Educational Psychologists Creating a Reach-Out Webinar Series during the Time of the COVID-19 Pandemic

Autor/inn/en	Sivers, Sarah; Schnackenberg, Nicole
Titel	Educational Psychologists Creating a Reach-Out Webinar Series during the Time of the COVID-19 Pandemic
Quelle	In: Educational & Child Psychology, 38 (2021) 3, S.109-123 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	COVID-19; Pandemics; Educational Psychology; Seminars; Web Based Instruction; Educational Technology; Technology Uses in Education; Program Effectiveness; Outreach Programs; Allied Health Personnel; Psychologists; Program Development; Videoconferencing; Access to Education + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Seminar; Web Based Training; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Jobcoaching; Psychologist; Psychologe; Psychologin; Programmplanung; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Aim: To give an overview of why and how Educational Psychology (EP) Reach-Out, an online webinar series, was set up to reach out to children, young people, families and professionals in response to the COVID-19 pandemic; and to enable and inspire others to consider innovative ways of working. An evaluation of both the experience of watching and presenting is also provided to demonstrate the value of the project. Rationale: COVID-19 changed the way educational psychologists (EPs) work and connect with others. It seemed important for EPs to feel a sense of purpose embedded in psychological principles in response to the pandemic. This was actualised through the use of technology, application of psychology and an endeavour to reach-out. Findings: A webinar series can bring information, joy, hope and a sense of community; it is possible to continue to connect, learn and share while being physically distant. Limitations: The running of the project was achievable only through access to technology, in addition to the time afforded by working from home. The project also relied on attendees and presenters having the appropriate technology. This may have prevented some people from engaging in the project, i.e. because of digital poverty. Conclusion: The co-creators of the project, the presenters and the attendees experienced a sense of purpose and connection from EP Reach-Out. This project demonstrated how educational psychology practice can be innovative, collaborative and generate hope. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://beta.bps.org.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01