Operating a University Counseling and School Psychology Training Clinic in a Global Pandemic

Abstract

The COVID-19 global pandemic has shaken the status quo including the way university counseling and assessment centers provide training to graduate students and psychological services to the community. The pandemic brought high levels of uncertainty and contradictory telehealth guidelines across organizations. Guidelines related to telehealth assessment services were especially challenging to navigate. Center directors worked collaboratively with faculty and campus leadership to follow best practices and mitigate training and service disruptions to the best of their ability. The tension created by the pandemic offered an opportunity for centers to challenge long-standing practices, experiment with new practices, and ultimately enhance their programs. This paper offers reflections on our experiences in following best practice guidelines for telehealth counseling and psychoeducational assessment service delivery within a university counseling and diagnostic training center. Training considerations for directors and faculty affiliated with counseling and diagnostic training centers are provided.

“This doesn’t feel like living”: How the COVID-19 Pandemic Affected the Mental Health of Vulnerable University Students in the United Kingdom

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What’s in Your Culture? Embracing Stability and the New Digital Age in Moving Colleges of Health Professions Virtually during the COVID-19 Pandemic: An Experiential Narrative Review

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Psicologia Escolar no cenário da pandemia da COVID-19: ressignificando tempos e espaços para a atuação institucional

“…Mediante esse procedimento, obteve-se acesso ao total de 56 artigos que foram agrupados, a partir da leitura de seus títulos e resumos, em oito categorias temáticas de análise distintas, as quais são: impactos da pandemia da COVID-19 para a saúde mental (19), impactos da pandemia de COVID-10 para a educação (17), formação pesquisa e/ou intervenção em Psicologia Escolar durante a pandemia da COVID-19 (10), temas médicos (5), formação em Psicologia durante a pandemia da COVID-19 (2), perspectivas histórias e futuras da Psicologia Escolar (1), produção científica em Psicologia (1) e formação continuada em Psicologia (1). Em seguida, foi realizada a leitura integral das dez produções cujos temas, objetivos e debates concerniam à formação, pesquisa e/ou intervenção em Psicologia Escolar durante a pandemia da COVID-19 (Camargo & Carneiro, 2020;Codding et al, 2020;Maia et al, 2020;Ortiz & Levine, 2021;Pott, 2020;Quinn & Zahn, 2020;Silva et al, 2020;Song et al, 2020;von Hagen et al, 2021).…”