A Call to Action for School Psychology to Address COVID-19 Health Disparities and Advance Social Justice

Autor/inn/en	Sullivan, Amanda L.; Harris, Bryn; Miller, Faith G.; Fallon, Lindsay M.; Weeks, Mollie R.; Malone, Celeste M.; Kulkarni, Tara; Proctor, Sherrie L.; Johnson, Austin H.; Rossen, Eric; Nguyen, Thuy; Shaver, Elizabeth
Titel	A Call to Action for School Psychology to Address COVID-19 Health Disparities and Advance Social Justice
Quelle	In: School Psychology, 36 (2021) 5, S.410-421 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sullivan, Amanda L.) ORCID (Harris, Bryn) ORCID (Miller, Faith G.) ORCID (Fallon, Lindsay M.) ORCID (Weeks, Mollie R.) ORCID (Malone, Celeste M.) ORCID (Kulkarni, Tara) ORCID (Proctor, Sherrie L.) ORCID (Johnson, Austin H.) ORCID (Nguyen, Thuy) ORCID (Shaver, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000463
Schlagwörter	COVID-19; Pandemics; Access to Health Care; Social Justice; School Psychologists; Role; Minority Groups; Social Influences; Equal Education; School Closing; Mental Disorders; Trauma; Prevention; Intervention; Graduate Study; At Risk Students + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rollen; Ethnische Minderheit; Sozialer Einfluss; School closings; Schließung; Schließung (von Schulen); Mental illness; Geisteskrankheit; Prävention; Vorbeugung; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	The health, economic, and social challenges associated with coronavirus disease 2019 (COVID-19) present a range of threats to students' well-being, psychoeducational experiences, and outcomes, spurring fears for a "lost generation." In this article, we present COVID-19 as a large-scale multisystemic disaster causing massive disruptions and losses, with adversities moderated by the intersectional nature of systemic inequity. We first synthesize the broad effects of COVID-19 as they relate to equity and social justice, followed by the major implications for students and schools, with a focus on intersectional systemic issues. We then propose foundational considerations and resources intended to usher a paradigm shift in how school psychologists' roles and activities are conceptualized in the years to come, ending with key imperatives for practice and graduate education in school psychology. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01