School Psychology Training and Pedagogy

Official journal of the Trainers of School Psychologists

Message from the Editors

The School Psychology Training and Pedagogy (SPTP) editorial team is excited to share their goals for the journal’s direction: (1) Advance pedagogy and training through reflection and practice; (2) Encompass the varied levels, settings, and topics represented in school psychology graduate training; and (3) Examine and respond to the sociocultural context in which training occurs. The team invites SPTP readers to join in pursuit of these goals.

Call for Papers

SPTP is seeking articles that address anti-racist pedagogy, online teaching strategies and programming with an emphasis on lessons learned during the pandemic, and other general topic articles. More information can be found under Aims and Scope.

About Journal

SPTP, formerly known as the Trainers' Forum, 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.

CURRENT ISSUE

Author Spotlights

Marrs, H., Ruby, S. F., & Chaffin, J. L. (2020). School Psychology Training Program Capacity in the Pacific Northwest. School Psychology Training and Pedagogy, 37 (3), 20-28

Albritton, K. & Cowan, R. L. (2020). Preservice Training in Early Childhood Settings: Preparing School Psychologists to Provide Academic Intervention to Improve Early Literacy Skills. School Psychology Training and Pedagogy, 37 (3), 4-19

Deni, J., Power, E. & Smith, A. (2020) Perceptions of the NASP-Program Approval Process by University Program Coordinators: An Exploratory Study. School Psychology Training and Pedagogy, 37 (3), 29-37

Article Previews

President Message.pdf

TSP President's Message

Stratton, K. (2020)

TSP Members: Visit the TSP archive

TSP Antiracism.pdf

Williams, S., Stratton, K., Cooper, J., Fenning, P., & Valley-Gray, S. (2020). Call for Action for Anti-Racism in School Psychology Training Programs [Position Statement]. Trainers of School Psychologist

TSP Members: Visit the TSP archive

TSP Diversity Training.pdf

McKenney, E. Cooper, J., Fenning, P., Williams, S., Stratton, K., & Valley-Gray, S. (2020). Trainers of School Psychologists (TSP) Actively Opposes Administration Orders to Curtail Diversity Training and Undermine Psychological Science [Position Statement]. Trainers of School Psychologist

TSP Members: Visit the TSP archive

Editor Message.pdf

Talapatra, D. & Parris, L. (2020). Introducing School Psychology Training and Pedagogy: Creating a Foundation for Advancing Training and Expanding Our Reach. School Psychology Training and Pedagogy, 37 (3), 1-4.

TSP Members: Visit the TSP archive

Albritton et al.pdf

Albritton, K. & Cowan, R. L. (2020). Preservice Training in Early Childhood Settings: Preparing School Psychologists to Provide Academic Intervention to Improve Early Literacy Skills. School Psychology Training and Pedagogy, 37 (3), 4-19.

TSP Members: Visit the TSP archive

Marrs et al.pdf

Marrs, H., Ruby, S. F., & Chaffin, J. L. (2020). School Psychology Training Program Capacity in the Pacific Northwest. School Psychology Training and Pedagogy, 37 (3), 20-28.

TSP Members: Visit the TSP archive

Deni et al.pdf

Deni, J., Power, E. & Smith, A. (2020). Perceptions of the NASP-Program Approval Process by University Program Coordinators: An Exploratory Study. School Psychology Training and Pedagogy, 37 (3), 29-37.

TSP Members: Visit the TSP archive


Visit the Trainers of School Psychology for full access to current and past issues.

https://tsp.wildapricot.org/forum