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Increased stressful experiences are pervasive among healthcare providers (HCPs) during the COVID-19 pandemic. Identifying resources that help mitigate stress is critical to maintaining HCPs’ well-being. However, to our knowledge, no instrument has systematically examined how different levels of resources help HCPs cope with stress during COVID-19. This cross-sectional study involved 119 HCPs (64 nurses and 55 physicians) and evaluated the perceived availability, utilization, and helpfulness of a list of personal, hospital, and healthcare system resources. Participants also reported on their level of burnout, psychological distress, and intentions to quit. Results revealed that HCPs perceived the most useful personal resource to be family support; the most useful hospital resources were a safe environment, personal protective equipment, and support from colleagues; the most useful system resources were job protection, and clear communication and information about COVID. Moreover, HCPs who perceived having more available hospital resources also reported lower levels of psychological distress symptoms, burnout, and intentions to quit. Finally, although training and counseling services were perceived as useful to reduce stress, training was not perceived as widely available, and counseling services, though reported as being available, were underutilized. This instrument helps identify resources that support HCPs, providing implications for healthcare management.

Psychology and more importantly, school psychology has undergone many changes in French Quebec since the last special issue was published on the subject matter, close to two decades ago. Quebec is a “breeding ground” for psychologists as more than two thirds of Canada’s psychology professionals practice in this province alone. Since the mid 2000’s, a doctoral degree is now required for licensing and registration to the professional order, the Order of Psychologists of Quebec (OPQ). Although this field has since evolved, other aspects of the profession remain unchanged. For one, professional shortages and recruitment challenges (i.e. unrealistic student to psychologist ratios) represent a major obstacle to service provision. Hence, the primary duty of psychologists working in schools remains to perform psychoeducational assessments for coding purposes. Much work and advocacy is still needed to further the practice of school psychology in Quebec. Professional practice, training and, future perspectives of school psychology are further discussed in the current paper.