Investigation of the Role of Existential Awareness in Adolescent Mental Health During Global Crises

I will conduct interdisciplinary research integrating youth mental health (MH) research, neuroscience and education. The main aim is to investigate the role of existential awareness (EA; Dorjee, 2017) in the relationship between awareness of global crises and adolescent MH. EA refers to a progression in one's sense of self in relation to others and

the world at large (Dorjee, 2016). This responds to fundamental needs in adolescence, such as the need for belonging and the need for purpose in life (Roeser & Pinela, 2014). Therefore, EA may effectively address distress concerning global crises, which can induce a sense of meaninglessness, loneliness and resignation (Passmore, 2023). Research shows

that global challenges significantly affect adolescent MH (Poletti et al., 2023), which is particularly concerning considering the current youth MH crisis (NHS, 2022). In the area of adolescent MH, research supports that a self-transcendent purpose (orientation towards a greater purpose) can help youth stay optimistic during adversities

in their personal lives (Liu et al., 2021) and in relation to global crises (Ojala, 2007). However, research has not shed light on self-transcendence understood as the sense of self in relation to the world. This is considered within the modes of EA framework (Dorjee, 2017). Developmental neuroscience research has established beneficial effects of the first mode

of EA (decentring; i.e., recognising the fleeting nature of thoughts and emotions and disidentifying from them) on MH in pre-adolescents (Nguyen & Dorjee, 2022). This study showed that the amplitude of a brain-wave-derived marker of emotion processing called the late positive potential (LPP) in response to negative stimuli was significantly reduced

after training in decentring. No such reduction was observed in controls. The LPP is an averaged brain wave in response to a stimulus which reflects emotion processing and is captured with the electroencephalograph (EEG). This method is commonly used in neuroscientific research to understand neurophysiological processes linked to MH.

Nguyen & Dorjee's findings suggest that decentring is associated with reduced emotional reactivity and, therefore, may lead to reduction in anxiety-related psychopathology. However, research investigating more progressive modes of EA in relation to MH is extremely limited (e.g., Katyal et al., 2020), and currently, no research exists on adolescent

populations. Moreover, to my knowledge, no research to date has investigated how EA could play a role in improving MH in relation to global crises. Moreover, I will co-productively explore with young people what experiences of EA they already have and identify how EA could be integrated in educational practices to help

them effectively deal with stressors related to global crises. Research Questions: RQ1: Does EA have a protective effect on adolescents' MH in relation to global crises? RQ2: Are potential MH protective effects of EA reflected on neurophysiological measures of affect (LPP) when viewing stimuli related to global crises?

RQ3: What strategies do adolescents already use to shift their EA to support their management of distress in the face of global crises, and how could these and other similar strategies be introduced into educational practice?