ABSTRACT
School Psychology is an outlet for research on children, youth, educators, and families that has scientific, practice, and policy implications for education and educational systems. In this editorial changes and growth in the journal over the past year pertaining to current and future journal impact, special topics, and editorial leadership are described. Advancements for School Psychology in terms of equity, diversity, and inclusion in the editorial process is reflected upon. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Subject(s)
Psychology, Clinical , Adolescent , Child , Humans , Professional Competence , Psychology, Clinical/education , Psychology, Educational , Schools , Societies, ScientificSubject(s)
COVID-19 , Clinical Competence , Communicable Disease Control/methods , Education, Medical, Graduate , Students, Medical/psychology , Teaching/trends , COVID-19/epidemiology , COVID-19/prevention & control , Education, Distance/methods , Education, Medical, Graduate/methods , Education, Medical, Graduate/organization & administration , Education, Medical, Graduate/trends , Humans , Organizational Innovation , Psychology, Educational , SARS-CoV-2 , State Medicine/organization & administration , State Medicine/trends , Teaching Materials/supply & distribution , United KingdomABSTRACT
The coronavirus disease 2019 (COVID-19) pandemic presents school communities across the United States and world with an unpresented challenge. Virtually, all members of school communities have been impacted and the long-term ramifications of the pandemic remain unknown. However, despite being a novel virus, crisis management practices for other crisis (e.g., natural disasters, technological disasters, unexpected deaths) have utility for school safety promotion and helping affected individuals cope effectively with the monumental challenges they face during the pandemic. Such practices can reduce risk while fostering resilience concomitantly. This special issue, Perspectives on COVID-19: Addressing Diverse Needs of Children, Youth, Families, Educators, and Human Service Professionals, includes a diverse collection of conceptual, quantitative, and qualitative articles addressing the impact of COVID-19 pandemic on youth and their families, educators, allied human services professionals, and the systems in which they work. Consistent with a crisis management and risk and resilience perspectives, articles emphasize youth most vulnerable to the impact of COVID-19, including youth with disabilities, from minoritized backgrounds, and within underserved populations. Articles also have implications for coping, resilience, and intervention and focus on how service delivery can best meet the needs of those impacted by acute and chronic crisis events. The research and scholarship included in this special issue represents an important step forward with providing school psychologists and related professions with cutting-edge information that can help enhance their practice during the COVID-19 pandemic and beyond. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Subject(s)
Adaptation, Psychological , COVID-19 , Psychology, Educational , Resilience, Psychological , Safety Management , Schools , Vulnerable Populations , Adolescent , Adult , Child , Humans , RiskABSTRACT
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. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Subject(s)
COVID-19 , Healthcare Disparities , Psychology, Educational , Schools , Social Determinants of Health , Social Justice , Students , Adolescent , Child , HumansABSTRACT
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).
Subject(s)
COVID-19 , Child , Humans , Pandemics , Psychology, Educational , SARS-CoV-2 , Schools , United StatesSubject(s)
COVID-19 , Education, Distance/methods , Education, Medical/trends , Social Interaction , Teaching , COVID-19/epidemiology , COVID-19/prevention & control , Communicable Disease Control , Computer Communication Networks , Humans , Psychology, Educational , SARS-CoV-2 , Teaching/ethics , Teaching/psychology , Teaching/trends , United KingdomABSTRACT
The purpose of this article was to historically review the field of school psychology for the 75th Anniversary of the founding of the Division of School Psychology (DSP) of the APA. Past and present proactive school psychology was evaluated and recommendations for the future were offered in light of historic APA DSP goals. Since its inception, the DSP has worked with APA to protect and expand school psychology as a foundational service area within health service psychology. This article examines the challenges in the field, highlights current issues, and calls for a proactive and transformational future. The article concludes with suggestions from history to adopt current approaches to emulate the transformative vision of proactive school psychology. (PsycInfo Database Record (c) 2021 APA, all rights reserved).