The Lancet Child & Adolescent Health. (2020). Pandemic school closures: Risks and opportunities. The Lancet Child & Adolescent Health, S235246422030105X. https://doi.org/10.1016/S2352-4642(20)30105-X

Clay, J. M., & Parker, M. O. (2020). Alcohol use and misuse during the COVID-19 pandemic: A potential public health crisis? The Lancet Public Health, S2468266720300888. https://doi.org/10.1016/S2468-2667(20)30088-8

Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, S2352464220301097. https://doi.org/10.1016/S2352-4642(20)30109-7

Galea, S., Merchant, R. M., & Lurie, N. (2020). The Mental Health Consequences of COVID-19 and Physical Distancing: The Need for Prevention and Early Intervention. JAMA Internal Medicine. https://doi.org/10.1001/jamainternmed.2020.1562

Cortese, S., Asherson, P., Sonuga-Barke, E., Banaschewski, T., Brandeis, D., Buitelaar, J., Coghill, D., Daley, D., Danckaerts, M., Dittmann, R. W., Doepfner, M., Ferrin, M., Hollis, C., Holtmann, M., Konofal, E., Lecendreux, M., Santosh, P., Rothenberger, A., Soutullo, C., … Simonoff, E. (2020). ADHD management during the COVID-19 pandemic: Guidance from the European ADHD Guidelines Group. The Lancet Child & Adolescent Health, S2352464220301103. https://doi.org/10.1016/S2352-4642(20)30110-3

Mullarkey, M. C., Dobias, M., Sung, J., Shumake, J., Beevers, C. G., & Schleider, J. L. (2020, May 6). A scalable, single session intervention for perceived control over anxiety during COVID-19. https://doi.org/10.31234/osf.io/qp7c2

Webster, P. (2020). Virtual health care in the era of COVID-19. The Lancet, 395(10231), 1180–1181. https://doi.org/10.1016/S0140-6736(20)30818-7

Ferres, L. (2020 April 10). COVID19 mobility reports. Leo's Blog. https://leoferres.info/blog/2020/04/10/covid19-mobility-reports/

Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Assessing change in students’ social networks and mental health during the COVID-19 crisis [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ua6tq

Pearson, H., & Balas, B. (2020, May 5). Can naive observers detect suicidality in face images? A replication and extension of Kleiman and Rule (2013). https://doi.org/10.31234/osf.io/prfm3

Laban, G., George, J., Morrison, V., & Cross, E. S. (2020, May 6). Tell Me More! Assessing Interactions with Social Robots From Speech. Retrieved from psyarxiv.com/jkht2

Britwum, K., Catrone, R., Smith, G. D., & Koch, D. S. (2020, May 5). A University Based Social Services Parent Training Model: A Telehealth Adaptation During the COVID-19 Pandemic. https://doi.org/10.31234/osf.io/gw3cd

Dsouza, D. D., Quadros, S., Hyderabadwala, Z. J., & Mamun, M. A. (2020). Aggregated COVID-19 suicide incidences in India: Fear of COVID-19 infection is the prominent causative factor [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/7xa4b

Hamilton, J. L., Nesi, J., & Choukas-Bradley, S. (2020, April 29). Teens and social media during the COVID-19 pandemic: Staying socially connected while physically distant. Retrieved from psyarxiv.com/5stx4

Sibley, C. G., Greaves, L., Satherley, N., Wilson, M., Lee, C., Milojev, P., … Barlow, F. (2020, April 20). Short-term effects of the COVID-19 pandemic and a nationwide lockdown on institutional trust, attitudes to government, health and wellbeing. https://doi.org/10.31234/osf.io/cx6qa

Mental health COVID-19: Research priorities. (2020, April 27). National Elf Service. https://www.nationalelfservice.net/mental-health/mental-health-covid-19/

Fischer, R., Karl, J. A., Bortolini, T., Zilberberg, M., Robinson, K., Rabelo, A. L. A., … Mattos, P. (2020, April 22). Rapid review and meta-meta-analysis of self-guided interventions to address anxiety, depression and stress during COVID-19 social distancing. https://doi.org/10.31234/osf.io/ndyf4

How COVID-19 has changed the use and communication of evidence. (n.d.). Nesta. Retrieved April 28, 2020, from https://www.nesta.org.uk/blog/how-covid-19-has-changed-use-and-communication-evidence/

