Distress of tertiary education students in Australia during the COVID-19 pandemic.

OBJECTIVE: This project sought to characterize levels of distress in Australian tertiary education students during the COVID-19 pandemic. METHODS: Advertisements were placed on multiple participant recruitment and student run websites associated with various tertiary institutions. Level of overall distress was assessed with the K-10 so that comparisons could be made with previous research. A total of 1072 tertiary education students 18 years or older participated in t0he study. RESULTS: 70.9% of tertiary education students studying in Australia displayed elevated levels of psychological distress during the pandemic, with 23.01% of the sample reporting extreme levels of distress. CONCLUSIONS: More tertiary education students experienced severe distress during the COVID-19 pandemic than adults in the general population, as well as before the pandemic. IMPLICATIONS: Services are needed to help tertiary education students cope with elevated levels of distress associated during the COVID-19 pandemic.

Students in out‐of‐home care: Their experiences of Transforming Educational Achievement for Children at Risk, an Australian education programme

Children living in out‐of‐home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the programme participated in individual, semi‐structured interviews. Responses were analysed using Interpretive Phenomenological Analysis. Participants indicated that the programme provided individualized and flexible academic support, reduced their shame and embarrassment and provided them with more than academic support. They highlighted the importance of the student–educator relationship, and the need for encouragement and motivation to pursue their educational goals. Finally, findings report on how COVID‐19 impacts on student experiences of the programme. Recommendations for the development and improvement of education programs for students in out‐of‐home care conclude this paper.

Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation

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. [ FROM AUTHOR]

Food insecurity associated with educational disruptions during the COVID-19 pandemic for college students and the role of anxiety and depression.

Objective: To test the association between food insecurity and educational disruptions from the COVID-19 pandemic and the role of anxiety or depression in mediating this association. Participants: Representative sample of 2,282 City University of New York students. Methods: Using an April 2020 online survey, we estimated adjusted prevalence ratios (aPR) for educational outcomes based on food insecurity status, adjusting for age, sex, race/ethnicity, and degree level with weighted Poisson regressions with robust standard errors. Results: Prevalence of decreased ability to do schoolwork was greater in those with moderate (aPR = 1.12, 95% CIs 1.02, 1.23) and high (aPR = 1.18, 95% CIs 1.08, 1.2) levels of food insecurity compared to food-secure students. Results were similar for dropping/withdrawing from classes and expecting delays or uncertainty around graduation. Anxiety and depression mediated the relationship between food insecurity and educational outcomes. Conclusion: Findings emphasize the urgency of expanded food assistance and mental health services for college students.

Students in out‐of‐home care: Their experiences of Transforming Educational Achievement for Children at Risk, an Australian education programme

Children living in out‐of‐home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the programme participated in individual, semi‐structured interviews. Responses were analysed using Interpretive Phenomenological Analysis. Participants indicated that the programme provided individualized and flexible academic support, reduced their shame and embarrassment and provided them with more than academic support. They highlighted the importance of the student–educator relationship, and the need for encouragement and motivation to pursue their educational goals. Finally, findings report on how COVID‐19 impacts on student experiences of the programme. Recommendations for the development and improvement of education programs for students in out‐of‐home care conclude this paper. [ FROM AUTHOR] Copyright of Child & Family Social Work is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

COVID-19 and Australian school psychology: Qualitative perspectives for enhancing future practice

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).

Early childhood educators' psychological distress and wellbeing during the COVID-19 pandemic.

There is growing awareness of the impacts of COVID-19 on children, families, and more recently, early childhood educators. This study aimed to add to this research and explore Australian early childhood educators' psychological distress and wellbeing in relation to COVID-19. Accordingly, 205 educators (117 early childhood educators, 86 leaders and 2 others) completed the Impact of Event Scale-Revised, measuring levels of post-traumatic distress, and an open-ended question on wellbeing, both in relation to COVID-19. Educators' responses to the open-ended question were matched to those who scored high, medium, and low on the Impact of Events Scale-Revised. Results demonstrated 66.8% of educators scored in the low range for post-traumatic distress, 11.7% scored in the moderate range, and 21.5% scored in the high range for post-traumatic distress on the Impact of Events Scale-Revised. Participants scoring in the low range on the Impact of Events Scale-Revised provided fewer comments regarding the emotional impacts of COVID-19. There were no differences between the groups in terms of fear of COVID-19 infection, challenges related to increased workload during the pandemic, and frustration with the Australian government response to COVID-19. Educators and early childhood leaders reported comparable wellbeing challenges during the pandemic. This research has implications for the types of support provided to educators during future pandemics.

