in that KiVa had a more significant effect on most girls and young boys. In addition, there was a significant increase in the number of children feeling safer at school. Given the heterogeneity of the sample, these early results are promising, but the gender differences also highlight the need for further evaluations and investigations regarding the implementation of KiVa in New Zealand.

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In recent years, epistemic pluralism has received considerable endorsement as an approach to constructing scientific explanations and pursuing empirical research programs. In this article, we briefly discuss the advantages of an epistemically pluralist approach before outlining our own model of epistemic pluralism. The model we present emphasizes the specific considerations that occur when determining and justifying the selection of conceptual strategies and how conceptual strategies work together to provide task-relevant insights. By clarifying these constraint relationships, we highlight the kinds of systematic considerations that must be taken into account when selecting conceptual strategies for research tasks. We present a case study based on gang research to demonstrate how such considerations occur and the epistemic and pragmatic benefits of doing so.