Study Objectives This study examined associations between average and intraindividual trajectories of stress, sleep duration, and sleep quality in college students before, during, and after transitioning to online learning due to the COVID-19 pandemic. Methods One hundred and sixty-four first-year college students answered twice-weekly questionnaires assessing stress exposure and perception, sleep duration, and sleep quality from January until May, 2020 (N=4,269 unique observations). Results Multilevel growth modeling revealed that prior to distance learning, student stress was increasing and sleep duration and quality were decreasing. After transitioning online, students’ stress exposure and perception trajectories immediately and continuously decreased; sleep quality initially increased but decreased over time; and sleep duration increased but then plateaued for the remainder of the semester. Days with higher stress exposure than typical for that student were associated with lower sleep quality, and both higher stress exposure and perception at the transition were linked with simultaneous lower sleep quality. Specific groups (e.g., females) were identified as at-risk for stress and sleep problems. Conclusion Although transitioning to remote learning initially alleviated college students’ stress and improved sleep, these effects plateaued, and greater exposure to academic, financial, and interpersonal stressors predicted worse sleep quality on both daily and average levels. Environmental stressors may particularly dictate sleep quality during times of transition, but adaptations in learning modalities may help mitigate short-term detrimental health outcomes during global emergencies, even during a developmental period with considerable stress vulnerability. Future studies should examine longer-term implications of these trajectories on mental and physical health.

This study investigated the association between bicultural competence and academic adjustment (i.e., engagement, efficacy, achievement) among 193 Latino youth (65.3% female; 89.1% U.S.‐born) followed from their senior high school year (Mage = 17.58 years, SD = 0.53) to their fifth college semester (2016–2019). Latent growth analyses revealed that youth's overall bicultural competence trajectory was moderately high and stable across this period. Youth who maintained or increased bicultural competence levels over time (slopes) demonstrated greater self‐efficacy. Youth with greater high school bicultural competence (intercepts) demonstrated higher engagement but lower achievement. No other associations emerged. This study highlights that the promoting influence of bicultural competence may not extend to all indicators of academic adjustment but may depend upon the contexts and demands they navigate.

We examined the roles of maternal and child lifetime stress exposures, infant temperament (orienting/regulation, surgency/extraversion), and maternal caregiving during infancy and preschool on preschoolers' working memory and inhibitory control in a sociodemographically diverse pregnancy cohort. Working memory was predicted by infant orienting/regulation, with differential effects by level of maternal cognitive support in infancy; maternal lifetime stress exposures exerted independent negative effects on working memory. Inhibitory control was positively associated with maternal emotionally supportive behaviors in infancy, which mediated the effects of maternal lifetime stress exposures on inhibitory control. These findings have implications for interventions designed to optimize child executive functioning.

two people, is a time-honored and venerable social construct across cultures. One person is a help seeker who is ill, possibly disabled, and often demoralized. The other is a professional caregiver who wishes to heal and has special knowledge and skills.Consistent with person-centered therapy, the concept of healing relationships emphasizes the qualities of clinical relationships for which professional caregivers may strive. Core characteristics are being nonjudgmental, understanding, accepting, respectful, and empathic and instilling a sense of hope and empowerment within the help seeker (3). Healing relationships develop during skillful, semistructured interviewing; focused listening; and iterative, collaborative formulations of illness and recovery narratives that reflect personal experiences beyond diagnosis.Healing relationships are interpersonal nuclei for personcentered care (PCC) in recovery-oriented systems of care. PCC provides principles, strategies, and structures-a process for actualizing recovery plans. PCC emphasizes personhood (versus patienthood); recovery goals (beyond the relief of suffering); partnership among help seekers, their families, and professional caregivers in planning care; and facilitating help seekers in taking an active role in their care (4). All of these are instrumental in supporting help seekers (1) in achieving recovery within a healing context of shared meaning. Recovery orientation incorporates the attitudes, behavioral professionals (including peers), and resources (including residential services) necessary for people to shape their care and their lives (5).To illustrate, AB was a 29-year-old Greek-American man with intractable schizophrenia, whose treatment included multiple hospitalizations and a recent clozapine trial that caused myocarditis. Living in a low-supervision residence and demoralized by failure to achieve his goals of marrying, working, and owning a home, he suffered from persistent paranoid delusions and alarming suicidality. An interdisciplinary team engaged him with nonjudgmental understanding and acceptance, instilled hope, and collaboratively formulated a recovery plan. Fundamentally at stake for him was having a reason to live. The plan, made while AB was taking risperidone, included publishing poetry and participating in peer groups and supported work. To everyone's satisfaction, the psychotic symptoms subsided, and he joined a narrow community.In addition to their intrinsic therapeutic value and consistent with the variance explained by the attributes above in therapeutic trials (3), healing relationships engage help seekers and hold them in care, thereby facilitating PCC and treatment interventions. They serve as essential criteria for quality of care, and they mitigate behavioral professional burnout. Healing relationships work best in a framework of a comprehensive, biopsychosocial model of practice.Healing concepts, which are rooted in medical and social sciences, are particularly important for a target population of people with chronic, disabl...