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  1. Article: The Experiences of Australian School Mental Health Professionals during COVID-19 Lockdowns.

    Berger, Emily / Mackie, Grace / Reupert, Andrea / Greenfeld, Daliya / Allen, Kelly-Ann / May, Fiona / Wurf, Gerald / Summers, Dianne / Morris, Zoe

    Children (Basel, Switzerland)

    2023  Volume 10, Issue 7

    Abstract: Young people have emerged as one of the most impacted groups from the COVID-19 pandemic and related restrictions to daily activities, with disruptions to schooling, social interactions, and connections. Simultaneously, students' access to school mental ... ...

    Abstract Young people have emerged as one of the most impacted groups from the COVID-19 pandemic and related restrictions to daily activities, with disruptions to schooling, social interactions, and connections. Simultaneously, students' access to school mental health professionals were restricted or modified. The aim of this paper was to identify how school mental health professionals supported and addressed the mental health needs of young people during COVID-19 restrictions in Australia. School mental health professionals were surveyed during the 2020 lockdowns using a questionnaire designed by researchers in the United States of America. The innovations school mental health staff adopted to support students during lockdowns and remote learning were presented, including telehealth services, digital resources, and the online training and support they received/provided. The barriers and facilitators to providing counselling and assessment services during lockdowns were identified, including issues with providing psychometric assessments during remote learning, and ethical concerns when delivering remote counselling to students. Recommendations have been included, which address how school mental health professionals could be supported to assess and treat young people during future pandemics and school restrictions.
    Language English
    Publishing date 2023-07-01
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2732685-8
    ISSN 2227-9067
    ISSN 2227-9067
    DOI 10.3390/children10071157
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Article: COVID-19 and Australian school psychology: Qualitative perspectives for enhancing future practice.

    Reupert, Andrea / Greenfeld, Daliya / May, Fiona / Berger, Emily / Morris, Zoe A / Allen, Kelly-Ann / Summers, Dianne / Wurf, Gerald

    School Psychology International

    2022  Volume 43, Issue 3, Page(s) 219–236

    Abstract: The challenges and changes driven by the Coronavirus Disease 2019 (COVID-19) pandemic in the education sector have been linked to high rates of anxiety, depression, and post-traumatic symptoms in school-aged populations. Despite this, it is also ... ...

    Abstract The challenges and changes driven by the Coronavirus Disease 2019 (COVID-19) pandemic in the education sector have been linked to high rates of anxiety, depression, and post-traumatic symptoms in school-aged populations. Despite this, it is also acknowledged that children and young people can be resilient and adaptable, with the right support in place. In schools, psychologists play an important role in supporting students' learning, behavior, wellbeing, and mental health. The aim of this study is to investigate the practices of Australian school psychologists during COVID-19 related school closures, focusing on their experiences and challenges and how they adapted their practices. Twelve Australian school psychologists were interviewed and, after member checks were undertaken, interview transcripts were analyzed using thematic analysis. Six interrelated themes were identified including: (a) heightened student psychological stress, (b) alternative delivery modes and associated challenges, (c) close collaboration with families, (d) participants personal challenges during COVID-19, (e) assessment during COVID-19, and (f) possible long-term practice changes post pandemic. The results of this study have implications for policies to support students in future pandemics or where physical school attendance is disrupted (e.g., natural disasters).
    Language English
    Publishing date 2022-11-28
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2060753-2
    ISSN 1461-7374 ; 0143-0343
    ISSN (online) 1461-7374
    ISSN 0143-0343
    DOI 10.1177/01430343221091953
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  3. Article: Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation.

    May, Fiona / Schaffer, Gary E / Allen, Kelly-Ann / Berger, Emily / von Hagen, Alexa / Hill, Vivian / Morris, Zoe A / Prior, Stefanie / Summers, Dianne / Wurf, Gerald / Reupert, Andrea

    School Psychology International

    2022  Volume 44, Issue 4, Page(s) 447–467

    Abstract: COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, ... ...

    Abstract COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, Canada, and the United Kingdom, including changes to practice and exploration of the factors that supported the delivery of school psychology services during the pandemic. Quantitative and qualitative data were collected from 1,030 school psychologists and analyzed using a mixed methods, multiple case study design. Differing impacts of the pandemic on the working hours of school psychologists were reported across countries. Participants in all countries reported a shift to online working, with an increased focus on consultation and intervention and a reduction in psychoeducational assessments. School psychologists from all nations emphazised the importance of self-care strategies, social connections and physical activity and the role of support via supervision or professional networks. Access to appropriate technology and responsive workplace policies and procedures were also identified as important. Results have implications for the internationalization of the school psychology profession and can inform international school psychology planning in response to future crises.
    Language English
    Publishing date 2022-11-10
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2060753-2
    ISSN 1461-7374 ; 0143-0343
    ISSN (online) 1461-7374
    ISSN 0143-0343
    DOI 10.1177/01430343221137716
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article: Perspectives of practicing school psychologists during COVID-19

