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 Issue Alert
SPTP is excited to announce a double issue for the Spring Edition of SPTP. Please see below for first page sneak peeks and visit the TSP website for full prints.
Call for Papers | General Articles & Special Issues
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 | 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.
Editorial Board | 2023-2025
SPTP is seeking editorial board members. Please click the form below for more information.
CURRENT ISSUE
Article Previews
39(3-4)_Winter_2023_EditorialLetter.pdfLetter from the Editors
Leigh-Osroosh_39(3-4)_FirstPage.pdfTSP Members: Visit the TSP archive
Truth Seeking, Truth Telling, and Deep Listening: Disrupting Colonialism with Indigenous- Centered Frameworks in School Psychology Preparation
Katheryne T. Leigh-Osroosh, Carol Robinson-Zañartu, Bryanna Kinlicheene, & Meghan Koos
School Psychology Training and Pedagogy, 39 (3, 4), 1-17
Cullen_Raines_39(3-4)_FirstPage.pdfTSP Members: Visit the TSP archive
Intentional Training Approaches to Rupture the Carceral Continuum
Eileen Cullen & Tara Raines
School Psychology Training and Pedagogy, 39 (3, 4), 18-26
Gubi_et_al_39(3-4)_FristPage.pdfTSP Members: Visit the TSP archive
An Exploratory Examination of School Psychology Recruitment Practices among BIPOC and White Students within Introductory Psychology Courses
Aaron A. Gubi, Joel O. Bocanegra, Angela Dobbins, Angel Mims, & Dominique Reminick
School Psychology Training and Pedagogy, 39 (3, 4), 27-37
Murphy_et_al_39(3-4)_FirstPage.pdfTSP Members: Visit the TSP archive
Is School Psychology Training and Continuing Professional Development Sufficient to Support Specific Learning Disability Identification in Urban Schools?
Jennifer L. Murphy, Aaron Muttillo & Tachelle I. Banks
School Psychology Training and Pedagogy, 39 (3, 4), 38-53
DeFouw_et_al_39(3-4)_FirstPage.pdfTSP Members: Visit the TSP archive
Preparing Preservice School Psychologists to Deliver Behavior Specific Praise through a Tiered Training Framework
Emily R. DeFouw, Zachary C. LaBrot, & Morgan Eldridge
School Psychology Training and Pedagogy, 39 (3, 4), 54-65
Blair_et_al_39(3-4)_FirstPage.pdfTSP Members: Visit the TSP archive
A National Survey of Peer Supervision Practices in School Psychology Training Programs
Samantha A. Blair, Kristy K. Kelly, Elizabeth C. Moore, & Benjamin Glad
School Psychology Training and Pedagogy, 39 (3, 4), 66-79
Bonis_et_al_39(3-4)_FirstPage.pdfTSP Members: Visit the TSP archive
Shortages in School Psychology: A Survey of Graduate Educators on Training Issues
Sarah Ochs Bonis, Robert J. Dixon, & Andrew Shanock
School Psychology Training and Pedagogy, 39 (3, 4), 80-89
Past Author Spotlight Videos
SPTP SJ special_Castro et al 2021a.mp4Castro-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.mp4Parker, 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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