School of Social Work, University of North Carolina, Chapel Hill, NC, USA.
Brown School of Social Work, Washington University, St. Louis, MO, USA.
Glob Public Health. 2021 Jun;16(6):964-973. doi: 10.1080/17441692.2021.1912137. Epub 2021 Apr 11.
COVID-19 social control measures (e.g. physical distancing and lockdowns) can have both immediate (social isolation, loneliness, anxiety, stress) and long-term effects (depression, post-traumatic stress disorder) on individuals' mental health. This may be particularly true of adolescents living with HIV (ALHIV) and their caregivers - populations already overburdened by intersecting stressors (e.g. psychosocial, biomedical, familial, economic, social, or environmental). Addressing the adverse mental health sequelae of COVID-19 among ALHIV requires a multi-dimensional approach that at once (a) economically empowers ALHIV and their households and (b) trains, mentors, and supervises community members as lay mental health services providers. Mental health literacy programming can also be implemented to increase mental health knowledge, reduce stigma, and improve service use among ALHIV. Schools and HIV care clinics offer ideal environments for increasing mental health literacy and improving access to mental health services.
COVID-19 社会管控措施（例如，保持社交距离和封锁）可能会对个人的心理健康产生即时（社交隔离、孤独、焦虑、压力）和长期（抑郁、创伤后应激障碍）的影响。对于感染 HIV 的青少年及其照顾者（已经面临着多种压力源的交叉负担，如心理社会、生物医学、家庭、经济、社会或环境方面的压力源）来说，这可能更为真实。要解决 COVID-19 对 ALHIV 造成的不良心理健康后果，需要采取多维度的方法，一方面（a）为 ALHIV 及其家庭提供经济赋权，另一方面（b）培训、指导和监督社区成员作为非专业的心理健康服务提供者。还可以实施心理健康素养计划，以提高心理健康知识，减少污名化，并改善 ALHIV 对服务的利用。学校和艾滋病毒护理诊所提供了增加心理健康素养和改善获得心理健康服务的理想环境。
