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

2021 | Issue 38 Award Winners

Article of the Year

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


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: Though the ideals and goals of Social Justice reflect the essence of School Psychology’s commitment to equal access to education for all children, the means to achieve such goals can be difficult to put into practice. This paper describes the development and implementation of a university-school partnership designed to promote and enact social justice processes and goals through a service-learning consultation experience. Graduate students provided two hours of weekly consultation and academic tutoring support during one school’s Extended Day after school program and a second school’s Power Hour academic intervention time. Sample course materials, consultation case study summaries, and graduate student reflections are provided to demonstrate the effectiveness of a service-learning requirement for developing consultation skills and cultivating a social justice framework.


Honorable Mentions

Vol. 38, Issue 2

Competency-based accreditation: The process and challenges of transitioning to the standards of accreditation

Carlen Hennington, PhD


Vol. 38, Issue 3

If you build it, they will come: Creating psychology internships in rural communities

Robyn S. Hess, PhD & Katherine Carrizales, PhD


Vol. 38, Issue 4

Moving from face-to-face to hybrid school psychology training: Impact on student enrollment, demographics, and outcomes

Joel Erion, EdD, Ed Snyder, PhD, & Meghan Ferraro, EdD


Reviewer of the Year

Laurel A. Snider, PhD., Emory 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.


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.


Special Issue | Submissions Under Review

SPTP is currently reviewing papers for a special series, Demystifying academia: Retooling hidden norms to revitalize school psychology, which will focus on ways to support school psychology faculty in the ongoing work of revitalizing, retooling, and renewing graduate training programs. The intent of this special issue is to illuminate and address hidden norms, culture, and related critical variables so that faculty can learn from one another how school psychology faculty across the country are navigating academia. Papers that focus on "Growing and Becoming" and "Learning and Navigating" are in the review process under the three Guest Editors: Pam Fenning (pfennin@luc.edu), Sarah-Valley-Gray (valleygr@gmail.com), and Abi Harris (harris@fordham.edu). Please feel free to reach out to the Guest Editors for additional details and timeline for publication.

CURRENT ISSUE

Article Previews

Editors_39(1)_Spring_2022.pdf

Letter from the Editors

School Psychology Training and Pedagogy, 39 (1)

Crothers et al_39(1)_Sp2022 preview.pdf

Crothers, L. M., Steeves, T., Drischler, B., Kolbert, J. B., Schmitt, A. J., Hughes,T. L., Wadsworth, J., Fidazzo, A., Lipinski, J., & Bray, M. (2022). The Relationship Between Workplace Bullying and Job Satisfaction Among School Psychology Trainers. School Psychology Training and Pedagogy, 39 (1), 1-10.

Farmer et al_39(1)_Sp2022 preview.pdf

Farmer, R. L., McGill, R. J., Lockwood, A. B., Dombrowski, S. C., Canivez, G. L., & Zaheer, I. (2022). Warning signs for hype in school-based assessment: Implications for training and pedagogy. School Psychology Training and Pedagogy, 39 (1), 11-24.

Hall et al_39(1)_Sp2022 preview.pdf

Hall, J. D., Medley, M. B., Johnson, K. N. & Wilkinson, W. W. (2022). School psychology candidates’ professional dispositions and work characteristics: Establishing content validity for a rating scale. School Psychology Training and Pedagogy, 39 (1), 25-36.


VanVoorhis_et al_39(1)_Sp2022 preview.pdf

VanVoorhis, R., Miller, K. L., & Miller, S. M. (2022). Balancing job satisfaction needs with workplace expectations: Implications for school psychology training. School Psychology Training and Pedagogy, 39 (1), 25-36.






Past Issue Author Spotlights

SPTP SJ special_Castro et al 2021a.mp4

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 et al._Video.mp4

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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https://tsp.wildapricot.org/forum