Lessons from Covid-19 and the practice of school psychology

Opportunity for a changed landscape

Bibliographic Data

ID11510044
AuthorsChelsea Hyde (0000-0002-6805-7092, The University of Melbourne, corresponding author), Vicki McKenzie (0000-0003-2540-9446, The University of Melbourne), Cherée Murrihy (The University of Melbourne)
Year2021
Volume57
Issue2
Pages128-136
Publication date2021-11-29
Open AccessNo
TypeARTICLE
VenueAustralian Psychologist (JOURNAL)
Journal identifiersISSN: 0005-0067 • E-ISSN: 1742-9544
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00050067.2021.2001293
OpenAlexW3215720047
LanguageEN
Citations received1
References cited17

Objective Due to the COVID pandemic psychologists have been required to rapidly adapt to a different type of service delivery to ensure safety of the public and maintain the provision of essential psychological services within schools. In response, telehealth or online counselling became the norm across much of Australia. Psychologists in school settings were required to move many traditional face-to-face psychological services online to continue to support the needs of school communities. This project aimed to identify changes made to the practice of school psychology during COVID, the efficacy of these changes and potential applications within the field post COVID

2019-20 coronavirus outbreak · Business · Coronavirus disease 2019 (COVID-19 · Face (sociological concept · Health care · Medical education · Norm (philosophy · Pandemic · Political science · Public relations · Service (business · Service delivery framework · Social science · Sociology · Telehealth · Telemedicine · Applied Psychology · Child and Adolescent Psychosocial and Emotional Development · COVID-19 and Mental Health · Digital Mental Health Interventions · Marketing · Medicine · Psychology

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