Annotated Bibliography

Imran, N., Zeshan, M., & Pervaiz, Z. (2020). Mental health considerations for children &

adolescents in COVID-19 Pandemic. Pakistan journal of medical sciences, 36(COVID19-

S4), S67–S72. https://doi.org/10.12669/pjms.36.COVID19-S4.2759

Imran, Zeshan, & Pervaiz (2020) explore how children and adolescents experience the

COVID-19 pandemic. This peer-reviewed literature review by Dr. Nazish Imran (an

associate professor at King Edward Medical University) and Dr. Muhammad Zeshan (a

Child Psychiatry professor at Harvard University) shows that feelings of stress, worry,

and fear can be inherited by children of parents who struggle with workplace and child-

care responsibilities during the COVID-19 pandemic. The intended audiences are

educators and organizations trying to understand the emotions and responses of children

during the pandemic. This article will help adequately address the critical significance of

mental advocacy, especially for adolescents. The article shares similar research by

Ramanujam (2020), a pediatric psychiatrist; both research how children or younger

patients face unique psychological challenges due to COVID-19. (M.S)

Lund, M. E., & Gabrielli, J. (2021). The Role of Pediatric Psychologists in Mitigating Disability-

Specific Barriers Among Youth During the COVID-19 Pandemic. Society of Pediatric

Psychology, 9(1), 12-23, https://psycnet.apa.org/fulltext/2021-06634-001.pdf.

 Many children receive therapeutic services administered by school systems. Instructors

and pediatric specialists are attempting to provide rehabilitative services to students in

need during times of remote learning. This is an obstacle for school systems as many

services, such as counseling, require professionals to be in close proximity to youths.

Findings from an investigative survey of 258 conclude that 84% of children received at

least one rehabilitative service. Authors Emily M. Lund and Joy Gabrielli are affiliated

with the Departments of Education at the Universities of Alabama and Florida,

respectively. Both authors seek to inform target audiences of instructors that students'

therapeutic services may be in jeopardy during the pandemic. Similar to pediatrician

Ramanujam’s (2020) article as obstacles are encountered in providing aid to young

students in the context of remote online learning. However, Lund and Gabrielli’s study

greatly focuses on young students who already have existing mental afflictions. (C.V.)

McKune, S. L., Acosta, D., Diaz, N., Brittain, K., Beaulieu, D. J.-, Maurelli, A. T., & Nelson, E.

J. (2021). Psychosocial health of school-aged children during the initial COVID-19 safer-

at-home school mandates in Florida: a cross-sectional study. BMC Public Health, 21(1),

1–11. https://doi-org.lib-proxy.fullerton.edu/10.1186/s12889-021-10540-2

McKune et al. (2021) describe the psychosocial impact children and adolescents had

during the Safe-at Home School mandate in Florida. The Departments of Environmental

and Global Health at the University of Florida concluded COVID-19 hardships, such as

loss of income, were associated with children’s anxiety, OCD, and depressive-related

symptoms. These emotional factors were aggravated by their parent’s response to the
 impacts of the pandemic. Results also report that females and children in primary school

are at higher risk for symptoms of anxiety and OCD. The intended audience of these

findings is policymakers, to assist them with negotiating the continuation of fundings for

unemployment benefits since economic hardships put children at risk of psychosocial

health problems. Likewise, Imran, Zeshan, & Pervaiz (2020) reported that the high-stress

parents feel from financial difficulties can be inherited by children due to their sensitivity.

(K.G.)

O’Sullivan K., Clark S., McGrane A., Rock N., Burke L., Boyle N., Joksimovic N., & Marshall

K. (2021). A Qualitative Study of Child and Adolescent Mental Health during the

COVID-19 Pandemic in Ireland. International Journal of Environmental Research and

Public Health. 2021; 18(3):1062. https://doi.org/10.3390/ijerph18031062

This qualitative study by O’Sullivan et al. (2021) describes the mental health outcomes

children and adolescents experienced during the COVID-19 restrictions in Ireland.

Researchers in the Department of Psychology at The National University of Ireland

reports the lockdown triggered depression and anxiety for children and adolescents

placed out of school during the closures. It concludes young people are at risk of

suffering psychological health problems due to social isolation and loneliness, although

they are unsure how long the effects may last. The intended audience is medical

professionals and educators to ensure students receive adequate support services during

the pandemic crisis. While this study indicates emotional factors may vary in more

vulnerable groups, the study by Green, Price-Feeney, & Dorison (2020) reports that
 LGBTQ+ youth rates of depression, anxiety, substance use, and suicidality increase from

a physical distance due to unsupportive interactions at home. (K.G.) 

Ramanujam, A. (2020). For Whom the School Bell Tolls: Helping Youth During the COVID-19

Crisis. Psychiatric Times, 37(9), https://www.psychiatrictimes.com/view/whom-school-

bell-tolls-helping-youth-during-covid19-crisis.

Even though it is perceived that the COVID-19 pandemic significantly affects elder

populations, youths also face the risk of distinct mental health afflictions. This research

survey study administered to youths by pediatric psychiatrists concludes that 80% of

children and adolescents reported that the pandemic made their mental health much

worse. The American Academy of Pediatrics (AAP) advocates for the reopening of

schools over youths’ social and learning needs while also considering the safety of

students and families. Author and pediatric psychiatrist Abhijit Ramanujam aims to

inform an audience of educators how to orient children for the upcoming school year.

Like educators, Lund & Gabrielli (2021), exhibits how school systems alter and modify

the structure of classes to meet safety guidelines and young students’ emotional needs.

However, Ramanujam, A.’s article is supported by other experts in the field of pediatric

psychology as well as the AAP. (C.V.)