Perspectives of Practicing School Psychologists during COVID-19: A Multi-Country, Mixed Methods Investigation

Autor/inn/en	May, Fiona; Schaffer, Gary E.; Allen, Kelly-Ann; Berger, Emily; Hagen, Alexa von; Hill, Vivian; Morris, Zoe A.; Prior, Stefanie; Summers, Dianne; Wurf, Gerald; Reupert, Andrea
Titel	Perspectives of Practicing School Psychologists during COVID-19: A Multi-Country, Mixed Methods Investigation
Quelle	In: School Psychology International, 44 (2023) 4, S.447-467 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (May, Fiona) ORCID (Allen, Kelly-Ann) ORCID (Berger, Emily) ORCID (Summers, Dianne) ORCID (Wurf, Gerald)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343221137716
Schlagwörter	Foreign Countries; School Psychology; School Psychologists; COVID-19; Pandemics; Cross Cultural Studies; Mental Health; Self Management; Interpersonal Relationship; Physical Activity Level; Supervision; Networks; Access to Computers; Work Environment; Computer Mediated Communication; Psychological Services; United States; Australia; Germany; Canada; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Cultural comparison; Kulturvergleich; Psychohygiene; Selbstmanagement; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Arbeitsmilieu; Computerkonferenz; Psychologische Betreuung; USA; Australien; Deutschland; Kanada; Großbritannien
Abstract	COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, Canada, and the United Kingdom, including changes to practice and exploration of the factors that supported the delivery of school psychology services during the pandemic. Quantitative and qualitative data were collected from 1,030 school psychologists and analyzed using a mixed methods, multiple case study design. Differing impacts of the pandemic on the working hours of school psychologists were reported across countries. Participants in all countries reported a shift to online working, with an increased focus on consultation and intervention and a reduction in psychoeducational assessments. School psychologists from all nations emphazised the importance of self-care strategies, social connections and physical activity and the role of support via supervision or professional networks. Access to appropriate technology and responsive workplace policies and procedures were also identified as important. Results have implications for the internationalization of the school psychology profession and can inform international school psychology planning in response to future crises. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01