Liu XQ, Guo YX, Zhang XR, Zhang LX, Zhang YF. Digital interventions empowering mental health reconstruction among students after the COVID-19 pandemic. World J Psychiatry 2023; 13(6): 397-401 [PMID: 37383289 DOI: 10.5498/wjp.v13.i6.397]
Corresponding Author of This Article
Xin-Qiao Liu, PhD, Associate Professor, School of Education, Tianjin University, No. 135 Yaguan Road, Jinnan District, Tianjin 300350, China. xinqiaoliu@pku.edu.cn
Research Domain of This Article
Psychiatry
Article-Type of This Article
Letter to the Editor
Open-Access Policy of This Article
This article is an open-access article which was selected by an in-house editor and fully peer-reviewed by external reviewers. It is distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/
Xin-Qiao Liu, Yu-Xin Guo, Xin-Ran Zhang, Lin-Xin Zhang, Yi-fan Zhang, School of Education, Tianjin University, Tianjin 300350, China
Author contributions: Liu XQ designed the study; Liu XQ, Guo YX, Zhang XR, Zhang LX, and Zhang YF wrote the manuscript; and all authors contributed equally to this work and have approved the final manuscript.
Supported bythe Tianjin Philosophy and Social Science Planning Project “Research on Value-added Evaluation of Career Adaptability for Engineering Students Oriented towards Outstanding Engineers”, No. TJJXQN22-001.
Conflict-of-interest statement: All the authors report no relevant conflicts of interest for this article.
Open-Access: This article is an open-access article that was selected by an in-house editor and fully peer-reviewed by external reviewers. It is distributed in accordance with the Creative Commons Attribution NonCommercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: https://creativecommons.org/Licenses/by-nc/4.0/
Corresponding author: Xin-Qiao Liu, PhD, Associate Professor, School of Education, Tianjin University, No. 135 Yaguan Road, Jinnan District, Tianjin 300350, China. xinqiaoliu@pku.edu.cn
Received: April 12, 2023 Peer-review started: April 12, 2023 First decision: May 12, 2023 Revised: May 13, 2023 Accepted: May 24, 2023 Article in press: May 24, 2023 Published online: June 19, 2023 Processing time: 68 Days and 7.8 Hours
Abstract
With the gradual end of the coronavirus disease 2019 (COVID-19) pandemic, the reconstruction of students’ mental health is urgently necessary. Digital interventions offer advantages such as high accessibility, anonymity, and accurate identification, which can promote the reconstruction of students’ mental health through the provision of psychological support platforms, psychological assessment tools, and online mental health activities. However, we recognize that digital interventions must undergo many adjustments, and corresponding ethical norms require further clarification. It is crucial for different stakeholders to collaborate and work toward maximizing the effectiveness of digital interventions for the reconstruction of mental health after the COVID-19 pandemic.
Core Tip: As the coronavirus disease 2019 (COVID-19) pandemic has gradually come to an end, a challenge that has emerged is how to restore the mental health of students after the pandemic. This paper contends that digital interventions are cutting-edge and that effective approaches should be fully utilized to address the impact of the COVID-19 pandemic on the mental health of students.
