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_Demystifying.pdf

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. Only by naming the hidden norms and culture, which are infused and embedded in the white supremacy that exists in most universities where school psychology programs are housed can we renew our personal goals to help our students and colleagues meet the larger structural demands the field is facing. It is in this vein that we solicit papers that focus on: Growing and Becoming and Learning and Navigating. Submissions are due by July 1, 2021 and can be submitted online at www.sptpjournal.org. Please reference this special issue in the cover letter. All submissions must focus on the nature of graduate education or practice in school psychology academia. Any questions regarding the special issue or ideas can be addressed to Pam Fenning at Pfennin@luc.edu.

About 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.

CURRENT ISSUE

Author Spotlights

SPTP SJ special_Guest editors.mp4

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

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

SPTP SJ special_Rinke Williams.mp4

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

Article Previews

TSP Position Statement 38(1).pdf

TSP Position Statements

Addressing anti-AAPI racism and xenophobia: A joint statement from TSP and APA Division 16

TSP condemns capitol violence

Please visit the TSP Public Resources for current and previous statements and resources.

Williams et al 38(1).pdf

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


TSP Members: Visit the TSP archive

Castro Villarreal et al 38(1).pdf

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


TSP Members: Visit the TSP archive

Rinke et al 38(1).pdf

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


TSP Members: Visit the TSP archive

Mayworm et al 38(1).pdf

Mayworm, A. M., Sharkey, J. D. Hunnicutt, K., V. & Wroblewski, A. (2021). A survey of school psychologists’ attitudes, training, and involvement in discipline policy and practice: Implications for supporting equitable school discipline. School Psychology Training and Pedagogy, 38 (1), 37-53


TSP Members: Visit the TSP archive

Li et al 38(1).pdf

Li, C., Kruger, L., & Abdulkerim, N. (2021). Advancing social justice for English learners: Implications for school psychology training. School Psychology Training and Pedagogy, 38 (1), 54-70


TSP Members: Visit the TSP archive

Leverett Song 38(1).pdf

Leverett, P. M., & Song, S. Y. (2021). The effect of program mission on students: Developing a program assessment system for social justice training. School Psychology Training and Pedagogy, 38 (1), 71-95


TSP Members: Visit the TSP archive


Visit the Trainers of School Psychology for full access to current and past issues.

https://tsp.wildapricot.org/forum