Don't let corona become our only story

This chapter is about, what impact can the corona crisis have on our mental health? Besides the relational tensions that can arise from living on top of each other, many of us are also stuck in one negative story. The chapter is about the importance making room for stories that are not about corona. It discusses about work that consisting of broadening people's horizon by letting participants discover that they consist of multiple stories. This will have an enormous impact on the mental well-being of a large part of the population, which will have lots of consequences. That is why it is important to actively make room for other stories right now, in the middle of the pandemic. Memories from the past and dreams for the future. This is a responsibility one has to take towards one's own mental health (and resilience), just as we have to do for others. Sharing other stories and making sure people don't get stuck in that one difficult story is just as much part of caring about each other and will help us get through this crisis healthier. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Navigating old and new terrains of academic practice in higher education: indelible and invisible marks left from the Covid-19 lockdown

Higher education has been (re)shaped by the Covid-19 pandemic in ways which have left both indelible and invisible marks of that period. Drawing on relevant literature, and informed by an exchange catalysed through a visual narrative method, authors from four European universities engage with two reflective questions in this article: As academics, what were our experiences of our practice during the lockdown periods of the Covid-19 pandemic? What might we carry forward, resist or reimagine in landscapes of academic practice emerging in the post-Covid future? The article explores how academics experienced and demonstrated resilience and ingenuity in their academic practice during that turbulent time. Particular insights include entanglements of the personal and professional, and the importance, affordances and limitations of technology. In addition, the authors reflect on some of the ongoing challenges exacerbated by the pandemic, such as education inequalities. The article concludes by reprising the key points about what marks are left behind in the post-Covid present, and how these relate to the future in which relational pedagogy and reflexivity are entangled in the ways in which we cohabit virtual and physical academic spaces. [ FROM AUTHOR] Copyright of London Review of Education is the property of UCL Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

De Novo Experience of Individuals with Li-Fraumeni Syndrome: Sometimes the people in your family are never going to be the ones who understand best

Background/Objectives: Li-Fraumeni Syndrome (LFS) is a rare hereditary cancer predisposition syndrome characterized by high lifetime risks for multiple primary malignancies. Although most individuals with LFS inherit a pathogenic TP53 variant from a parent, approximately 20% have de novo variants with no suggestive family cancer history. This may result in an LFS experience distinct from individuals with affected relatives. This multi-case study report examines the unique psychosocial experiences of three young adults with de novo TP53 variants. Method(s): The National Cancer Institute's LFS study (NCT01443468) recruited adolescents and young adults (AYAs;aged 15-39 years) with LFS for qualitative interviews. Three participants had a de novo TP53 variant and a personal cancer history. An interprofessional team analyzed interview data using extended case study and narrative methods. Result(s): De novo participants lacked familiarity with LFS to situate a cancer diagnosis, interpret genetic test results, or adjust to chronic cancer risk. Communicating with and receiving support from family was challenged by their lack of common experience. De novo participants experienced socioemotional isolation, which was amplified during the COVID-19 pandemic. To cope, they sought support in online rare disease communities or through mental health providers. Conclusion(s): Individuals with de novo variants may lack familial guides and familiar providers to address disease management and uncertainty. Specialty health and mental health providers may support de novo patients across hereditary cancer syndromes by validating their uncertainties and connecting them with diseasespecific patient advocacy groups that support adjustment to chronic cancer risk.

Children's ideas about COVID-19 and learning loss: Interviews with 10 second-graders

In 2020 and 2021, there has been extensive scholarly and popular discussion about children's learning loss due to COVID-19 and its related school closures. This conversation generally overlooks the voices of young children. This study, set in a US context where children spent a year or more attending school exclusively remotely, reports from interviews with 10 second-graders about how they conceive of loss related to COVID-19 and particularly what it might mean to lose learning. The study finds that the children have extensive ideas about what it means to lose something tangible or intangible, and that their theories about loss are based in well-understood personal experience. It also shows how children use loss narratives to make sense of sociopolitical events and concepts in the world around them, and it offers the possibility that the upheaval wrought by COVID-19 has helped some children become quite emotionally aware and able not only to tolerate but also adaptively defend against difficult feelings. The article emphasizes the importance of foregrounding children's ideas and voices in making sense of their educational experiences. [ FROM AUTHOR] Copyright of Contemporary Issues in Early Childhood is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Non-trauma uses of viscoelastic hemostatic assays in critical care: A narrative review and primer for pharmacists

