RESUMEN
COVID-19 compounds the already high levels of psychological distress experienced by NICU mothers. We aimed to describe the rates of NICU-related maternal stress during the COVID-19 pandemic and to determine how COVID-19 experiences correlate with high levels of stress experienced by NICU mothers. We conducted a cross-sectional analysis based on responses to a nationwide online survey to understand the relationship between COVID-19-related experiences and the stress experienced by mothers of infants admitted to U.S. NICUs (n = 108) during the pandemic. Results indicate that 61.9% of surveyed mothers reported experiencing high levels of stress on the Parental Stressor Scale: NICU. COVID-19-related grief was significantly associated with higher levels of maternal stress, as it related to seeing the baby's appearance and behavior in the NICU and exposure to sights and sounds within the NICU environment. No significant associations were noted between parental stress and COVID-19-related health worries or worries about resources. Of note, our recruitment relied on convenience sampling, limiting the generalizability of study results. In conclusion, mothers who experience COVID-19-related grief appear to be more vulnerable to NICU-related stress. Prioritizing parent involvement and enhancing psychosocial support are essential strategies to mitigate the long-term consequences of heightened stress for NICU families.
RESUMEN
Developmental research in the social-cognitive tradition has provided ample evidence for systematic relations between adolescents' social-cognitive development and mental health problems; both are set within an adolescent's ecology. However, appropriate assessment procedures for school-based prevention reflecting this differential knowledge are largely absent. The aim of this article is to outline the development and application of a new, holistic assessment procedure for youth that includes indicators of adolescents' social-cognitive development and related resiliencies, risks, and relationships. Using quantitative and qualitative data from the ongoing, school-based RALLY prevention program, we illustrate the development and efficiency of this holistic assessment tool within a developmental-ecological framework. This article argues a holistic assessment tool can guide the prevention services to address the individual needs of adolescents and to ideally support their developmental and learning capacity. Finally, the implications for practitioners are discussed.
