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

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. n = 665; Canada n = 48; Germany n = 140; Australia n = 85) completed the online survey. Overall, school psychology services across these four countries pivoted from psychoeducational assessments to virtual counseling, consultation, and the development/posting of online support directly to children or parents to use with their children. There was some variation between countries; during the pandemic, significantly more psychologists in Germany and Australia provided telehealth/telecounseling than those in the United States and Canada, and psychologists in Germany provided significantly more hardcopy material to support children than psychologists in other countries. There is a need to ensure psychologists have the appropriate technological skills to support school communities during periods of school closure, including, but not limited to, virtual counseling and the administration of psychoeducational assessments. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Traumatic brain injury and neuro-endocrine disruption: medical and psychosocial rehabilitation.

INTRODUCTION: Traumatic Brain Injury (TBI) initiates a cascade of neuromodulatory damage that blurs the distinctions between physical and psychological medicine. Monitoring endocrine function through labs is not part of the medical care algorithm for treatment of TBI, but the clinical symptoms are easily misidentified as they include: depression, fatigue, poor concentration, irritability and a decline in overall cognitive functioning. The reciprocal flow of change between neuroendocrine health and psychosocial health is well established within the field of neuroscience, social psychology, endocrinology and behavioral neurology, but has not translated into patient care. OBJECTIVES: This paper outlines common neuroendocrine disruptions secondary to TBI and their clinical implications for treating mental health professionals. CONCLUSION: Wider adoption of the consensus guidelines on the detection and monitoring of endocrine abnormalities post-TBI may diminish the severity of functional impairment and improve quality of life.

Coping zone construction and mapping: an exploratory study of contextual coping, PTSD, and childhood violence exposure in urban areas.

This mixed-method study explored how urban children aged 11 to 14 cope with multicontextual violence exposures simultaneously and analyzed the immediate action steps these children took when faced with such violence over time. Participants' (N = 12) narratives were initially analyzed utilizing a grounded theory framework as 68 violent incidents were coded for perceived threat and coping levels. Coping strategies were examined from a Transactional Model of Stress and Coping perspective taking into account the context and severity of each violent exposure itself. A comprehensive assessment map was developed to plot and visually reveal participants (N = 12) overall contextualized coping responses. Overall "coping zone" scores were generated to index perceived threat and coping responses associated with each violent incident described. These scores were then correlated with indicators of post-traumatic stress disorder (PTSD). Results indicated that urban children with less optimal coping zone scores across context have a greater likelihood of PTSD than do children who do not.