Work Like a Girl: Redressing Gender Inequity in Academia through Systemic Solutions

Historically, the professional structure of higher education has provided restricted employment, career, and leadership opportunities for women. This is exacerbated where there is an intersection between gender and race, culture, religion, or age. Women continue to be underrepresented in senior leadership positions across a range of disciplines, and this lack of representation of women within the professional structure of higher education itself acts as a barrier for more women reaching senior levels within institutions. More women are needed in higher positions to increase representation and visibility, and to encourage and mentor others to then aspire to follow a similar path. This critical review examines gender equity across the major career benchmarks of the academy in light of the impact of the personal contexts of women, systemic processes, and cultural barriers that hinder career progression. Research-based systemic solutions that work towards improved gender equity for women are discussed. The findings from this critical review highlight the need for global systemic change in higher education to create ethical equities in the employment, career, and leadership opportunities for women.

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

This exploratory study aimed to identify the ways psychologists working in schools supported students' mental health during school closures related to the COVID-19 pandemic. An online survey was developed to determine (a) how psychologists working in schools across the United States, Canada, Germany, and Australia supported students' mental health during COVID-19, (b) how their services changed during COVID-19, and (c) potential differences between countries concerning difficulties supporting students' mental health during this time. The survey was based on previous research and was subsequently piloted. Using convenience and snowball sampling, 938 participants (U.S. n = 665; Canada n = 48; Germany n = 140; Australia n = 85) completed the online survey. Overall, school psychology services across these four countries pivoted from psychoeducational assessments to virtual counseling, consultation, and the development/posting of online support directly to children or parents to use with their children. There was some variation between countries; during the pandemic, significantly more psychologists in Germany and Australia provided telehealth/telecounseling than those in the United States and Canada, and psychologists in Germany provided significantly more hardcopy material to support children than psychologists in other countries. There is a need to ensure psychologists have the appropriate technological skills to support school communities during periods of school closure, including, but not limited to, virtual counseling and the administration of psychoeducational assessments. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Examination of trauma training for postgraduate psychology students

<bold>Objective</bold>: Psychologists are at the forefront of assessing and treating clients who been affected by trauma. This study determined the proportion of Australian postgraduate psychology courses that provide training on trauma in coursework units. <bold>Method</bold>: Descriptive statistics and content analysis were used to analyse the trauma-related contents of online unit handbooks from Masters of Psychology courses that were offered in 2019. <bold>Results</bold>: Forty-two unit handbooks from 25 courses delivered by 16 institutions explicitly mentioned trauma-related content, equating to 31.65% of courses included in the present study. Of those unit handbooks, 30 were unique (i.e., not duplicates across courses at the same institution). Content analysis of the unit handbooks revealed (a) trauma was most commonly discussed as a disorder (e.g., post-traumatic stress disorder, stressor-related disorders) and (b) postgraduate psychology students were often taught about trauma-related assessment, intervention and theory. <bold>Conclusions</bold>: Trauma training appears limited within postgraduate psychology coursework in Australia. Further research is warranted into how well-prepared psychology graduates are to work with clients who have been exposed to trauma. Such preparedness is vital in the current Australian climate whereby many individuals are impacted by potentially traumatic loss or adversity, for example, due to bushfires and COVID-19. <bold>KEY POINTS</bold> <bold>What is already known about this topic:</bold> The effects of traumatisation are highly variable across individuals and thus psychologists must be well-informed about the different presentations of trauma. Trauma- and stressor-related disorders are often challenging to treat and psychologists must be well-trained in appropriate interventions for doing so. Mental health practitioners often lack the appropriate support and training in addressing the needs of clients who have been affected by traumatising events. The effects of traumatisation are highly variable across individuals and thus psychologists must be well-informed about the different presentations of trauma.Trauma- and stressor-related disorders are often challenging to treat and psychologists must be well-trained in appropriate interventions for doing so.Mental health practitioners often lack the appropriate support and training in addressing the needs of clients who have been affected by traumatising events. <bold>What this topic adds:</bold> Only a minority of postgraduate psychology courses in Australia appeared to contain information about trauma. Further research is warranted to continue to explore psychologists’ training and competency development in trauma-informed practice. Systemic changes to postgraduate psychology courses are required to ensure all provisional psychologists receive foundational knowledge and skills in supporting clients who have been impacted by trauma. Only a minority of postgraduate psychology courses in Australia appeared to contain information about trauma.Further research is warranted to continue to explore psychologists’ training and competency development in trauma-informed practice.Systemic changes to postgraduate psychology courses are required to ensure all provisional psychologists receive foundational knowledge and skills in supporting clients who have been impacted by trauma. [ABSTRACT FROM AUTHOR] Copyright of Clinical Psychologist is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Acral Changes in pediatric patients during COVID 19 pandemic: Registry report from the COVID 19 response task force of the society of pediatric dermatology (SPD) and pediatric dermatology research alliance (PeDRA).

