The Impact of the COVID-19 Pandemic on School Psychology Internship Outcomes

Autor/inn/en	Morrison, Julie Q.; Albritton, Kizzy; Bernstein, Elana; Davies, Susan C.; Joseph, Laurice; Mezher, Katherine R.; Reynolds, Jennifer; VanVoorhis, Richard W.
Titel	The Impact of the COVID-19 Pandemic on School Psychology Internship Outcomes
Quelle	In: Psychology in the Schools, 60 (2023) 4, S.1216-1233 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morrison, Julie Q.) ORCID (Davies, Susan C.) ORCID (Mezher, Katherine R.) ORCID (Reynolds, Jennifer) ORCID (VanVoorhis, Richard W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22829
Schlagwörter	Internship Programs; School Psychology; COVID-19; Pandemics; Competence; Intervention; Program Effectiveness; Employment Qualifications; Behavior Modification; Academic Achievement; Racism; Ohio + Suchen Sie Ihr Suchwort? Berufspraktische Ausbildung; Schulpsychologie; Kompetenz; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Behaviour modification; Verhaltensänderung; Schulleistung; Rassismus
Abstract	The Ohio Internship Program in School Psychology was forced to adapt abruptly to the changing circumstances brought on by the novel coronavirus (COVID-19) pandemic beginning in March 2020. The purpose of this study was to determine the extent to which the school psychology internship outcomes were negatively affected by the COVID-19 pandemic in terms of supervisors' ratings of intern competencies, the number of students served by interns, and the outcomes of academic and behavior interventions supported by interns. Findings of the annual evaluation of the Ohio Internship Program in School Psychology for the school year directly affected by the pandemic (2020-2021) were compared to the findings for the year the pandemic began (2019-2020) and the 3 years before the start of the pandemic. The results provide evidence of gains in professional competencies and positive outcomes for students served by interns. The results also highlight racial disparities in the counts of students provided school psychological services during the pandemic. Implications for school psychology graduate preparation and practice are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01