在COVID-19期间实践学校心理学家的观点:一个多国,混合方法调查调查
Fiona May1, Gary E Schaffer2, Kelly-Ann Allen1
1School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton VIC 3800, Australia.
概括
COVID-19大流行改变了全球学校心理学实践,增加了在线工作和咨询,同时减少了评估. 像自我照顾和专业网络这样的支持系统对全世界的学校心理学家来说至关重要.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 公共卫生 公共卫生
背景情况:
- 随着COVID-19的流行,全球教育系统发生了重大破坏.
- 学校心理学服务在全球范围内面临着前所未有的服务提供挑战.
- 在疫情期间,对学校心理学家的适应和支持需求的理解有限.
研究的目的:
- 在COVID-19大流行期间调查五个国家的学校心理学家的做法.
- 识别服务提供中的变化以及支持学校心理学实践的因素.
- 探索与流行病相关的适应国际变异和共同点.
主要方法:
- 采用混合方法,多个案例研究设计.
- 从1030名学校心理学家那里收集了定量和质量数据.
- 数据来自美国,澳大利亚,德国,加拿大和英国.
主要成果:
- 学校心理学家报告说,在所有参与国家,在线服务向在线服务的转变显著.
- 对咨询和干预的重视越来越大,精神教育评估的数量减少.
- 关键的支持因素包括自我照顾,社会联系,专业监督和对技术的访问.
结论:
- 疫情迫使学校心理学实践迅速适应,突出了灵活的服务交付模式的重要性.
- 国际合作和共享学习对于加强学校心理学专业至关重要,特别是在危机情况下.
- 投资技术和支持工作场所政策对于弹性学校心理学服务至关重要.
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