Shook, N., Sevi, B., Lee, J., Fitzgerald, H. N., & Oosterhoff, B. (2020, April 16). Who’s Listening? Predictors of Concern about COVID-19 and Preventative Health Behaviors. https://doi.org/10.31234/osf.io/c9rfg

Yoeli, E., & Rand, D. G. (2020, April 17). A checklist for prosocial messaging campaigns such as COVID-19 prevention appeals. https://doi.org/10.31234/osf.io/rg2x9

Fetzer, T., Witte, M., Hensel, L., Jachimowicz, J., Haushofer, J., Ivchenko, A., … Yoeli, E. (2020, April 16). Global Behaviors and Perceptions in the COVID-19 Pandemic. https://doi.org/10.31234/osf.io/3kfmh

Rosen, Z., Weinberger-Litman, S. L., Rosenzweig, C., Rosmarin, D. H., Muennig, P., Carmody, E. R., … Litman, L. (2020, April 14). Anxiety and distress among the first community quarantined in the U.S due to COVID-19: Psychological implications for the unfolding crisis. https://doi.org/10.31234/osf.io/7eq8c

Vijayaraghavan, P., & SINGHAL, D. (2020, April 13). A Descriptive Study of Indian General Public’s Psychological responses during COVID-19 Pandemic Lockdown Period in India. https://doi.org/10.31234/osf.io/jeksn

Folk, D. P., Okabe-Miyamoto, K., Dunn, E. W., & Lyubomirsky, S. (2020, April 24). Have Introverts or Extraverts Declined in Social Connection During the First Wave of COVID-19?. https://doi.org/10.31234/osf.io/tkr2b

Im, H., Ahn, C., Wang, P., & Chen, C. (2020, April 13). An Early Examination: Psychological, Health, and Economic Correlates and Determinants of Social Distancing Amidst COVID-19. https://doi.org/10.31234/osf.io/9ravu

Moya, M., Willis, G. B., Paez, D., Pérez, J. A., Gómez, Á., Sabucedo, J. M., … Salanova, M. (2020, April 23). La Psicología Social ante el COVID19: Monográfico del International Journal of Social Psychology (Revista de Psicología Social). https://doi.org/10.31234/osf.io/fdn32

Jarynowski, A., Wójta-Kempa, M., & Belik, V. (2020, April 22). TRENDS IN PERCEPTION OF COVID-19 IN POLISH INTERNET. https://doi.org/10.31234/osf.io/dr3gm

Lades, L., Laffan, K., Daly, M., & Delaney, L. (2020, April 22). Daily emotional well-being during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/pg6bw

Keeling, M. J., Hollingsworth, T. D., & Read, J. M. (2020). The Efficacy of Contact Tracing for the Containment of the 2019 Novel Coronavirus (COVID-19). [Preprint]. Public and Global Health. https://doi.org/10.1101/2020.02.14.20023036

Fried, E. I. (2020, April 24). Mental Health and Social Contact During the COVID-19 Pandemic: An Ecological Momentary Assessment Study. https://doi.org/10.31234/osf.io/36xkp https://doi.org/10.31234/osf.io/36xkp

CDC. (2020, February 11). Coronavirus Disease 2019 (COVID-19). Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/covid-data/forecasting-us.html

Hargreaves, S., Zenner, D., Wickramage, K., Deal, A., & Hayward, S. E. (2020). Targeting COVID-19 interventions towards migrants in humanitarian settings. The Lancet Infectious Diseases, 0(0). https://doi.org/10.1016/S1473-3099(20)30292-9

Okruszek, Ł., Aniszewska-Stańczuk, A., Piejka, A., Wiśniewska, M., & Żurek, K. (2020, April 10). Safe but lonely? Loneliness, mental health symptoms and COVID-19. https://doi.org/10.31234/osf.io/9njps

Abu-Akel, A., Spitz, A., & West, R. (2020, April 9). Who is listening? Spokesperson Effect on Communicating Social and Physical Distancing Measures During the COVID-19 Pandemic. https://doi.org/10.31234/osf.io/bmzve

Ammerman, B. A., Burke, T. A., Jacobucci, R., & McClure, K. (2020, April 6). Preliminary Investigation of the Association Between COVID-19 and Suicidal Thoughts and Behaviors in the U.S. https://doi.org/10.31234/osf.io/68djp

Bayham, J. & Fenichel, E.P. (2020 April 3). Impact of school closures for COVID-19 on the US health-care workforce and net mortality: a modelling study. The Lancet. DOI: https://doi.org/10.1016/S2468-2667(20)30082-7.

Resource List for pandemic and COVID-19 related topics.

El Shoghri, A., et al. (2020 April 03). How mobility patterns drive disease spread: A case study using public transit passenger card travel data. 2019 IEEE 20th International Symposium on "A World of Wireless, Mobile and Multimedia Networks". DOI:10.1109/WoWMoM.2019.8793018

Gardam, T. (2020 March 12). How should the Nuffield Foundation research community respond to the social implications of the coronavirus (COVID-19) pandemic?. NuffieldFoundation.org. https://www.nuffieldfoundation.org/news/opinion/how-should-the-nuffield-foundation-research-community-respond-to-the-social-implications-of-the-coronavirus-covid-19-pandemic

Santana, C., Botta, F., Barbosa, H., Privitera, F., Menezes, R., Di Clemente, R. (2020 April 8). COVID-19 UK mobility report. Covid19-uk-mobility.github.io. https://covid19-uk-mobility.github.io/First-report.html

Rodriguez, A. (2020 April 9). 'The world is going to hell': Coronavirus can be deadly for people recovering from addiction. USA Today. https://eu.usatoday.com/story/news/health/2020/04/09/coronavirus-people-recovering-addiction-higher-risk-coping-tips/2961611001/

Xu, S., & Li, Y. (2020). Beware of the second wave of COVID-19. The Lancet, S014067362030845X. https://doi.org/10.1016/S0140-6736(20)30845-X

Evidence Tracker: COVID-19

Government of Canada. (2020). Government of Canada funds 49 additional COVID-19 research projects – Details of the funded projects. Canada.ca. https://www.canada.ca/en/institutes-health-research/news/2020/03/government-of-canada-funds-49-additional-covid-19-research-projects-details-of-the-funded-projects.html

McKee, M., Stuckler, D. If the world fails to protect the economy, COVID-19 will damage health not just now but also in the future. Nat Med (2020). https://doi.org/10.1038/s41591-020-0863-y

Hall, K. S., Samari, G., Garbers, S., Casey, S. E., Diallo, D. D., Orcutt, M., Moresky, R. T., Martinez, M. E., & McGovern, T. (2020). Centring sexual and reproductive health and justice in the global COVID-19 response. The Lancet, 395(10231), 1175–1177. https://doi.org/10.1016/S0140-6736(20)30801-1

Kutscher, C. (2020 April 8). The Coronavirus and Climate Change: How we're making the same mistakes. Medium. https://medium.com/@chuck.kutscher/the-coronavirus-and-climate-change-how-were-making-the-same-mistakes-2cd01cce2295

Viner, R. M., et al. (2020 April 06). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet. DOI: https://doi.org/10.1016/S2352-4642(20)30095-X.

Weale, S. (2020 April 07). School closures likely to have little impact on spread of coronavirus, study finds. The Guardian. Education. https://www.theguardian.com/education/2020/apr/06/school-closures-have-little-impact-on-spread-of-coronavirus-study?utm_term=Autofeed&CMP=twt_gu&utm_medium&utm_source=Twitter#Echobox=1586214038.

Call for Papers: Commentaries on the Coronavirus Pandemic Deadline: April 30, 2020

Koebler, J. (2020 April 09). The viral 'study' about runners spreading coronavirus is not actually a study. Vice. https://www.vice.com/en_us/article/v74az9/the-viral-study-about-runners-spreading-coronavirus-is-not-actually-a-study

Gao, S., Rao, J., Kang, Y., Liang, Y., & Kruse, J. (2020). Mapping county-level mobility pattern changes in the United States in response to COVID-19. ArXiv:2004.04544 [Physics, q-Bio]. http://arxiv.org/abs/2004.04544

Klepac, P., Kucharski, A. J., Conlan, A. J., Kissler, S., Tang, M., Fry, H., & Gog, J. R. (2020). Contacts in context: Large-scale setting-specific social mixing matrices from the BBC Pandemic project [Preprint]. Epidemiology. https://doi.org/10.1101/2020.02.16.20023754

British Psychological Society. Responding to Coronavirus: Resources and support. https://www.bps.org.uk/responding-coronavirus

