Exercising healthy behaviors: A latent class analysis of positive coping during the COVID-19 pandemic and associations with alcohol-related and mental health outcomes.

OBJECTIVE: To identify latent classes of positive coping behaviors during the COVID-19 pandemic and examine associations with alcohol-related and mental health outcomes across participants with and without a history of alcohol use disorder (AUD). METHODS: Baseline data from 463 participants who were enrolled in the NIAAA COVID-19 Pandemic Impact on Alcohol (C19-PIA) Study were analyzed. Latent class analysis (LCA) was applied to five positive coping behaviors during COVID-19: taking media breaks, taking care of their body, engaging in healthy behaviors, making time to relax, and connecting with others. Latent class differences and the moderating role of history of AUD on six alcohol-related and mental health outcomes were examined using multiple regression models. RESULTS: LCA revealed two latent classes: 83.4% High Positive Coping and 16.6% Low Positive Coping. Low Positive Coping was associated with higher levels of perceived stress, anxiety symptoms, and loneliness. A history of AUD was consistently associated with higher levels of alcohol-related and mental health outcomes. Significant interactions between Coping Latent Classes and history of AUD indicated that the associations of Low Positive Coping with problematic alcohol use, depressive symptoms, and drinking to cope motives were either stronger or only significant among individuals with a history of AUD. CONCLUSIONS: Individuals with a history of AUD may be particularly vulnerable to depressive symptoms and alcohol-related outcomes, especially when they do not utilize positive coping strategies. The promotion of positive coping strategies is a promising avenue to address alcohol-related and mental health problems during a public health crisis and warrants future research.

Good Food, Good Mood: Perspectives on the Relationship Between Nutrition and Mental Health With Division I Collegiate Athletic Programs.

Research has shown a strong relationship between nutrition and mental health. Packed schedules and little rest time may make student-athletes more susceptible to mental health issues than the general population, but few athletes are fully aware of the effects that nutrition can have on their mental health. While collegiate athletic programs are beginning to recognize the individual contributions of nutrition and mental health to performance and are hiring sport dietitians and psychologists for their athletes, it is unclear whether these topics are ever discussed within the same context. The goal of this study was to understand the perspectives of different athletic personnel on the relationship between nutrition and mental health. 17 athletic personnel (11 Female, 6 Male) from 6 NCAA Division I universities were recruited for a 30-45-min semi-structured WebEx interview. Participants included athletic trainers, coaches, dietitians, sport psychologists, strength and conditioning coaches, and sports medicine physicians. Participants were asked questions about their educational backgrounds, resources, and perspectives on the integration of nutrition and mental health in their programs. Transcribed responses were sorted into four themes: (1) Resources, (2) Education, (3) Department Integration or Collaboration, and (4) Student and Coach Engagement. All participants reported a need for greater monetary resources and staffing. Around 59% of the participants felt they had little more than general or personal interest-level knowledge on topics pertaining to nutrition or mental health, with the exception of sports dietitians or psychologists. Each school varied in the degree to which their athletic staff regularly communicated about their work and athlete health statuses. Athletes were reportedly more or less likely to utilize the resources provided depending on coach attitudes toward nutrition or mental health. Regardless of size, reputation and annual spending, each university was reported to be in the early stages of integrating nutrition and mental health programs into their existing athletic departments. Implications of this work may be to help schools plan for ways to reallocate funding for nutrition or mental health programming.