Lewis-Burke's COVID-19 update includes new federal guidance and opportunities related to the outbreak. As new information related to the pandemic decreases in volume, Lewis-Burke will transition to disseminating this update a few times each week.

In response to the evolving COVID-19 pandemic, the American Psychological Foundation is allocating funding to support psychological research that will provide insights that will help psychologists to work with individuals, families, and groups who are struggling to cope during these challenging times. This grant will fall under APF Visionary Grant priorities of using psychology to solve social problems.  The COVID-19 crisis is certainly a major social problem.

Dear Colleagues,

Jan Luca Pletzer, Arnold Bakker, and I are working on a meta-analysis about the relations of constructive (such as transformational, empowering and servant) and destructive (such as abusive and tyrannical) leadership with follower work engagement and burnout. Our aim is to examine the relations between different leadership styles and both follower work engagement and burnout, as well as to compare the relations between constructive and destructive leadership styles and these outcomes. To get the best overview of the magnitude of the relations, it is crucial that we also include unpublished studies in this area.

We are therefore calling for unpublished data

1. including quantitative measures of leadership as well as follower engagement and/or burnout (or their subdimensions)
2. including working adults (18+) as participants

This study is a 10-minute survey examining how satisfied current PhD students in the field of Psychology are. In particular we are interested in reaching out to as many students as possible from all institutions in the United States. So far we have collected data from 825 graduate students from over 50 PhD program in psychology. Questions included in this survey pertain to individual well-being, satisfaction with one's graduate program, and perceptions of work and field related norms. This study has been approved by the University of Massachusetts Amherst IRB. For more information please contact ssyropoulos@umass.edu

With many colleges and universities moving their face-to-face classes online in response to the COVID-19 pandemic, many of us are in the predicament of having to quickly transition our courses to an online format. In response to this need, SIOP’s Education and Training Committee is spearheading a cross-committee effort to share tips and recommendations to help our colleagues quickly transition their courses online. In the coming days, we will also share dates and times for a series of “virtual office hours” hosted by SIOP members experienced in delivering online I-O graduate and undergraduate courses, in order to provide additional support and advice.

Through initial efforts, we’ve produced an Online Teaching Survival Guide. This document consolidates resources and recommendations that will help with the rapid transition of classes to online formats that will keep the structural integrity of courses they have already designed.  This is not the time to “reinvent the wheel” when it comes to your courses, but you may have to redirect where your wheel is going.