Asylum seekers in the United States are placed in highly monitored detention centers where they experience high levels of stress. Previous literature has shown that individuals may experience lower stress levels as well as an increase in the likelihood to succeed when proper coping resources are available. In addition, research has found that different coping responses appear (problem-focused and emotion-focused, or a mixture of both) when an individual appraises an event as stressful. Problem-focused coping is more action-oriented; whereas, emotion-focused coping (emotional distress and emotional-approach) regulates emotions to reduce stressors. However, there is not much insight on the various coping responses found in highly monitored spaces, like detention centers in the US. Asylum seekers may not have the appropriate resources to help cope with stress, but they are constantly creating their own ways to have healthy and successful coping responses. Therefore, this research provides a context analysis focused on observing coping responses found in a specific, highly monitored facility located at the border of California and Mexico. Data was collected using confidential transcriptions of helpline calls to an abolitionist, non-institutional collective. Selected callers were identified based on self-identification representing a variety of personalities. By coding the different coping responses, this research will bring further understanding of how environmental, psychological, and physiological stressors interact, especially how stress is appraised during incarceration and detention.

In 2020, the sudden COVID-19 pandemic changed the structure of the world including how and when people are able to gather, the nature of communication, the stability of employment, and more. This virus also thrusted unsuspecting students into the world of virtual learning which caused stress and anxiety to rise in students all over the world. Due to the recent concern of this topic, research probing how those increasing issues affect the mental and emotional health of students have been limited. The purpose of this study is to examine the impact that the transition from in person classes to virtual learning has had on undergraduate college students’ mental health. To fulfill this purpose, a survey has been constructed and distributed on Amazon Mechanical Turk (MTurk) asking anonymous undergraduate participants the impact this transition has had on their mental health, how they have coped with this transition, and how their relationships with friends and family have been impacted. It is hypothesized that virtual learning will have a negative impact on the mental health of undergraduate students. It is also predicted that higher levels of mental health issues will be reported due to the sudden transition. Lastly, it is predicted that participants’ relationships with friends and family will be negatively impacted as a result of the increasing stress that virtual learning causes.

The purpose of this research is to explore the relationship of technology to a college student’s academic achievement for those in college. This study also aims to explore how the switch from face-to-face to online classes could possibly benefit or hurt a student’s performance. Self-reported mental health status from pre- and post-pandemic standpoints will also be examined. Participants from Stanislaus State will volunteer to answer the survey which will ask to indicate their mental status and academic history from before the pandemic and during the pandemic period. They will be assessed using a self-report survey in order to measure changes in mental status and academic achievement. An analysis will be conducted in order to show how the sudden change from in person learning to virtual learning has affected how the students do in school and how they may be feeling from not having physical contact with peers and teachers.

Since COVID-19 was declared a pandemic, nearly all places of business and entertainment were shut down and schools had to move towards remote learning. This was a fundamental shift in how education was conducted. While these changes affected children of all ages, elementary school-aged children may be the most negatively impacted due to their reliance on teachers and classroom support for their learning. Past studies have found that the lack of a structured school routine has disrupted children’s engagement in academics and extracurriculars. This study will examine the relationship between social support, stress, anxiety, and depression in elementary school children.