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.pdf

Letter from the Editors

School Psychology Training and Pedagogy

2023

Issue 39, Volumes 3 & 4

Editorial Board interest form

Leigh-Osroosh_39(3-4)_FirstPage.pdf

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.pdf

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.pdf

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.pdf

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.pdf

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.pdf

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.pdf

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.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.

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

https://tsp.wildapricot.org/forum