Kamenetz, A. (2020 April 8). 4 in 10 U.S. teens say they haven't done online learning since schools closed. NPR. https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed

Liao, H., Zhang, L., Marley, G., Tang, W. (2020). Differentiating COVID-19 response strategies. University of North Carolina Project-China. DOI: 10.1016/j.xinn.2020.04.003

Breckon, J. (2020 April 16). Seven welcome Covid-19 trends. Researchprofessionalnews.com. https://www.researchprofessionalnews.com/rr-news-uk-views-of-the-uk-2020-4-seven-welcome-covid-19-trends/

Rivers, C., Martin, E., Gottlieb, S., Watson, C., Schoch-Spana, M., Mullen, L., Sell, T.K., Warmbrod, K.L., Hosangadi, D., Kobokovich, A., Potter, C., Cicero, A., Inglesby, T. (2020 April 17). Public health principles for a phased reopening during COVID-19: Guidance for governors. Johns Hopkins. https://www.centerforhealthsecurity.org/our-work/publications/public-health-principles-for-a-phased-reopening-during-covid-19-guidance-for-governors

Symonds, J.E. (2020 April 16). Positive pandemic?. The British Psychological Society, the Psychologist. https://thepsychologist.bps.org.uk/positive-pandemic

Holmes, E. A., O’Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Cohen Silver, R., Everall, I., Ford, T., John, A., Kabir, T., King, K., Madan, I., Michie, S., Przybylski, A. K., Shafran, R., Sweeney, A., … Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: A call for action for mental health science. The Lancet Psychiatry, S2215036620301681. https://doi.org/10.1016/S2215-0366(20)30168-1

Rotman, D. (2020 April 8). Stop covid or save the economy? We can do both. MIT Technology Review. https://www.technologyreview.com/2020/04/08/998785/stop-covid-or-save-the-economy-we-can-do-both/

Sailer, M., Stadler, M., Botes, E., Fischer, F., & Greiff, S. (2020, April 9). Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises. https://doi.org/10.31234/osf.io/tmu8f

Giangreco, G. (n.d.). Case fatality rate analysis of Italian COVID-19 outbreak. Journal of Medical Virology, n/a(n/a). https://doi.org/10.1002/jmv.25894

Social distancing “is a problematic term” that could damage our mental wellbeing. (2020, April 17). Metro. https://metro.co.uk/2020/04/17/swap-social-distancing-safe-relating-sake-wellbeing-12570403/

​Technology is in constant motion. If we try to ignore the advances being made the world will move forward without us. Instead of trying to escape change, there needs to be an effort to incorporate technology into every aspect of our lives in the most beneficial way possible. If we look at the ways technology can improve our lives, we can see that technology specifically smartphones, have brought more benefits than harm to the academic and social aspects of teenagers lives, which is important because there is a constant pressure to move away from smart devices from older generations. The first aspect people tend to focus on is the effect that technology has on the academic life of a teen. Smartphones and other smart devices are a crucial part of interactive learning in a classroom and can be used as a tool in increasing student interest in a topic. For example, a popular interactive website, Kahoot, is used in many classrooms because it forces students to participate in the online quiz, while teachers can gauge how their students are doing in the class. Furthermore, these interactive tools are crucial for students that thrive under visual learning, since they can directly interact with the material. This can be extended to students with learning disabilities, such as Down Syndrome and Autism,​ research has shown that using specialized and interactive apps on a smart device aids learning more effectively than technology free learning. Picture Picture Another fear regarding technology is the impact it has on the social lives of young adults, but the benefits technology has brought to socializing outweighs any possible consequences. The obvious advantage smartphones have brought to social lives is the ability to easily communicate with people; with social media, texting, and calling all in one portable box there is no longer a struggle to be in contact with family and friends even if they are not in your area. Social media can also be used for much more In recent years, social media has been a key platform in spreading platforms and movements for social change. Because social media websites lower the barrier for communicating to large groups of people, it has been much easier to spread ideas of change across states, countries, or the world. For example, after Hurricane Sandy tore apart the northeastern United States, a movement called "Occupy Sandy" in which people gathered to provide relief for the areas affected was promoted and organized through social media. Other movements that have been possible because of social media include #MeToo, March for Our Lives, #BlackLivesMatter, and the 2017 Women's March. ​

Links to common words/themes throughout the annotations