May, Fiona;
Schaffer, Gary E;
Allen, Kelly-Ann;
Berger, Emily;
Hagen, Alexa von;
Hill, Vivian;
Morris, Zoe A;
... Reupert, Andrea; + view all
(2022)
Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation.
School Psychology International
10.1177/01430343221137716.
(In press).
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Abstract
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.
| Type: | Article |
|---|---|
| Title: | Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1177/01430343221137716 |
| Publisher version: | https://doi.org/10.1177/01430343221137716 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10164319 |
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