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.
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 | Call for Submissions
SPTP is seeking 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. We seek papers that can articulate the work that is being done in academia that relies on hidden norms and culture - work that is not transparent or visible, rarely discussed, but required for individual and program success. 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. The aim of this special issue is to spark a national conversation and name the hidden norms so that school psychology programs can revitalize and retool themselves with clearly defined expectations, challenges, and realities of academia.
It is in this vein that we solicit papers that focus on: Growing and Becoming and Learning and Navigating. If interested in being considered for a full submission, please send an abstract of 300 words by July 1st, 2021 to the three co-editors Pam Fenning (email@example.com), Sarah-Valley-Gray (firstname.lastname@example.org), and Abi Harris (email@example.com). Please indicate whether the proposed manuscript will be a “Growing and Becoming” or “Learning and Navigating” article. See the Call for Submissions for additional details and the proposed timeline for publication.
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.
Guest Editor: Dr. David Hulac
SPTP Special Issue: Understanding program accreditation and approval in school psychology
Hulac, D. M. & Hughes, T. (2021). Understanding program accreditation and approval in school psychology: Introduction to special issue. School Psychology Training and Pedagogy, 38 (2), V-VII
Tysinger, P. D., Tysinger, J. A., & Diamanduros, T. D. (2021). The Influence of the History of Accreditation/Approval in School Psychology on Graduate Education Today. School Psychology Training and Pedagogy, 38 (2), 1-16
Henington, C. (2021). Competency-Based Accreditation: The Process and Challenges of Transitioning to the Standards of Accreditation. School Psychology Training and Pedagogy, 38 (2), 17-33
Schmitt, A. J., Prus, J. S., & Swerdlik, M. E. (2021). State Approval of School Psychology Programs: Considerations within an Environment of Continuous External Review. School Psychology Training and Pedagogy, 38 (2), 34-44
Hass, M. & Kennedy, K. (2021). The Significance of International Accreditation by the International Association of School Psychologists. School Psychology Training and Pedagogy, 38 (2), 45-50
Past Issue Author Spotlights
Williams, S., Cooper, J., & Shriberg, D. (2021). Social justice, anti-racism and school psychology: Reconciling with our past to build an equitable future. School Psychology Training and Pedagogy, 38 (1), 1-10
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
Rinke, C. R., Williams, S. A. S., Conlin, V. & Coshal, S. (2021) Shaping an inclusive higher education curriculum: Building capacity for transformational change. School Psychology Training and Pedagogy, 38 (1), 24-36