The Impact of COVID-19 on School Psychologists and Evaluation

Autor/inn/en	Hunt, Tiffany L.; Kassel, Amy K.; Perkins, Mark A.
Titel	The Impact of COVID-19 on School Psychologists and Evaluation
Quelle	In: Psychology in the Schools, 60 (2023) 11, S.4466-4480 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hunt, Tiffany L.) ORCID (Perkins, Mark A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23019
Schlagwörter	COVID-19; Pandemics; School Psychologists; Student Evaluation; Psychological Evaluation; Ethics; Identification; Decision Making; Test Validity; Minority Group Students; Low Income Students; Guidance; Counselor Training; Individualized Education Programs; Eligibility + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulnote; Studentische Bewertung; Psychosoziale Beurteilung; Ethik; Identifikation; Identifizierung; Decision-making; Entscheidungsfindung; Testvalidität; Beratung; Individualized education program; Individualisierendes Lernen; Eignung
Abstract	With the challenges, the pandemic created for school districts, schools, educators, and families, school psychologists faced unique challenges. To understand the lived experiences of school psychologists related specifically to conducting their jobs during the pandemic and the impact the pandemic had on them professionally and personally, we conducted a phenomenological study. Within this work, 12 school psychologists engaged in one-on-one semistructured interviews specifically designed to understand the unique perspectives and experiences of school psychologists derived by the pandemic. Participants expressed concerns that little guidance or support was provided specific to testing protocols, which, many expressed, led to ethical dilemmas regarding testing and data validity, and ultimately resulted in concerns about under- and overidentification of students with disabilities. We conclude, evaluation decisions made during the height of the pandemic may need to be reassessed as additional data dictates. Additionally, we recognize the unique and unforeseen complexities the pandemic continues to present, particularly for minority and low socioeconomic students, and recommend school psychologists receive administrative support, guidance, and training. Additionally, we encourage individualized education program teams to work collaboratively and rely on their collective expertise when making eligibility and programming decisions. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01