Thromboelastography (TEG) and rotational thromboelastometry (ROTEM) are point-of-care viscoelastic tests of whole blood that provide real-time analyses of coagulation. TEG and ROTEM are often used to guide blood product administration in the trauma and surgical settings. These tests are increasingly being explored for their use in other disease states encountered in critically ill patients and in the management of antithrombotic medications. As the medication experts, pharmacists should be familiar with how to interpret and apply viscoelastic tests to disease state and medication management. The purpose of this narrative review is to provide a primer for pharmacists on viscoelastic tests and their interpretation and to explore non-trauma indications for viscoelastic testing in critical care. Literature evaluating the use of TEG and ROTEM for patients with acute and chronic liver disease, ischemic and hemorrhagic stroke, myocardial infarction, cardiac arrest, coronavirus disease 2019, and extracorporeal membrane oxygenation are described. Current applications of viscoelastic tests by pharmacists and potential future roles of critical care pharmacists in expanding the use of viscoelastic tests are summarized.Copyright © 2023 The Authors. JACCP: Journal of the American College of Clinical Pharmacy published by Wiley Periodicals LLC on behalf of Pharmacotherapy Publications, Inc.

VR-mediated storytelling of experience in destination branding: hybrid 4D transformations1

In COVID-19 era, destination branding faces the challenge of digitalization and virtual reality (VR) in particular. The fundamentals of VR-mediated storytelling in destination branding are in the process of being developed. There is a luck of research on immersive VR-mediated storytelling, scenarios, and messages in destination branding, especially realised with technologies of more complex – hybrid – immersivity (4D). The shift from 2D, 3D to 4D hybrid multisensory VR technologies is not only among the main technology developments – it provokes new research problems with VR-mediated destination branding and storytelling. The authors present the results of theoretical and empirical research of VR-mediated destination storytelling of a brand driven by the newest 4D hybrid multisensory technological approaches on the case of Switzerland. In Switzerland, VR-mediated projects in destination branding are developing actively last years but VR-mediated storytelling research in this field was not provided yet. In this regard, it was chosen 100 destination brand VR projects, presented in 2016–2022, to compare the parameters of VR-mediated storytelling of a brand. VR has to be included into brand storytelling paradigm, which must be rethought for this specific sphere. It was proved that it is more effective to combine different types of experience, virtual and physical both and make the VR-mediated brand storytelling hybrid. In terms of theoretical implications, this paper opened a specific research area by bridging theoretical and empirical ideas of destination branding, VR-mediated storytelling and digital media, technical and social communication. © Shilina M.G., Sokhn M., Wirth J., 2023.

Roots and resiliency for native American young people

Aim: The presentation shares traditional Native American knowledge about wellbeing and caring for a person's body, heart, connection to the Creator, ancestors, and the land Methods: Drawing upon community narratives and traditional ancestral knowledge themes pertinent to the topic will be presented. Narrative Review Results: Ancestral knowledge is essential to access and practice in? community care and healing. This knowledge is sacred to the lives wellbeing, and continuation of traditional ways for Confederated Tribes of Warm Springs (CTWS) people. CTWS young people play an important role in these practices for their community and elders. The practice of taking CTWS children from families was a pivotal moment that pushed forward the concept of mental health for the CTWS. The threat of climate change, and the COVID-19 pandemic's activation of memories of imposed isolation between our people and from traditional ways continues to impact our young people. The process of healing from historical and present-day traumas includes grieving those losses and healing from addictions, as well as physical and sexual abuse Conclusion(s): Rebuilding and strengthening connections to the land Chuush (water in Sahaptin language), food gathering, and being with each other, is central to our young people's, and community's, healing The path of returning to our traditional understanding of the knowledge of what the Creator has provided for the CTWS people will be shared. This knowledge is useful for the care of young people Native and non-Native alike.

