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2.
Sch Psychol ; 36(5): 271-276, 2021 Sep.
Article in English | MEDLINE | ID: covidwho-1442727

ABSTRACT

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 , Risk
3.
Sch Psychol ; 36(5): 410-421, 2021 Sep.
Article in English | MEDLINE | ID: covidwho-1364574

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. (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 , Humans
5.
PLoS One ; 16(4): e0249423, 2021.
Article in English | MEDLINE | ID: covidwho-1167117

ABSTRACT

Despite the wide adoption of emergency remote learning (ERL) in higher education during the COVID-19 pandemic, there is insufficient understanding of influencing factors predicting student satisfaction for this novel learning environment in crisis. The present study investigated important predictors in determining the satisfaction of undergraduate students (N = 425) from multiple departments in using ERL at a self-funded university in Hong Kong while Moodle and Microsoft Team are the key learning tools. By comparing the predictive accuracy between multiple regression and machine learning models before and after the use of random forest recursive feature elimination, all multiple regression, and machine learning models showed improved accuracy while the most accurate model was the elastic net regression with 65.2% explained variance. The results show only neutral (4.11 on a 7-point Likert scale) regarding the overall satisfaction score on ERL. Even majority of students are competent in technology and have no obvious issue in accessing learning devices or Wi-Fi, face-to-face learning is more preferable compared to ERL and this is found to be the most important predictor. Besides, the level of efforts made by instructors, the agreement on the appropriateness of the adjusted assessment methods, and the perception of online learning being well delivered are shown to be highly important in determining the satisfaction scores. The results suggest that the need of reviewing the quality and quantity of modified assessment accommodated for ERL and structured class delivery with the suitable amount of interactive learning according to the learning culture and program nature.


Subject(s)
Education, Distance , Personal Satisfaction , Psychology, Educational , Students/psychology , COVID-19/prevention & control , Female , Hong Kong , Humans , Machine Learning , Male , Pandemics/prevention & control , Surveys and Questionnaires , Universities
6.
Sch Psychol ; 35(6): 375-384, 2020 Nov.
Article in English | MEDLINE | ID: covidwho-1041646

ABSTRACT

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).


Subject(s)
Psychology, Clinical/trends , Psychology, Educational/trends , Societies, Scientific/trends , Anniversaries and Special Events , Evidence-Based Practice , Humans , Mental Health Services/trends , Professional Competence , Psychology, Clinical/education , Psychology, Educational/education
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