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Official Journal of the Trainers of School Psychologists
Welcome to the official website for the Journal of School Psychology Training and Pedagogy (SPTP).
Welcome to the official website for the Journal of School Psychology Training and Pedagogy (SPTP).
Formerly known as the Trainers' Forum, SPTP, 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.
Formerly known as the Trainers' Forum, SPTP, 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.
Call for Papers | General Articles
Call for Papers | General Articles
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 Work with Us: Author Guidelines.
Announcements
Announcements
SPTP Special Issue_Training School Psychologists to Serve Rural Communities.pdfSPTP is excited to announce a call for abstracts for a upcoming special issue of School Psychology Training and Pedagogy (SPTP) titled, "Cultivating Competence: Training School Psychologists to Serve Rural Communities." This special issue will be guest edited by Drs. Amy K. McDiarmid, Amanda Hardin & Beth Doll.
Please find a description of the call here. If interested in being considered for a full submission, please send a brief abstract of no more than 300 words by June 2, 2025 to the co-editors Amy K. McDiarmid (amy.mcdiarmid@du.edu) and Amanda Hardin (amanda-hardin@utc.edu).
Invitations for full-length manuscripts will be sent out by June 16, 2025. All inquiries should be directed to the Guest Editors.
TSP 2026 | AWARD WINNER
TSP 2026 | AWARD WINNER
2026 Reviewer of the Year
Tania Thomas-Presswood, Ph.D., NCSP
Dr. Thomas-Presswood earned her Ph.D. in Clinical and School Psychology from Hofstra University. A faculty member at Gallaudet University for 26 years, she has served as the School Psychology Program Director since 2011, where she is dedicated to the preparation and training of future school psychologists. Her extensive professional service includes the NASP Equity, Diversity & Inclusion Task Force, NASPPAB program reviewing, and the Maryland School for the Deaf Board of Trustees. An accomplished author and presenter at national and international levels, Dr. Thomas-Presswood brings vast experience from public school systems in New York, Texas, and Virginia. Currently, she provides consultation in the Washington, D.C. area, specializing in bilingual psychoeducational assessment. Fluent in English, Spanish, and American Sign Language, she leverages her multilingual expertise to support culturally and linguistically diverse students and families through inclusive, specialized practice.
Current Issue
Current Issue
SPTP_41(3)_Roach copy.pdfRoach, A., Krupina, A., Wayne, A., Slaughter, D., Norman, G., Simpson, K., and LaMotte, K. (2026). What School Psychologists Should Know About Disability Studies: A Case Example from One Graduate Seminar. School Psychology Training and Pedagogy, 41(3), 1-12.
SPTP_41(3)_Johnson copy.pdfJohnson, W. L., Reece, J.L., and Feifer S. G. (2026). Training Emergent Practitioners to Work with Adopted Children and Families through a Trauma-Sensitive Paradigm. School Psychology Training and Pedagogy, 41(3), 13-24.
SPTP_41(3)_Olsen copy.pdfOlsen, S.C., Arevalo, I., Altamira, W., Pinales, S., and Castro-Olivo, S. (2026). School Psychologist and Educational Diagnostician Perceptions of Training Preparation for Conducting Bilingual Assessments. School Psychology Training and Pedagogy, 41(3), 25-37.
SPTP_41(3)_McGillis copy.pdfMcGillis, C.K., Decker, D.M., Hixson, M.D, Drevon, D.D. (2026). A Systematic Review of Professional Ethics Preparation in School Psychology. School Psychology Training and Pedagogy, 41(3), 38-52.
SPTP_41(3)_Santiago copy.pdfSantiago, R.T., DuBois S., A., Raines, T. C., Ramirez-Miranda, J., Spiess, M., Hari, C.,and Berzins, A.(2026). Cultural Immersion to Enhance Cultural Literacy and Reduce Mental Health Stigma Among School Psychologists Supporting Latine Youth and Families. School Psychology Training and Pedagogy, 41(3), 53-65.
monthly newsletter
monthly newsletter
This month, as we honor Developmental Disabilities Awareness Month, we spotlight Aspects of TBI Content Knowledge Inclusion in School Psychology Training Programs (Dennis & Jantz, 2024) because of the substantial overlap between TBI and developmental disabilities in how students present in school and how they receive services. This underscores a critical equity issue: without sufficient training in the unique features of TBI, school psychologists may inadvertently classify students under more familiar developmental categories, limiting access to appropriately tailored interventions and supports.
Download the FREE article here.
MARCH 2026 Newsletter.pdfPage updated
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