SPR Features Contemporary Research Regarding COVID-19 and School Psychology

[Shane Jimerson]

Dear School Psychology colleagues (students, practitioners, and faculty) (please forward to others to share this valuable resource),

Anyone seeking research related to COVID-19 and school psychology?

(e.g., assessment, measuring COVID-19 related stress, teacher coping, parental coping, SEL, compassion fatigue, parent's concerns, caregiver perspectives, telehealth delivery, teleconsultation, intervention implementation fidelity)

Have you had a chance to update your course syllabi for this Fall / Winter to include COVID-19 related research?

Are you trying to locate a good citation for a paper you are writing related to COVID-19?

Good news - School Psychology Review has 15 articles that are already available! (some online first and some already in issues, see attached, and pasted below - more coming soon) #SPRBeTheChange

Hyperlinks are provided for easy access to each of the articles - Available to ALL NASP members! (and to others with institutional access, directly via the SPR website at T&F)

Considering that school psychologists are actively engaged in continuing professional development, this document identifies contemporary scholarship that may further inform practice, scholarship, and policy development.

Considering all faculty are responsible for developing courses / syllabi featuring contemporary scholarship we offer this simple resource that you can use to copy and paste those articles that you would like to feature in your course.

School Psychology Review

Features Contemporary Research Regarding

COVID-19 and School Psychology

 

Song, S. Y., Wang, C., Espelage, D. L., Fenning, P. & Jimerson, S. R. (2020). COVID-19 and School Psychology: Adaptations and New Directions for the Field. School Psychology Review, 49 (4), 431-437. https://doi.org/10.1080/2372966X.2020.1852852

 

Stifel, S., Feinberg, D., Zhang, C., Chan, M., & Wagle, R. (2020). Assessment during the COVID-19 pandemic: Ethical, legal, and safety considerations for moving forward. School Psychology Review, 49 (4), 438–452. https://doi.org/10.1080/2372966X.2020.1844549  

 

Aspiranti, K., Henze, E., & Reynolds, J. (2020). Comparing paper and tablet modalities of math assessment for multiplication and addition. School Psychology Review, 49 (4), 453–465. https://doi.org/10.1080/2372966X.2020.1844548

 

Wendel, M., Ritchie, T., Rogers, M., Ogg, J., Santuzzi, A. M., Shelleby, E., & Menter, K. (2020). The association between child ADHD symptoms and changes in parental involvement in kindergarten children’s learning during COVID-19. School Psychology Review, 49 (4), 466–479. https://doi.org/10.1080/2372966X.2020.1838233

 

Baker, C., Peele, H., Daniels, M., Saybe, M., Whalen, K. & Overstreet, S. (2021). The experience of COVID-19 and its impact on teachers’ mental health, coping, and teaching. School Psychology Review, 50

https://doi.org/10.1080/2372966X.2020.1855473

 

Yang, C. (2021). Online teaching self-efficacy, social-emotional learning (SEL) competencies, and compassion fatigue among educators during the COVID-19 pandemic. School Psychology Review, 50

https://doi.org/10.1080/2372966X.2021.1903815

 

Anderson, J., Hughes, J., & Trivedi, M. (2021). School personnel and parents' concerns related to COVID-19 pandemic’s impact on schools. School Psychology Review, 50

https://doi.org/10.1080/2372966X.2020.1862626

 

Gregus, S. Hernandez Rodriguez, J., Faith, M., & Failes, E. (2021). Parenting & children’s psychological adjustment during the COVID-19 pandemic. School Psychology Review, 50

https://doi.org/10.1080/2372966X.2021.1880873

 

Briesch, A., Codding, R., Hoffman, J., RIzzo, C., & Volpe, R. (2021). Caregiver perspectives on schooling from home during the spring 2020 COVID-19 closures. School Psychology Review, 50

https://doi.org/10.1080/2372966X.2021.1908091

 

Ogg, J., Menter, K., Ritchie, T., Rogers, M., Shelleby, E., Santuzzi, A. M., & Wendel, M. (2021). Changes in parenting practices during the COVID-19 pandemic: Child behavior and mindful parenting as moderators. School Psychology Review, 50

https://doi.org/10.1080/2372966X.2020.1869497

 

Wang, C., Ye, Y., Zhu, Q., He, M., Havewala, M., Bai, X., & Wang, T. (2021). Parenting and teacher-student relationship as protective factors for chinese adolescent adjustment during COVID-19. School Psychology Review, 50

https://doi.org/10.1080/2372966X.2021.1897478

 

Styck, K., Malecki, C., Ogg, J., & Demaray, M. (2021). Measuring COVID-19-related stress in 4th through 12th grade students. School Psychology Review, 50

https://doi.org/10.1080/2372966X.2020.1857658

 

Fallon, L., Collier-Meek, M., Famolare, G., DeFouw, E., & Gould, K. (2021). Electronically delivered support to promote intervention implementation fidelity: A research synthesis. School Psychology Review, 50

https://doi.org/10.1080/2372966X.2020.1853485

 

McIntyre, L. L., Neece, C., Sanner, C., Rodriguez, G., & Safer-Lichtenstein, J. (2021). Telehealth delivery of a behavioral parent training program to Spanish-speaking Latinx parents of young children with developmental delay: Applying an implementation framework approach. School Psychology Review, 50

https://doi.org/10.1080/2372966X.2021.1902749

 

King, H. C., Bloomfield, B. S., Wu, S., & Fischer, A. J. (2021). A systematic review of school teleconsultation: Implications for research and practice. Psychology Review, 50 https://doi.org/10.1080/2372966X.2021.1894478

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If you have ideas or insights that will contribute to the future of SPR and the field of school psychology, please send us an email. #SPRBeTheChange

We look forward to further communications.

Sincerely,

The SPR Leadership Team

Editor	Shane R. Jimerson	University of California, Santa Barbara
Senior Editor	Jamilia J. Blake	Texas A&M University
Senior Editor	Gary L. Canivez	Eastern Illinois University
Senior Editor	Dorothy L. Espelage	University of North Carolina
Senior Editor	Jorge E. Gonzalez	University of Houston
Senior Editor	Amanda L. Sullivan	University of Minnesota
Senior Editor	Frank C. Worrell	University of California, Berkeley
Associate Editor	Prerna Arora	Columbia University
Associate Editor	Scott L. Graves	The Ohio State University
Associate Editor	Francis L. Huang	University of Missouri
Associate Editor	Stacy-Ann A. January	University of South Florida
Associate Editor	Tyler L. Renshaw	Utah State University
Associate Editor	Samuel Y. Song	University of Nevada, Las Vegas
Associate Editor	Cixin Wang	University of Maryland

--

Shane R. Jimerson, Ph.D., NCSP

Professor

Gevirtz Graduate School of Education
2121 ED, Santa Barbara, CA  93106-9490
Office: (805) 893-3366
Email: Jime...@ucsb.edu

*UCSB is built on the ancestral and unceded land of the Chumash people. I respect and honor our Indigenous relatives who still nourish this territory from which they were forcibly removed.

Past-President, the Society for the Study of School Psychology

President-Emeritus, the International School Psychology Association

President-Emeritus, Division 16 School Psychology of APA

Senior Editor of International Science, School Psychology journal, published by APA

Editor, School Psychology Review, published by NASP

@DrJ_ucsb

CCSP Vision - Innovations for Excellence and Equity in Counseling, Clinical, and School Psychology.

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"I am unable to make the days longer, so I strive to make them better."
-Thoreau