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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 2025 | AWARD WINNER
TSP 2025 | AWARD WINNER
2024 Reviewer of the Year
Kathleen Aspiranti, PhD., University of Kentucky
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.
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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