Tori Glascock’s research while affiliated with Rutgers, The State University of New Jersey and other places

The COVID-19 pandemic dramatically changed the college experience; however, it also provided an opportunity to engage with and support students differently. The COVID-19 pandemic dramatically changed the college experience; however, it also provided an opportunity to engage with and support students differently. Participation and leadership in college organizations at many institutions has traditionally been an in-person experience; however, during the first two years of the pandemic, this practice shifted to a fully or partially remote setting for many colleges and universities. This chapter compares two years of data from the Multi-Institutional Study of Leadership (MSL) in 2018 and 2021 and explores the pandemic's effect on the relationship between student involvement and leadership experiences and feelings of belonging. Results show slight declines in involvement and leadership experiences and decreased feelings of belonging during the pandemic. The chapter concludes with crucial questions for leaders in education to consider regarding the cultivation of student involvement and leadership in the aftermath of the pandemic.

Difficulties regulating emotions during periods of distress may contribute to the high rates of co-occurring depression and anxiety in autistic adults. The emotional support plan (ESP) is a brief intervention designed to support autistic adults to use positive coping skills during periods of distress. Thirty-six autistic adults participated in studies to assess the acceptability of the ESP intervention to cope with stressors during the COVID-19 pandemic and postsecondary education and feasibility of the study design elements to inform future trials. Most participants reported using strategies from their ESP; 86%–89% reported the intervention had a positive impact on them and 67%–71% would recommend it to another person. Completion of weekly monitoring and outcome assessments were high; ecological momentary assessment was more variable. The current results provide preliminary support for the acceptability of the ESP intervention. Important insights were also gained to inform feasibility of the design to assess its potential efficacy in future studies. While further research is clearly needed, the brief nature of the ESP may provide benefit as a starting point for those who may be proactively seeking support to cope with anticipated stressors or those who would benefit from guidance to promote emotion regulation during stressful life events. Lay abstract Autistic adults may have difficulty coping during stressful periods, which could make them more vulnerable to depression and anxiety. We designed the emotional support plan (ESP) to help autistic people find ways to cope in stressful situations. Thirty-six autistic adults created an ESP and answered questions about their opinions of the ESP. Most autistic adults found the ESP to have a positive impact on them and many would recommend the ESP to another person. Feedback from autistic adults suggested ways that we might test the ESP in future studies. Overall, autistic adults in this study found the ESP to be useful and a worthwhile intervention to study more in the future. While more research is clearly needed, we hope that the brief nature of the ESP will make it helpful for autistic people who are trying to handle negative feelings during stressful life events.

The year 2020 was filled with injustices, fear, and uncertainty that has disproportionately affected Black communities in the United States and abroad. From the unprecedented number of deaths inflicted by COVID-19, specifically on minority groups, to the horrific murders of Black citizens by those in positions of authority and power, the world was once again reminded that racism is still alive. Black student-athletes are among those enduring trauma that has been consistent over centuries and are contending with the chronic nature of systemic racism as it pertains to being a Black athlete within the world of athletics and their respective schools. Through grounded theory, researchers captured the lived experiences of 14 Black student-athletes through qualitative interviews to ensure that sports psychology practitioners and researchers are equipped with the correct resources, knowledge, and skills, to aid in the healing of Black student-athletes although also advocating for expedited social reform and representation within the realm of education, law enforcement, politics, and mental health services. Five key domains emerged from this study including Identity Development, Perception and Expectations, Mental Health, Privilege, and Systems. The authors offer best practices within each domain in an effort to develop anti-racist practices to be implemented within athletic institutions and beyond. Lay summary: Black student-athletes are faced with systemic racism within all the worlds they live in, and as it pertains to being an athlete of color within the National Collegiate Athletic Association (NCAA). Black student-athletes are also coping with major life stressors and, as such, this paper gathered the lived experiences of student-athletes identifying as Black and explored how they experienced support during their tenure as student-athletes in an attempt to establish anti-racist and supportive practices within athletic communities. • Implications for practice • Develop strategies for athletes to understand and evaluate their identity. • Integrate anti-racist practices into large systems including implicit bias training, undoing racism, and privilege education. • Create tools and visuals for athletes of color, illustrating the institution’s commitment to diversity, equity and inclusion.

The coronavirus (COVID-19) pandemic forced athletes to learn to navigate a world void of athletic competition and contend with the intricacies that life during a pandemic brings. Similarly, those that dedicate their lives to these athletes such as sport psychology practitioners, sport medicine personnel, athletic trainers, or academic advisors (i.e., sport support professionals ) also experienced an abrupt ending to their routines, and in some cases their livelihoods. These professionals have been pushed to modify their art and find ways to engage their community from a distance (e.g., virtually, or physically from a social distance). Sport support professionals are experiencing a collective loss due to the COVID-19 pandemic. This paper addresses the impact of a global pandemic and the subsequent issues faced by sport support professionals across diverse disciplines, emphasizing the significance of these relationships and the necessary adjustments to manage the cessation of these relationships.