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.
New Issue Alert
SPTP is excited to announce Part I of our special series, Demystifying academia: Retooling hidden norms to revitalize school psychology, which focuses on ways to support school psychology faculty in the ongoing work of revitalizing, retooling, and renewing graduate training programs. Many thnaks to our Guest Editors: Pam Fenning (email@example.com), Sarah-Valley-Gray (firstname.lastname@example.org), Abi Harris (email@example.com), and Hannah Terrell.
General Issue | 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.
2022 | Issue 39 Award Winners
Article of the Year
Truth Seeking, Truth Telling, and Deep Listening: Disrupting Colonialism with Indigenous-Centered Frameworks in School Psychology Preparation
Authored by Katheryne T. Leigh-Osroosh, Carol Robinson-Zañartu, Bryanna Kinlicheene, and Meghan Koos.
This award is given to an article that we believe has contributed to the growth and forward momentum of the journal through the quality and timeliness of its content. In accordance with the stated mission of our journal, SPTP recognizes that this article has advanced the field through its lens on training practices, innovative and critical thinking, consideration of systemic issues, and applicable and useful information for trainers.
Abbreviated Abstract: Indigenous students face the continued presence of colonialist education which acts to disconnect, silence, and disrupt the strengthening of identity and cultural sovereignty. This article proposes a collaborative Indigenous-centered framework to prepare school psychologists to support the development of Indigenous students and address impacts of intergenerational trauma. Specifically, it argues that Indigenous-centered frameworks in school psychology training should include four critical domains: transformative learning, survivance, transformational resistance, and giving back to Indigenous communities. The Native and Indigenous Scholars Project (NAISP) is analyzed as an example of how an interprofessional project (with school counseling) can be used to augment graduate training in school psychology using Indigenous-centered frameworks to facilitate critical conscious raising, evolution of identity, and advocacy via integration of Indigenous knowledge systems in evidence-based interventions, resilience strategies, and survivance while contributing to Tribal communities.
Honorable Mentions: Article of the Year Finalists
Farmer, R., McGill, R., Lockwood, A., Dombrowski, S., Canviez, G., & Zaheer, I. (2022). Warning signs for hype in school-based assessment: Implications for training and pedagogy. School Psychology Training and Pedagogy, 39(1).
Malone, C. & Harper, E. (2023). Liberatory mentoring as an inclusion strategy for racial and ethnic minoritized students. School Psychology Training and Pedagogy, 39(2).
Reviewer of the Year
Dawn Tysinger, PhD., Georiga Southern 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.
Special Issue Introduction from the Guest Editors
Fenning, P. A., Valley-Gray, S., Harris, A. M., & Terrell, H. M. (2023). Introduction to the First Issue: Responding to School Psychology’s Opportunities and Challenges through Demystifying Academia and Retooling Hidden Norms. School Psychology Training and Pedagogy, 39 (2), v-ix
Malone, C. M., & Harper, E. A. (2023). Liberatory Mentoring as an Inclusion Strategy for Racial and Ethnic Minoritized Students. School Psychology Training and Pedagogy, 39 (2), 1-13.
Hart, M. J., Averett, A. E., Davis, A. L., Thompson, D. C., & Flitner, A. M. (2023). Uncovering Hidden Expectations and Knowledge in School Psychology Doctoral Admissions MSchool Psychology Training and Pedagogy, 39 (2), 14-28.
Thompson, M. E. & Brown, J. M. (2023). Uncovering the Hidden Token Economy: Exploring the Challenges among School Psychology Junior Faculty of Color and Recommendations for Supporting Us School Psychology Training and Pedagogy, 39 (2), 29-44.
Lemanski, M. R., Viola, S. B., & Hendricker, E. (2023). Breaking Down the Hidden Norms of School Psychology Graduate Training Programs to Attract Nontraditional Students. School Psychology Training and Pedagogy, 39 (2), 45-72.
Guiney, M. C., & Zibulsky, J. (2023). Embracing Our Diversity to Become a More Supportive Graduate Program. School Psychology Training and Pedagogy, 39 (2), 73-93.
Segool, N. K., Nicklin, J. M., & Politikos, N. N. (2023). Work-Family Thriving for Academic Women in School Psychology. School Psychology Training and Pedagogy, 39 (2), 94-109.
Coombs, N. N., Copeland, C., Brown, J. M., & Shaw, S. R. (2023). Navigating Academic Incentive Structures in Social Justice Research: Research Methods, Advocacy, and Theory Building. School Psychology Training and Pedagogy, 39 (2), 110-131.
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.
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