Abstract
ABSTRACT 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. Method Registered psychologists working in school settings across Australia were invited to participate in an online survey. Fifty-six participants completed questions related to their school psychological practice during COVID, they also completed the Counsellor’s Crisis Self Efficacy Scale, rating their level of confidence to respond in a crisis. Results Results identified a range of technology-informed changes to practice during COVID including greater use of telehealth in provision of service to clients, parents and schools. Respondents reported moderate to high levels of self-efficacy overall in their ability to respond during the crisis, and significant differences according to level of experience were identified. Conclusions Respondents identified potential post COVID changes to practice that represented greater flexibility in modes of service delivery. Key Points What is already known about this topic: (1) Impact of COVID-19 on school psychological practice. (2) Benefits of telehealth. (3) Influences on crisis intervention self-efficacy. What this study adds: (1)Technology enabling factors to school psychological practice. (2)Relationship between crisis intervention self-efficacy and experience. (3)Opportunities to change model of service delivery.
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