Sojourning Educators at International Schools Overseas and the Covid-19 Pandemic

The Covid-19 pandemic has jolted educational organizations and their stakeholders. Mobility between countries is a requisite feature at international schools, with students and educators shifting between home, host, and intermediary countries. Stakeholders are diverse in international schools, representing transcultural interests, giving rise to complex needs and considerations for school leadership. This article explores a subset of data from a study on educator acculturation in international schools that unpacks the effects of, and responses to, the pandemic by sojourning educators at international schools in Southeast and East Asia. Effects on students were not examined. Findings include adaptive responses, mobility barriers and role/school precarity, spikes in acculturative stress, and creative problem-solving. These effects have generated substantial leadership enigmas. Implications include an urgent need to activate adaptive leadership practices, including contingency planning and action research projects aiming at experiential learning from different stakeholder groups in international schools.

Past, present, and post(?)-pandemic future: Instructional designers in higher education

At the onset of widespread COVID-19 in early 2020, institutions of higher education were abruptly faced with the need to rely on educational technology as a primary mode of teaching students, referred to as emergency remote teaching (ERT). Almost overnight, there was a corresponding and urgent need for instructional designer support and expertise. The realities of sudden, ubiquitous online educational delivery may have impacted the practice, practitioners, and future of instructional design in higher education. This dissertation is composed of three studies focused on instructional designers' experiences in higher education, before, during, and following the COVID-19- associated shift to ERT.With this dissertation as a whole and within each study individually, it is possible to begin to understand what it is like to be an instructional designer in higher education: what has changed for them since the height of the pandemic;what has not changed;and most importantly, what do they need as professionals and who can provide it for them?The first study is a literature review focused on identifying the roles, challenges, supports experienced by instructional designers in higher education as captured in scholarship from 2000-2020. The second study extends the body of research outlined in the first study by taking a participatory, qualitative approach to explore the challenges experienced by instructional designers during the COVID-19 pandemic and the supports they think can help them address these challenges. The third study presents a qualitative investigation focused on the future of instructional design in higher education as envisioned by instructional designers, including exploring their ideas of the agency they possess to influence that future. Together, the second and third studies aim to update and contextualize the findings of the first study in the current post-/pandemic era. These three studies, individually and together, illuminate instructional designers' experiences in higher education during what may ultimately prove to have been a tipping point for technology-supported education and the field of instructional design in general. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Storytelling for disability in COVID-19

This chapter describe a Storytelling and Narrative Medicine pilot study which focused on communication in therapeutic settings. The research was carried out by a group of Italian Health Care professionals (HCP) from Calambrone Institute for Rehabilitation (IRC), at the IRCCS Stella Maris Foundation, along with a group of parents of patients with disabilities. However, because of the Covid-19 outbreak in Italy, many of the participants found themselves in lockdown in their own homes with their children. To evaluate the efficacy of storytelling as a tool for emotional and communication support, the authors submitted to both the HCP and parents two original online surveys to get information on their current emotional state. The assessed areas were personal stress, the relationship with children and family members, and the relationship with colleagues and professionals. The chapter focuses on emotional and psychological consequences that lack of social and therapeutic interactions might have produced. This short but effective educational intervention gives skills and knowledge to structure one's feelings and thoughts in a narrative form, equipping the participants with the resources to perceive themselves and their life experiences as the elements of the story. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Together a Catalyst: Learning From Our Co-Creative Arts-Based Inquiry About Our Teacher Selves During the Transition to Online Teaching

The COVID-19 pandemic necessitated many adjustments to everyday teaching at higher education institutions. While face-to-face lectures were the preferred teaching method of teacher educators prior to the COVID-19 pandemic, the shift to online teaching was heightened during the COVID-19 pandemic. This paper draws attention to the shifts we transitioned to as teacher educators teaching and researching via online platforms-specifically Zoom-in the context of the COVID-19 pandemic. This study explored how three teacher educators used co-creative arts-based inquiry to deepen their understanding of their shifting teacher 'selves' as online users. Object-inspired narratives and poetic inquiry were employed to co-flexively engage with our shifting teaching experiences and question our feelings of discomfort teaching online. Framed conceptually by an ethics of care and collaborative-creativity, we discuss the tensions and possibilities we experienced, and shared through our scholarly online conversations via Zoom to think through the shifts in our teacher selves and teaching. We highlight our online teaching experiences amidst the uncertainty and disruption of the COVID-19 pandemic. We then share the methodological insight of collaborative arts-based inquiry and how it facilitated reflexive dialogues and deep conversations that ignited self-learning and collective insights into the potential and possibilities of online teaching. Findings highlighted that co-creative, online engagement enabled sharing of emotional experiences and offered possibilities for transforming teacher selves. In addition, co-creative, online engagement enabled the cultivation of relational scholarly thinking. The article highlights the methodological insight of co-creative arts-based research in productively disrupting instrumental university discourse of online teaching.

The unexceptional im/mobilities of gender-based violence in the Covid-19 pandemic

The Covid-19 pandemic has spotlighted the relationship between mobilities and gender-based violence (GBV). The national lockdowns across the world have im/mobilised people, creating extraordinary social proximities that have been associated with a 'shadow pandemic' of violence. Before the pandemic, GBV was often im/mobilised in academic and policy thinking in that it was located in unconnected static sites. This article is based on a transdisciplinary project that seeks to produce understandings of GBV in the Covid-19 pandemic, using the heuristic lens of im/mobilities. The project aims to do so through the creation and analysis of personal stories detailing experiences of GBV across the UK. These stories are in the form of existing first-hand accounts on campaign websites, magazines and newspapers. Through them this article investigates how im/mobilities precipitate gendered violence, both felt and experienced, and examines how embodied experiences become situated in mobile spaces—inside, outside and online—in the context of the Covid-19 pandemic. In doing so, it evolves the concept of im/mobilities. [ FROM AUTHOR] Copyright of Mobilities is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Evidence Trends in Remote Patient Monitoring and Remote Therapeutic Monitoring

Objectives: To provide an overview of trends in the current evidence landscape of products and services in development that support remote patient monitoring (RPM) and remote therapeutic monitoring (RTM), given the release of new billing codes for RPM and RTM by Centers for Medicare and Medicaid Services (CMS) in 2019. Method(s): A focused literature review was conducted in PubMed. Articles published between January 1, 2013 and January 1, 2023 were eligible for inclusion if reported technologies were classified as RPM (defined as the collection and interpretation of physiologic data digitally stored and/or transmitted by patients and/or caregivers to qualified health care professionals) or RTM (defined as the use of medical devices to monitor a patient's health or response to treatment using non-physiological data), following CMS definitions. RPM and RTM technologies included hardware, software, telehealth, and blockchain applications. Articles were then categorized using a semi-automated software platform (AutoLit, Nested Knowledge, St. Paul, MN) based on disease area, study design, intervention, and outcomes studied. Result(s): Of the 673 records screened, 245 articles were included. Observational studies (19.6%) were the most common study design, followed by systematic or focused literature reviews (11.0%) and narrative reviews (10.6%). The most common disease areas included cardiology (25.7%), coronavirus disease of 2019 (COVID-19;13.9%), and diabetes (9.4%). The most frequent clinical, non-clinical, and patient-reported outcomes were symptom monitoring (20.8%), all cause readmission and hospitalization rates (both 7.3%), and patient experience (7.8%), respectively. Conclusion(s): CMS policy and coding practices for RPM and RTM are evolving, and this trend is likely to continue into the future. This review provides details on the current evidence trends associated with RPM/RTM technologies. Evidence development of RPM and RTM should be assessed as evidence needs for coverage and reimbursement may receive increased payer management.Copyright © 2023

