Literaturnachweis - Detailanzeige
Autor/inn/en | Sullivan, Amanda L.; Harris, Bryn; Miller, Faith G.; Fallon, Lindsay M.; Weeks, Mollie R.; Malone, Celeste M.; Kulkarni, Tara; Proctor, Sherrie L.; Johnson, Austin H.; Rossen, Eric; Nguyen, Thuy; Shaver, Elizabeth |
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Titel | A Call to Action for School Psychology to Address COVID-19 Health Disparities and Advance Social Justice |
Quelle | In: School Psychology, 36 (2021) 5, S.410-421 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Sullivan, Amanda L.) ORCID (Harris, Bryn) ORCID (Miller, Faith G.) ORCID (Fallon, Lindsay M.) ORCID (Weeks, Mollie R.) ORCID (Malone, Celeste M.) ORCID (Kulkarni, Tara) ORCID (Proctor, Sherrie L.) ORCID (Johnson, Austin H.) ORCID (Nguyen, Thuy) ORCID (Shaver, Elizabeth) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2578-4218 |
DOI | 10.1037/spq0000463 |
Schlagwörter | COVID-19; Pandemics; Access to Health Care; Social Justice; School Psychologists; Role; Minority Groups; Social Influences; Equal Education; School Closing; Mental Disorders; Trauma; Prevention; Intervention; Graduate Study; At Risk Students Soziale Gerechtigkeit; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rollen; Ethnische Minderheit; Sozialer Einfluss; School closings; Schließung; Schließung (von Schulen); Mental illness; Geisteskrankheit; Prävention; Vorbeugung; Aufbaustudium; Graduiertenstudium; Hauptstudium |
Abstract | The health, economic, and social challenges associated with coronavirus disease 2019 (COVID-19) present a range of threats to students' well-being, psychoeducational experiences, and outcomes, spurring fears for a "lost generation." In this article, we present COVID-19 as a large-scale multisystemic disaster causing massive disruptions and losses, with adversities moderated by the intersectional nature of systemic inequity. We first synthesize the broad effects of COVID-19 as they relate to equity and social justice, followed by the major implications for students and schools, with a focus on intersectional systemic issues. We then propose foundational considerations and resources intended to usher a paradigm shift in how school psychologists' roles and activities are conceptualized in the years to come, ending with key imperatives for practice and graduate education in school psychology. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |