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Journal of Modern Foreign Psychology
2021. Vol. 10, no. 1, 79–91
doi:10.17759/jmfp.2021100108
ISSN: 2304-4977 (online)

COVID-19 and students' mental health: foreign studies

1034

Т.V. Ermolova, A.V. Litvinov, N.V. Savitskaya, O.A. Krukovskaya

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Abstract

This analytical review provides a broad outline of the historically significant process of consolidating the global scientific community in the face of the threat posed to the psyche of children and young people by the COVID-19 pandemic. The formation of vector data arrays, revealing aspects and prevalence of mental disorders of children, provoked by a pandemic, is shown. In the majority of students, the additional neuro-psychological load led to increased anxiety, depressive states, post-traumatic stress, decreased learning capacity. There are studies of the psyche of students in families in connection with the phenomenon of screen-time (time spent at the computer screen), the presence of comorbid disorders, narrowing of communication, closing schools. The importance of adequate parenthood for children's mental well-being, educational strategy for parents, volunteers, nurses is shown. The direction of telepsychiatry as a remote care tool has been demonstrated. Pilots of the concept of mental disorders of students against the background of the pandemic are presented. The questions about the delayed cumulative effect of mental disorders in students and the continuing incompleteness of knowledge about it are also raised.

General Information

Keywords: pandemic, mental disorders, students family, telepsychiatry, comorbid states, triggers the overlay effect consolidation.

Journal rubric: Educational Psychology and Pedagogical Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2021100108

For citation: Ermolova Т.V., Litvinov A.V., Savitskaya N.V., Krukovskaya O.A. COVID-19 and students' mental health: foreign studies [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2021. Vol. 10, no. 1, pp. 79–91. DOI: 10.17759/jmfp.2021100108. (In Russ., аbstr. in Engl.)

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Information About the Authors

Тatiana V. Ermolova, PhD in Psychology, Head of the Chair of Foreign and Russian Philology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4260-9087, e-mail: yermolova@mail.ru

Alexander V. Litvinov, PhD in Education, professor of the chair of foreign and Russian philology, Moscow State University of Psychology and Education, associate professor at Foreign Languages Department at the Facultyof Economics (RUDN University), Moscow, Russia, ORCID: https://orcid.org/0000-0002-3306-0021, e-mail: alisal01@yandex.ru

Natalia V. Savitskaya, PhD in Education, associate professor of the department of foreign and russian philology, Moscow State University of psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1769-5553, e-mail: n.sawa@yandex.ru

Oksana A. Krukovskaya, PhD in Education, Department of Foreign and Russian Philology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3394-1144, e-mail: okruk@bk.ru

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