Abstract:Circumstances surrounding the COVID-19 pandemic have resulted in significant personal and professional adjustments. Students and trainees, including those in autism research, face unique challenges to accomplishing their training and career goals during this unprecedented time. In this commentary, we, as members of the International Society for Autism Research Student and Trainee Committee, describe our personal experiences, which may or may not align with those of other students and trainees. Our experiences … Show more
“…Early career CAMH professionals, like all other specialties, typically are settling down with their families and often have young children. The heavy workload due to lack of specialized resources, poor work schedules, limited leaves, lack of funds and facilities for childcare and self-care add to the burden [46][47][48]. Lack of mentors to support, and facilities that address these challenges also add to the poor mental health of early career professionals [49].…”
Section: Work-life Integration and Well-beingmentioning
Child and adolescent mental health (CAMH) are a global priority. Different countries across the globe face unique challenges in CAMH services that are specific to them. However, there are multiple issues that are also similar across countries. These issues have been presented in this commentary from the lens of early career CAMH professionals who are alumni of the Donald J Cohen Fellowship program of the IACAPAP. We also present recommendations that can be implemented locally, namely, how promoting mental health and development of children and adolescents can result in better awareness and interventions, the need to improve quality of care and access to care, use of technology to advance research and practices in CAMH, and how investing in research can secure and support CAMH professionals and benefit children and adolescents across the globe. As we continue to navigate significant uncertainty due to dynamic circumstances globally, bolstering collaborations by “bringing change locally, while thinking globally” are invaluable to advancing global CAMH research, clinical service provision, and advancement of the field.
“…Early career CAMH professionals, like all other specialties, typically are settling down with their families and often have young children. The heavy workload due to lack of specialized resources, poor work schedules, limited leaves, lack of funds and facilities for childcare and self-care add to the burden [46][47][48]. Lack of mentors to support, and facilities that address these challenges also add to the poor mental health of early career professionals [49].…”
Section: Work-life Integration and Well-beingmentioning
Child and adolescent mental health (CAMH) are a global priority. Different countries across the globe face unique challenges in CAMH services that are specific to them. However, there are multiple issues that are also similar across countries. These issues have been presented in this commentary from the lens of early career CAMH professionals who are alumni of the Donald J Cohen Fellowship program of the IACAPAP. We also present recommendations that can be implemented locally, namely, how promoting mental health and development of children and adolescents can result in better awareness and interventions, the need to improve quality of care and access to care, use of technology to advance research and practices in CAMH, and how investing in research can secure and support CAMH professionals and benefit children and adolescents across the globe. As we continue to navigate significant uncertainty due to dynamic circumstances globally, bolstering collaborations by “bringing change locally, while thinking globally” are invaluable to advancing global CAMH research, clinical service provision, and advancement of the field.
“…The abrupt transition to remote learning and potential complications associated with clinical placements have amplified stress and anxiety among students (Idris et al, 2021). Working in high-pressure, fast-paced environments, such as hospitals, can also contribute to student demotivation (Kaku et al, 2022). Mental health is another significant factor affecting motivation levels in nursing students (Son et al, 2020).…”
Aims: The objective of this study was to investigate how the COVID-19 pandemic has influenced the motivation levels of nursing students. Design: A descriptive study design was implemented with nursing students enrolled at the College of Nursing, University of Mosul, Iraq. Methods: The study included a sample of 260 students. Data collection was carried out using personal information forms and Motivation Sources and Problems Scale. An online survey method was employed to collect data between May 1st and May 31st, 2020. The collected data were analyzed using various statistical measures, including frequency, percentage, mean, standard deviation, student t-test, and ANOVA test, performed with the SPSS 25.0 program. Results: It was found that 79.1% (n = 125) of the students were positively affected and 52.5% (n = 83) were negatively affected. The intrinsic motivation scores of the students were 43.55±8.71, extrinsic motivation scores were 21.36±3.71, negative motivation scores were 26.91±5.67, and total motivation scores were found to be 92.15±12.77. Conclusions: The COVID-19 pandemic has severely affected the students' level of motivation. A good strategic plan and a comparative study between distance education and face-to-face education are recommended to increase the level of motivation among nursing students.
seven months into the COVID-19 pandemic. For her entire first year, she assessed patients and provided therapies over the internet. Although many sessions were productive, Lei says, the virtual environment made it difficult to engage with some of the adolescents she saw, who would sometimes just switch off their cameras.
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