    May, Fiona / Schaffer, Gary E. / Allen, Kelly-Ann / Berger, Emily / Von Hagen, Alexa / Hill, Vivian / Morris, Zoe A. / Prior, Stefanie / Summers, Dianne / Wurf, Gerald / Reupert, Andrea

    School Psychology International

    A multi-country, mixed methods investigation

    2023  Volume 44, Issue 4, Page(s) 447–467

    Abstract: COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, ... ...

    Title translation Perspektiven praktizierender Schulpsychologen während COVID-19: Eine länderübergreifende Untersuchung mit verschiedenen Methoden. (DeepL)
    Abstract COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, Canada, and the United Kingdom, including changes to practice and exploration of the factors that supported the delivery of school psychology services during the pandemic. Quantitative and qualitative data were collected from 1,030 school psychologists and analyzed using a mixed methods, multiple case study design. Differing impacts of the pandemic on the working hours of school psychologists were reported across countries. Participants in all countries reported a shift to online working, with an increased focus on consultation and intervention and a reduction in psychoeducational assessments. School psychologists from all nations emphazised the importance of self-care strategies, social connections and physical activity and the role of support via supervision or professional networks. Access to appropriate technology and responsive workplace policies and procedures were also identified as important. Results have implications for the internationalization of the school psychology profession and can inform international school psychology planning in response to future crises.
    Keywords Arbeitsbedingungen ; COVID-19 ; Einstellungen von Psychologinnen und Psychologen ; Internetbasierte Therapie ; Online Therapy ; Pandemics ; Pandemie ; Psychologist Attitudes ; School Psychologists ; School Psychology ; Schulpsychologie ; Schulpsychologinnen und Schulpsychologen ; Working Conditions
    Language English
    Document type Article
    ZDB-ID 2060753-2
    ISSN 1461-7374 ; 0143-0343
    ISSN (online) 1461-7374
    ISSN 0143-0343
    DOI 10.1177/01430343221137716
    Database PSYNDEX

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  5. Article ; Online: The practices of psychologists working in schools during COVID-19: A multi-country investigation.

    Reupert, Andrea / Schaffer, Gary E / Von Hagen, Alexa / Allen, Kelly-Ann / Berger, Emily / Büttner, Gerhard / Power, Elizabeth M / Morris, Zoe / Paradis, Pascale / Fisk, Amy K / Summers, Dianne / Wurf, Gerald / May, Fiona

    School psychology (Washington, D.C.)

    2021  Volume 37, Issue 2, Page(s) 190–201

    Abstract: This exploratory study aimed to identify the ways psychologists working in schools supported students' mental health during school closures related to the COVID-19 pandemic. An online survey was developed to determine (a) how psychologists working in ... ...

    Abstract This exploratory study aimed to identify the ways psychologists working in schools supported students' mental health during school closures related to the COVID-19 pandemic. An online survey was developed to determine (a) how psychologists working in schools across the United States, Canada, Germany, and Australia supported students' mental health during COVID-19, (b) how their services changed during COVID-19, and (c) potential differences between countries concerning difficulties supporting students' mental health during this time. The survey was based on previous research and was subsequently piloted. Using convenience and snowball sampling, 938 participants (U.S.
    MeSH term(s) COVID-19 ; Child ; Humans ; Pandemics ; Psychology, Educational ; SARS-CoV-2 ; Schools ; United States
    Language English
    Publishing date 2021-08-12
    Publishing country United States
    Document type Journal Article
    ISSN 2578-4226
    ISSN (online) 2578-4226
    DOI 10.1037/spq0000450
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  6. Article: Retained central venous haemodialysis access catheters.

    Liu, Tom / Hanna, Nasr / Summers, Dianne

    Nephrology, dialysis, transplantation : official publication of the European Dialysis and Transplant Association - European Renal Association

    2007  Volume 22, Issue 3, Page(s) 960–1; author reply 961

    MeSH term(s) Catheterization, Central Venous/instrumentation ; Catheters, Indwelling ; Contraindications ; Device Removal ; Equipment Failure ; Humans ; Prognosis ; Renal Dialysis/instrumentation
    Language English
    Publishing date 2007-03
    Publishing country England
    Document type Letter ; Comment
    ZDB-ID 90594-x
    ISSN 1460-2385 ; 0931-0509
    ISSN (online) 1460-2385
    ISSN 0931-0509
    DOI 10.1093/ndt/gfl730
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