Finding a Needle in a Haystack: A Systematic Approach for Searching Through Public Databases for Youth Mental Well-Being Programs.

Background: This practice paper exemplifies a systematic approach used to learn about existing mental well-being programs for youth 11-14 years to inform curriculum development for after-school settings.

Methods: We reviewed 3389 mental well-being programs from publicly accessed databases and conducted a content analysis using inductive and deductive coding to explore the domains each program addressed.

Results: Through our content analysis of the final eight programs, we found strong alignment with the Collaborative for Academic, Social and Emotional Learning (CASEL) core social-emotional competencies: self-awareness, self-management, social awareness, relationship skills, and decision-making.

Strengthening Youth Emotional and Behavioral Well-Being Through Community-Academic Partnership: The EMPOWER Project.

The onset of mental health issues frequently starts during adolescence, where one third of adolescents who are 14 years and younger receive a mental health diagnosis. The state of youth mental health is a major public health concern. The EMPOWER project was developed during the COVID-19 pandemic to address youth mental health.

Influence of hydrophobic and electrostatic residues on SARS-coronavirus S2 protein stability: insights into mechanisms of general viral fusion and inhibitor design.

Severe acute respiratory syndrome (SARS) is an acute respiratory disease caused by the SARS-coronavirus (SARS-CoV). SARS-CoV entry is facilitated by the spike protein (S), which consists of an N-terminal domain (S1) responsible for cellular attachment and a C-terminal domain (S2) that mediates viral and host cell membrane fusion. The SARS-CoV S2 is a potential drug target, as peptidomimetics against S2 act as potent fusion inhibitors.