Multidisciplinary research priorities for the COVID-19 pandemic – Authors' reply

O’Connor, Rory C.; Hotopf, Matthew; Worthman, Carol M.; Perry, V. Hugh; Tracey, Irene; Wessely, Simon; Arseneault, Louise; Ballard, Clive; Christensen, Helen; Silver, Roxane Cohen; Ford, Tamsin; John, Ann; Kabir, Thomas; King, Kate; Simpson, Alan; Madan, Ira; Cowan, Katherine; Bullmore, Edward T.; Holmes, Emily A.

doi:10.1016/s2215-0366(20)30247-9

Cited by 29 publications

(31 citation statements)

References 11 publications

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“…In the same paper, the Indian Psychiatric Society (IPS) has mentioned in its advocacy statement about the need for multi-disciplinary action to preserve mental health during the ongoing crisis; suicide prevention, management and research being an integral and important component of the same. It is also important to understand that the pandemic has affected various nations, ethnicities and groups disproportionately and hence the risk and research related to suicides need to be sensitive to these socio-cultural differences ( O'Connor et al, 2020 ). Suicide and suicidal behavior have been conceptualized through various theories.…”

Section: Covid-19 and Suicide: The Problem Statementmentioning

confidence: 99%

‘The dual pandemic’ of suicide and COVID-19: A biopsychosocial narrative of risks and prevention

Banerjee

Kosagisharaf

Rao

2021

Psychiatry Research

167

115

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Highlights Coronavirus disease 2019 (COVID-19) has emerged as a global health threat Number of suicidal deaths during times of COVID-19 is rising though data is limited Pandemics lead to several risk factors for suicidality like isolation, loneliness, economic fallout, domestic abuse, stigma and fear Biological vulnerabilities (family history of suicide, substance use, etc.) and psychosocial risks (migration, old age, low socio-economic class, etc.) amplify the suicidal risks of pandemics Stress and immune reaction to infections like COVID-19 is hypothesized as a possible linking pathway to suicidal risk Suicide-prevention is discussed as an integral part of public health response to pandemics

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Section: Covid-19 and Suicide: The Problem Statementmentioning

confidence: 99%

‘The dual pandemic’ of suicide and COVID-19: A biopsychosocial narrative of risks and prevention

Banerjee

Kosagisharaf

Rao

2021

Psychiatry Research

167

115

View full text Add to dashboard Cite

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“…Research suggests that the COVID-19 pandemic will worsen psychological health on average in a population (Holmes et al 2020 ; Galea et al 2020 ). Social and physical distancing have abruptly interrupted normal lives and social opportunities essential for normal psychological functioning.…”

Section: Introductionmentioning

confidence: 99%

“…Social and physical distancing have abruptly interrupted normal lives and social opportunities essential for normal psychological functioning. However, the crisis is likely to affect individuals differently (Holmes et al 2020 ). Individual differences are likely to be large, possibly even including some people whose psychological health is improved by the crisis (e.g.…”

Section: Introductionmentioning

confidence: 99%

Genetic Correlates of Psychological Responses to the COVID-19 Crisis in Young Adult Twins in Great Britain

et al. 2021

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We investigated how the COVID-19 crisis and the extraordinary experience of lockdown affected young adults in England and Wales psychologically. One month after lockdown commenced (T2), we assessed 30 psychological and behavioural traits in more than 4000 twins in their mid-twenties and compared their responses to the same traits assessed in 2018 (T1). Mean changes from T1 to T2 were modest and inconsistent. Contrary to the hypothesis that major environmental changes related to COVID-19 would result in increased variance in psychological and behavioural traits, we found that the magnitude of individual differences did not change from T1 to T2. Twin analyses revealed that while genetic factors accounted for about half of the reliable variance at T1 and T2, they only accounted for ~ 15% of individual differences in change from T1 to T2, and that nonshared environmental factors played a major role in psychological and behavioural changes. Shared environmental influences had negligible impact on T1, T2 or T2 change. Genetic factors correlated on average .86 between T1 and T2 and accounted for over half of the phenotypic stability, as would be expected for a 2-year interval even without the major disruption of lockdown. We conclude that the first month of lockdown has not resulted in major psychological or attitudinal shifts in young adults, nor in major changes in the genetic and environmental origins of these traits. Genetic influences on the modest psychological and behavioural changes are likely to be the result of gene–environment correlation not interaction.

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“…COVID-19 is a health pandemic that rapidly threatens every country's social and economic bases with long-term ill-health, extreme loss of life, freedom of movement and association, social activities, and employment (WHO 2020 ). The mental health impacts of COVID-19 are poorly understood and primarily hidden but early indicators suggesting there are population-wide experiences of anxiety, depression, and the compounding of pre-existing mental health conditions (Holmes et al 2020 ). Minority groups such as Aboriginal and Torres Strait Islander peoples, lesbian, gay, bisexual, transgender/gender diverse, intersex, and queer (LGBTIQ +) communities, people with physical and intellectual disabilities, migrants, refugees, and women can be expected to bear the brunt and pressures of cumulative disadvantage in a situation such as COVID-19.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Teaching Mental Health and Well-Being Online in a Crisis: Fostering Love and Self-compassion in Clinical Social Work Education

et al. 2021

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The coronavirus (COVID-19) pandemic has shifted clinical social work (CSW) and mental health education in Australia, and indeed throughout much of the globe, onto online delivery. The disruption caused by COVID-19 presents unexpected challenges in fostering the development of skill sets among social work educators in partnership with students. This article is a reflexive collaborative autoethnography written by four educators of different international and cultural backgrounds at a regional university in Queensland. Our university has experienced a shift from primarily a face-to-face delivery to online delivery due to social distancing. This article is grounded in an ethic of love, a values-based relationship-oriented practice promoting care, collaborative dialogue and solidarity between people, using self-compassion and reflexivity. We explore how COVID-19 has forced the authors to alter their teaching practice, cope with uncertainties, and respond with loving kindness to the shifting needs of students. We draw upon our experiences as educators of diverse cultural, linguistic, gender, and sexualities from Australia, the United States, the United Kingdom, and Nigeria and reflect upon how we have simultaneously turned inward and outward through technology. We draw upon person-centered, narrative, trauma informed and anti-oppressive clinical and educational approaches when exploring self-compassion and loving approaches with the students. We discuss the need for self-compassion and love of others as we respond to the current crisis by modeling selfcompassion and love for CSW students who are experiencing crises, including loss of employment, separation from family overseas and interstate, isolation from colleagues and loved ones, and healthcare issues.

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Multidisciplinary research priorities for the COVID-19 pandemic – Authors' reply

Cited by 29 publications

References 11 publications

‘The dual pandemic’ of suicide and COVID-19: A biopsychosocial narrative of risks and prevention

‘The dual pandemic’ of suicide and COVID-19: A biopsychosocial narrative of risks and prevention

Genetic Correlates of Psychological Responses to the COVID-19 Crisis in Young Adult Twins in Great Britain

Teaching Mental Health and Well-Being Online in a Crisis: Fostering Love and Self-compassion in Clinical Social Work Education

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