Towards a classification of vulnerability of small-scale fisheries

Vulnerability of small-scale fisheries (SSF) results from complex interactions amongst various threats and stressors, including biophysical risks, environmental variability, unstable political situations, and weak governance, to name a few. SSF vulnerability has become more evident, with increased severity, during the COVID-19 pandemic. Knowledge about what makes SSF vulnerable is limited, which impedes appropriate policy responses and intervention. As a first step to rectifying the situation, a classification approach is proposed to better describe and differentiate types of vulnerability to SSF and to guide data collection and dissemination about SSF vulnerability. The classification system is developed based on a narrative review of case studies worldwide, published in scientific journals in the past 20 years. The case studies cover SSF in diverse aquatic environments, including river, floodplain, reservoir, river delta, lake, atoll, estuaries, lagoon mangrove, coral reefs, seagrass ecosystem, islands, coastal and marine environment. Similar to the five pillars of sustainability, SSF vulnerability is associated with five main factors, i.e., biophysical, social, economic, technological, and governance. Knowledge about SSF vulnerability helps inform tailored management strategies and policies to reduce SSF marginalization and promote viability, aligning, therefore, with the goal of the Voluntary Guidelines for Securing Sustainable Small-Scale Fisheries.Copyright © 2022 Elsevier Ltd

Introduction: Iterations of Friendship and Community

This introduction charts the editors' evolving understanding of the implications of the COVID-19 pandemic for literary studies in the real time of the crisis. Oriented around the themes of friendship and community, the introduction articulates the overall ambition of the issue as one of maintaining an engaged intellectual community during the isolation imposed by the pandemic. Foregrounding narrative as the issue's major emphasis, it describes how the issue engages with pandemic storytelling in relation to literary history and literary production, environmental literary studies, and higher education and the profession. Finally, it provides an overview of the issue's sections and essays. © 2023 Regents of the University of Colorado.

Challenges of distance English teaching: Narrative analysis of Iranian mainstream EFL teachers' lived experiences

This study aimed to examine what challenges Iranian EFL teachers in the mainstream educational system experienced in distance classes during the COVID-19 pandemic. Telephone unstructured narrative interview was employed to collect data from 20 teacher participants, and two theoretical frameworks, CoI and TPACK, were used to interpret the results. The thematic narrative analysis yielded ten themes: non-customized platforms, material-related issues, connection/internet issues, pedagogical problems, evaluation problems, insufficiency of teachers' knowledge of technology, unmet expectations, physical absence of teacher/student, student-related issues, and dealing with negative emotions. The authors discuss that while some challenges are the antecedent contextual challenges that existed and will probably continue to exist in the context of distance classes, some other challenges can be avoided if teachers are equipped with TPACK to fulfill their new roles in the community of distance classes. © 2023 Mehrnoosh Fakharzadeh et al., published by Sciendo.

Assessing the impact of intensive positive feedback on staff morale, culture, civility and psychological safety in a South West maternity unit

Introduction: The importance of psychological safety, staff morale, culture and civility (PSMCC) has been highlighted by multiple recent maternity investigations as key to the provision of safe, high quality maternity care [1]. These factors are also crucial for staff retention and recruitment. Concomitantly, the NHS Staff Survey indicates an almost universal decline in staff motivation and engagement since COVID;a trend also noted in our institution [2]. Regular, authentic, individual and group positive feedback could improve PSMCC by creating a culture of kindness and appreciation, reinforcing positive behaviour and improving teamwork. At UHP, an established 'Learning for Excellence (LfE)' positive feedback system is in place, facilitating provision of volitional, authentic feedback to individuals and enabling organisational learning about what works. The aim of this project was to assess the impact of a shift to a more positive, appreciative narrative in maternity using intensive positive feedback from patients and staff. Method(s): A literature review to derive validated questions for incorporation into a questionnaire to assess baseline levels of PSMCC and perceptions of positive feedback receipt. QI methodology and stakeholder focus groups aided the development of the interventions. Once established, the impact of these positive interventions on PSCMM will be assessed. Result(s): There were 103 responses to the baseline questionnaire. 24% staff felt their actions at work were never positively acknowledged;45% felt undervalued. 63% felt they do not receive enough positive feedback, whilst 93% believed that receiving more positive feedback would improve staff morale, wellbeing, culture and care. Discussion(s): Based on these findings, interventions to provide regular, authentic, positive feedback across our maternity unit have been created. These include: 1)motivational board sharing positive feedback stories from patients and staff obtained via LfE, showcasing the kind, compassionate and high quality care delivered;2) Weekly email shots of LfE stories focussing on specific positive behaviours such as teamwork and patient centred care;3) A white board for staff and patients to share positive messages ad hoc;4)Promotion of the LfE initiative to patients thus increasing positive feedback to staff. The impact of these interventions will be assessed shortly and presented in full.Copyright © 2023 Elsevier Ltd

