School Psychology Training and Pedagogy
Official journal of the Trainers of School Psychologists
About the 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.
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.
Announcements
New Special Issue Alert
SPTP is excited to announce a call for abstracts for a forthcoming special issue of School Psychology Training and Pedagogy (SPTP) titled, "Integrating Technology into the Education and Training of School Psychologists." This special issue will be guest edited by Drs. S. Kathleen Krach, Rob Dixon, and Shengtian Wu.
Please find a description of the call here. Abstracts should be emailed to the three Guest Editors, S. Kathleen Krach (kathleen.krach@unlv.edu), Rob Dixon (rdixon@uwlax.edu), and Shengtian Wu (swu1234@ilstu.edu), by April 1, 2024.
Invitations for full-length manuscripts will be sent out by May 15, 2024. All inquiries should be directed to the Guest Editors.
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 Aims and Scope.
2022-2023 | Award Winners
Reviewer of the Year
Adam Lockwood, PhD., Kent State University
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
Article Previews
TSP President's Message
TSP@50: Practice What You Teach
Daniel Newman
School Psychology Training and Pedagogy, 40(2), vi-viii
TSP Members: Visit the TSP archive
Towards an Inclusive Research Laboratory Climate in School Psychology Graduate Programs
Lauren E. Martone, Hunter C. King, Aaron J. Fischer, & Pamela A. Cornejo
School Psychology Training and Pedagogy, 40(2), 1-21
Although in Volume 39, Issue 3, 4, the Co-Editors-in-Chief listed Martone and colleagues’ article, “Towards an Inclusive Research Laboratory Climate in School Psychology Graduate Programs,” in their Letter from the Editors, the article did not appear in the issue. We offer our sincere apologies to Lauren Martone, Hunter King, Aaron Fischer, and Pamela Cornejo. The article is included in the current issue with our gratitude for the writers’ continued support of the journal.
TSP Members: Visit the TSP archive
Administration and Scoring Errors Made by Graduate Students on the DAS-II
Erika Oak, Kathleen Viezel, Ron Dumont, & John O. Willis
School Psychology Training and Pedagogy, 40(2), 22-43
TSP Members: Visit the TSP archive
School-Based Consultation Training During the COVID-19 Pandemic
Lauren T. Kaiser, Julia N. Villarreal, Courtenay A. Barrett, Daniel S. Newman, Hannah McIntire, & Mary K. Gerrard
School Psychology Training and Pedagogy, 40(2), 44-54
TSP Members: Visit the TSP archive
Suicide & Crisis-Related Coursework: Potential Training Gaps in School Psychology Graduate Programs
Jacqueline R. Anderson, Ashley M. Coburn, Breanna L. King, Kelly C. Stone , Elizabeth R. Kaiser, Zayne D. Hoyland, Jessica N. Peña, Nancy J. Potter, Sarah M. Pryor, & Erik J. Reinbergs
School Psychology Training and Pedagogy, 40(2), 54-62
TSP Members: Visit the TSP archive
School Psychology Program Characteristics, Student Race, and Gender
Breanna L. King, Lisa R. Mickelsonn, David M. Hulac, Kathleen B. Aspiranti, Shane C. Odiorne, & Amber Boetel
School Psychology Training and Pedagogy, 40(2), 63-80
Past Author Spotlight Videos
Castro-Villarreal, F., Sullivan, J. & Villarreal, V. (2021). Social justice training in school psychology through a university-school service learning partnership. School Psychology Training and Pedagogy, 38 (1), 11-23
Parker, J. S., Castillo, J. M., Gills, P. & Troutman, A. (2022). School psychologists’ perspectives and experiences regarding learning to be culturally responsive. School Psychology Training and Pedagogy, 38 (4), 14-31.
Visit the Trainers of School Psychology for full access to current and past issues.