COVID-19 and Australian School Psychology: Qualitative Perspectives for Enhancing Future Practice

Autor/inn/en	Reupert, Andrea; Greenfeld, Daliya; May, Fiona; Berger, Emily; Morris, Zoe A.; Allen, Kelly-Ann; Summers, Dianne; Wurf, Gerald
Titel	COVID-19 and Australian School Psychology: Qualitative Perspectives for Enhancing Future Practice
Quelle	In: School Psychology International, 43 (2022) 3, S.219-236 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greenfeld, Daliya) ORCID (Berger, Emily) ORCID (Summers, Dianne) ORCID (Wurf, Gerald)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343221091953
Schlagwörter	COVID-19; Pandemics; School Psychology; Mental Health; Resilience (Psychology); Well Being; School Psychologists; Adjustment (to Environment); School Closing; Barriers; Stress Variables; Student Needs; Delivery Systems; Family Involvement; Foreign Countries; Distance Education; Social Isolation; Evaluation Methods; Anxiety; Depression (Psychology); Psychological Patterns; Australia + Suchen Sie Ihr Suchwort? Schulpsychologie; Psychohygiene; Well-being; Wellness; Wohlbefinden; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; School closings; Schließung; Schließung (von Schulen); Auslieferung; Ausland; Distance study; Distance learning; Fernunterricht; Soziale Isolation; Angst; Australien
Abstract	The challenges and changes driven by the Coronavirus Disease 2019 (COVID-19) pandemic in the education sector have been linked to high rates of anxiety, depression, and post-traumatic symptoms in school-aged populations. Despite this, it is also acknowledged that children and young people can be resilient and adaptable, with the right support in place. In schools, psychologists play an important role in supporting students' learning, behavior, wellbeing, and mental health. The aim of this study is to investigate the practices of Australian school psychologists during COVID-19 related school closures, focusing on their experiences and challenges and how they adapted their practices. Twelve Australian school psychologists were interviewed and, after member checks were undertaken, interview transcripts were analyzed using thematic analysis. Six interrelated themes were identified including: (a) heightened student psychological stress, (b) alternative delivery modes and associated challenges, (c) close collaboration with families, (d) participants personal challenges during COVID-19, (e) assessment during COVID-19, and (f) possible long-term practice changes post pandemic. The results of this study have implications for policies to support students in future pandemics or where physical school attendance is disrupted (e.g., natural disasters). (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01