Adaptation of the Suicide Crisis Inventory (Sci-2) in a Russian Internet Sample during the Covid-19 Epidemic

The article presents a new diagnostic category, Suicide Crisis Syndrome (SCS), which was proposed to the next revision of Diagnostic and Statistical Manual of Mental Disorders (DSM). Study objective: Adaptation of the Suicide Crisis Inventory (SCI-2) on a Russian sample. Participants: 618 responses to an internet-survey were used, the study lasted from June 16, 2020 to April 26, 2021. Age of the participants: 18-99 (.=26.9;SD=12.8). Gender: 451 females (74.2%), 135 males (22.2%), 32 participants preferred not to answer or chose other gender identity. Instruments: Suicide Crisis Inventory (SCI-2), Suicidal Narrative Inventory (SNI), Stressful Life Events Questionnaire, Columbia Suicide Severity Rating Scale (C-SSRS), questions about recent and lifetime suicidal behavior. Results: Confirmatory factor analyses confirmed the five-factor (chi(2)[1420]=5003.56, p<.001, CFI=.99, TLI=.99, RMSEA=.07, SRMR=.06) and one-factor (chi(2)[1430] = 9847.34, p<.001, CFI=.98, TLI=.98, RMSEA=.10, SRMR=.07) solutions of the inventory, with five-factor as a better solution (Delta chi(2)[10] = 4843.78, p <.001). Based on retrospective data (self-reports on suicidal attempts during the last month), SCI-2 showed good diagnostic qualities (AUC=.85, 95% CI [.72;.97]). The cut-off score was established (80), which indicates the presence of acute suicidal risk. Conclusions: Adaptation of the Suicide Crisis Inventory (SCI-2) went well, the instrument is ready for use for clinical and research purposes.

Effective training practices for non-specialist providers to promote high-quality mental health intervention delivery: A narrative review with four case studies from Kenya, Ethiopia, and the United States

Mental health needs and disparities are widespread and have been exacerbated by the COVID-19 pandemic, with the greatest burden being on marginalized individuals worldwide. The World Health Organization developed the Mental Health Gap Action Programme to address growing global mental health needs by promoting task sharing in the delivery of psychosocial and psychological interventions. However, little is known about the training needed for non-specialists to deliver these interventions with high levels of competence and fidelity. This article provides a brief conceptual overview of the evidence concerning the training of non-specialists carrying out task-sharing psychosocial and psychological interventions while utilizing illustrative case studies from Kenya, Ethiopia, and the United States to highlight findings from the literature. In this article, the authors discuss the importance of tailoring training to the skills and needs of the non-specialist providers and their roles in the delivery of an intervention. This narrative review with four case studies advocates for training that recognizes the expertise that non-specialist providers bring to intervention delivery, including how they promote culturally responsive care within their communities.Copyright © 2023 The Author(s).

"Narrative Medicine” in the Age of COVID-19: The Power of Creative Writing to Reimagine Environmental Crisis

Adopting a "narrative medicine” approach to examining selected examples of contemporary "corona writing” presents rich possibilities for developing a methodological approach to explore the complex relation between eco-anxiety and the recent explosion of literary creation across variously widespread digital applications. Very little extant research exists around the wellbeing and therapeutic potential of the written word (e.g., bibliotherapy), and/or exploring the possibilities for using modes of creative writing (e.g., fiction, nonfiction, poetry, prose, and dramatic writing, among others) for therapeutic benefit (e.g., autoethnography, therapeutic story-telling, strategic story-telling, writing therapy, poetry therapy, and/or elements of psychodrama, etc.). The aim of this chapter therefore is twofold: (1) to contribute to this dearth in critical scholarship concerning the wellbeing implications of creative literary expression in times of environmental crisis from the perspective of "narrative medicine, " and (2) to shed some important light on the ways in which the current explosion in "corona writing” signals a particularly significant alignment between creative literary expression and new ways of engaging with the imaginative and psychological challenges of the Anthropocene. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.