The impact of the Covid‐19 pandemic on school psychology internship outcomes

Bibliographic Data

ID21376489
AuthorsJulie Q Morrison (0000-0001-5951-1233, School of Human Services University of Cincinnati Cincinnati USA, corresponding author), Kizzy Albritton (0000-0003-3959-7724, Department of Educational Psychology The University of Texas at Austin Austin USA), Elana Bernstein (Department of Counselor Education and Human Services University of Dayton Dayton USA), Susan C Davies (0000-0003-4027-2310, Department of Counselor Education and Human Services University of Dayton Dayton USA), Laurice Joseph (Department of Educational Studies The Ohio State University Columbus USA), Laurice M Joseph (Ohio Department of Education), Katherine R Mezher (0000-0003-0005-655X, Department of Educational Psychology Miami University Oxford USA), Jennifer L Reynolds (0000-0002-5115-3547, Department of Human Services University of Toledo Toledo USA), Richard W Vanvoorhis (0000-0003-0266-3521, Department of Psychological Sciences & Counseling Youngstown State University Youngstown USA)
Year2023
Volume60
Issue4
Pages1216-1233
Publication date2023-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.22829
OpenAlexW4309491923
LanguageEN
References cited24

The Ohio Internship Program in School Psychology was forced to adapt abruptly to the changing circumstances brought on by the novel coronavirus (COVID‐19) pandemic beginning in March 2020. The purpose of this study was to determine the extent to which the school psychology internship outcomes were negatively affected by the COVID‐19 pandemic in terms of supervisors' ratings of intern competencies, the number of students served by interns, and the outcomes of academic and behavior interventions supported by interns. Findings of the annual evaluation of the Ohio Internship Program in School Psychology for the school year directly affected by the pandemic (2020–2021) were compared to the findings for the year the pandemic began (2019–2020) and the 3 years before the start of the pandemic. The results provide evidence of gains in professional competencies and positive outcomes for students served by interns. The results also highlight racial disparities in the counts of students provided school psychological services during the pandemic. Implications for school psychology graduate preparation and practice are discussed

Coronavirus disease 2019 (COVID-19) · Internship · Medical education · Pandemic · Pedagogy · Psychiatry · Psychological intervention · School psychology · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Counseling Practices and Supervision · Medicine · Psychology

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