COVID-19和澳大利亚学校心理学:提高未来实践质量的视角
Andrea Reupert1, Daliya Greenfeld1, Fiona May1
1School of Educational Psychology and Counselling, Faculty of Education, Monash University, Australia.
概括
澳大利亚学校心理学家在COVID-19学校关闭期间调整了他们的实践,面临诸如增加学生压力和替代交付方式等挑战. 他们的经验为支持学生在未来的干扰提供了洞察力.
科学领域:
- 教育心理学教育心理学
- 临床心理学 临床心理学
- 公共卫生 公共卫生
背景情况:
- COVID-19 疫情对教育部门产生了重大影响,导致学生中焦虑和抑郁等心理健康问题增加.
- 学校心理学家对于支持学生福祉,学习和心理健康至关重要.
- 疫情迫使教育和心理支持服务的调整.
研究的目的:
- 调查澳大利亚学校心理学家在COVID-19相关学校关闭期间的经验和挑战.
- 了解学校心理学家如何在应对疫情时调整他们的实践.
- 为了确定潜在的长期变化在心理实践的流行后.
主要方法:
- 涉及采访12名澳大利亚学校心理学家的定性研究.
- 用专题分析来分析采访成绩单.
- 成员进行了检查,以确保调查结果的有效性.
主要成果:
- 六个主要主题出现了:学生心理压力的增加,与替代交付模式的挑战,与家庭的密切合作,心理学家的个人挑战,评估困难和潜在的长期实践变化.
- 在学校关闭期间,学生的心理健康挑战加剧了.
- 适应包括转向远程服务提供和增加家庭协作.
结论:
- 在COVID-19大流行期间,学校心理学家在他们的实践中表现出了性和适应能力.
- 这些发现对制定政策有影响,以在未来的流行病或中断期间支持学生.
- 这项研究强调了在教育环境中需要灵活和敏捷的心理支持系统.
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