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.
2021 | Issue 38 Award Winners
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 | Submissions Under Review
SPTP is currently reviewing 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. 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. Papers that focus on "Growing and Becoming" and "Learning and Navigating" are in the review process under the three Guest Editors: Pam Fenning (firstname.lastname@example.org), Sarah-Valley-Gray (email@example.com), and Abi Harris (firstname.lastname@example.org). Please feel free to reach out to the Guest Editors for additional details and timeline for publication.
Letter from the Editors
School Psychology Training and Pedagogy, 38 (4), v.
Mandracchia, N., Ramirez, A., Panameño, S. & Sims, W. (2022). Student and faculty perspectives: Multicultural training in school psychology programs. School Psychology Training and Pedagogy, 38 (4), 1-13.
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.
Lampropoulou, A. (2021). School psychologists in atypical settings: Important considerations and implications for practice and training. School Psychology Training and Pedagogy, 38 (4), 32-42.
Powers, K. & Priede, A. (2022). Effect size guidelines for school psychology candidates training in problem-solving single-case design. School Psychology Training and Pedagogy, 38 (4), 43-53.
Erion, J., Snyder, E. & Ferraro, M. (2022). Moving from face-to-face to hybrid school psychology training: Impact on student enrollment, demographics, and outcomes. School Psychology Training and Pedagogy, 38 (4), 54-66.
Deni, J., Powers, E. M., Sams, A., Black, H. & Baker, E. R. (2022). An exploratory study of shortages in the field of school psychology. School Psychology Training and Pedagogy, 38 (4), 67-84.
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