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Official Journal of the Trainers of School Psychologists
Welcome to the official website for the Journal of School Psychology Training and Pedagogy (SPTP).
Welcome to the official website for the Journal of School Psychology Training and Pedagogy (SPTP).
Formerly known as the Trainers' Forum, SPTP, is a double-masked, peer-reviewed, and indexed journal featuring original articles relevant to the preparation of school psychologists. The journal is designed for a readership of trainers who shape the field of school psychology, including graduate instructors, field supervisors, teaching assistants, and scholars.
Formerly known as the Trainers' Forum, SPTP, is a double-masked, peer-reviewed, and indexed journal featuring original articles relevant to the preparation of school psychologists. The journal is designed for a readership of trainers who shape the field of school psychology, including graduate instructors, field supervisors, teaching assistants, and scholars.
Call for Papers | General Articles
Call for Papers | General Articles
SPTP is seeking articles or special issue themes that address teaching strategies and programming with an emphasis on lessons DEIJA pedagogy, online and tech-focused approaches, and other pedagogical topics. More information can be found under Work with Us: Author Guidelines.
Announcements
Announcements
SPTP Special Issue_Training School Psychologists to Serve Rural Communities.pdfSPTP is excited to announce a call for abstracts for a upcoming special issue of School Psychology Training and Pedagogy (SPTP) titled, "Cultivating Competence: Training School Psychologists to Serve Rural Communities." This special issue will be guest edited by Drs. Amy K. McDiarmid, Amanda Hardin & Beth Doll.
Please find a description of the call here. If interested in being considered for a full submission, please send a brief abstract of no more than 300 words by June 2, 2025 to the co-editors Amy K. McDiarmid (amy.mcdiarmid@du.edu) and Amanda Hardin (amanda-hardin@utc.edu).
Invitations for full-length manuscripts will be sent out by June 16, 2025. All inquiries should be directed to the Guest Editors.
TSP 2025 | AWARD WINNER
TSP 2025 | AWARD WINNER
2024 Reviewer of the Year
Kathleen Aspiranti, PhD., University of Kentucky
SPTP recognizes the value of our Editorial Board to the stated mission of our journal and the advancement of the field. This award is given to an Editorial Board member who we believe has contributed to the growth and forward momentum of the journal through the quality, timeliness, and quantity of their reviews.
Current Issue
Current Issue
Crothers et al 41(2) FP.pdfCrothers, L. M., Steeves, T., Schreiber, J. B., Kolbert, J. B., Schmitt, A. J., Hughes, T. L., Klass, A., Cowley, J., Perfetto, K., Vafiadis, A. M., Drischler, B., & Paulson, K. (2025). Salary inequities among school psychology trainers: An updated look in consideration of the preparation of new professionals. School Psychology Training and Pedagogy, 41(2), 1-10.
Erion et al 41(2) FP.pdfErion, J., Ferraro, M., & Snyder, E. (2025). Candidate outcome for a limited residence school psychology program. School Psychology Training and Pedagogy, 41(2), 11-21.
Brown et al 41(2) FP.pdfBrown, T. J., Batalla, D., Zupkus, E. C., & Sanders, B. (2025). Preservice school psychologists as direct service providers to at-risk undergraduates. School Psychology Training and Pedagogy, 41(2), 22-29.
Hall et al 41(2) FP.pdfHall, J. D., Medley, M. B., Johnson, K. N., & Wilkinson, W. W. (2025). Content validity for a school psychology measure of NASP competencies. School Psychology Training and Pedagogy, 41 (2), 30-41.
Scheel et al 41(2) FP.pdfScheel, N. L., Ginns, D. S., & Castillo, J. M. (2025). Training observers in class-wide behavior data collection using behavior skills training and videos. School Psychology Training and Pedagogy, 41 (2), 42-53.
Clinkscales et al 41(2) FP.pdfClinkscales, A., Williams, B. J., Sessum, J., & Poole, L. (2025). Reflections from racially minoritized graduates regarding the benefits of racially diverse cohorts in school psychology programs. School Psychology Training and Pedagogy, 41 (2), 54-63.
monthly newsletter
monthly newsletter
This month, as we honor Univerisal Human Rights Month, we spotlight an article that underscores the importance of creating structures that normalize dialogue around power, privilege, and oppression; designing assignments and experiences that connect theory to action; and building partnerships that allow trainees to engage in real-world systems change. The authors call on program leaders to cultivate transparency, encourage critical self-reflection, and create environments where students’ perspectives are valued and their diverse identities supported.
Download the FREE article here.
DECEMBER 2025 Newsletter.pdfPage updated
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