BACKGROUND/OBJECTIVE: In spring 2020, high numbers of children presented with acral pernio-like skin rashes, concurrent with the coronavirus disease 2019 (COVID-19) pandemic. Understanding their clinical characteristics/ infection status may provide prognostic information and facilitate decisions about management. METHODS: A pediatric-specific dermatology registry was created by the Pediatric Dermatology COVID-19 Response Task Force of the Society for Pediatric Dermatology (SPD) and Pediatric Dermatology Research Alliance (PeDRA) and was managed by Children's Hospital of Philadelphia using REDCap. RESULTS: Data from 378 children 0-18 years entered into the registry between April 13 and July 17, 2020 were analyzed. Data were drawn from a standardized questionnaire completed by clinicians which asked for demographics, description of acral lesions, symptoms before and after acral changes, COVID-19 positive contacts, treatment, duration of skin changes, laboratory testing including SARS-CoV-2 PCR and antibody testing, as well as histopathology. 229 (60.6%) were male with mean age of 13.0 years (± 3.6 years). Six (1.6%) tested positive for SARS-CoV-2. Pedal lesions (often with pruritus and/or pain) were present in 96%. 30% (114/378) had COVID-19 symptoms during the 30 days prior to presentation. Most (69%) had no other symptoms and an uneventful course with complete recovery. CONCLUSIONS AND RELEVANCE: Children with acral pernio-like changes were healthy and all recovered with no short-term sequelae. We believe these acral changes are not just a temporal epiphenomenon of shelter in place during the spring months of the first wave of the COVID-19 pandemic and may be a late phase reaction that needs further study.

Review: The mental health implications for children and adolescents impacted by infectious outbreaks - a systematic review.

BACKGROUND: This systematic review synthesized available research on the psychological implications for children and adolescents who either were directly or indirectly exposed to an infectious outbreak. On this basis, the current paper aims to provide recommendations for future research, practice and policy regarding children during pandemics. METHOD: A total of 2195 records were retrieved from the PsycINFO, SCOPUS and MEDLINE databases, and three from Google Scholar. RESULTS: Including only those papers that focused on children or adolescent's mental health in association with respiratory infectious outbreaks, 11 articles were identified. The majority of research utilized qualitative or retrospective hospital record data. Children and adolescents reported fear and anxiety, as well as disruptions to their day to day routines as a result of outbreaks. However, children were also able to demonstrate resilience during outbreaks with the right support. CONCLUSIONS: Children's psychological response to the outbreak appeared to be largely attributed to how their parents, healthcare providers and the media communicated the event. Recommendations for policy, practitioners and researchers concerning the current COVID-19 outbreak concludes the paper.

The COVID-19 pandemic in Australia: Lessons learnt.

This paper evaluated the unique challenges of Australians in relation to the global novel coronavirus (COVID-19) pandemic. The 2019-2020 bushfires and COVID-19 outbreak have increased rates of anxiety and distress in Australia. On the contrary, unprecedented spending by the Australian Government on health care, employment, and housing has potentially lowered anxiety and stress for some Australians. Research is required to monitor the potential long-term mental health consequences of COVID-19 in Australia. (PsycInfo Database Record (c) 2020 APA, all rights reserved).