Manuscripts that analyze, synthesize, reformulate, or
offer an empirical or conceptual base to issues involving the underpinnings
of the profession, the delivery and evaluation of services, ethical
and legal aspects, and approaches to education and training are encouraged.
A more specific review of the types of manuscripts that are suitable
for submission are presented below (SPQ Table of Contents) to assist
authors. As noted above, manuscripts that outline innovative professional
procedures with empirical support are afforded high priority. Empirical/scientific
contributions are broadly interpreted to include a wide range of techniques
and strategies (e.g., experimental group designs, passive observational
strategies, surveys).
Theoretical manuscripts are encouraged for submission insofar as
they focus on substantive topics of a professional nature in the field
of school psychology. Theoretical papers that take into account previous
empirical efforts related to training and practice are appropriate.
In addition, theoretical papers that reconsider or illuminate a dimension
of school psychology are encouraged. For example, theoretical discussion
surrounding school psychology practice in consultation, intervention,
or assessment could elucidate conceptual trends from past research
in these areas. Within the context of theoretical discussions, manuscripts
should point to directions for future research, as well as to implications
for professional practice.
Literature reviews that focus on the theoretical, conceptual, or
even methodological issues stemming from an existing knowledge base
would be encouraged, as long as implications for professional preparation
and service delivery in school psychology are addressed. Methodological
contributions would be relevant to the extent that they elaborate
issues that have a bearing on the quality of future research related
to professional issues.
Models of professional practice that outline models of and procedures
for delivering psychological services are encouraged. Especially relevant
are those manuscripts that present models of professional practice
along with empirical evidence for their effectiveness.
Policy examination manuscripts that provide a critical analysis of
public policy issues related to training and practice in school psychology
are appropriate. Such papers would focus on the analysis of federal
and state regulations regarding the broad functioning of school psychologists.
Ethical/legal manuscripts examining issues relevant to school psychology
research, training, and practice are welcome.
Major addresses such as keynote speakers and other major presentations
at international, national, regional, state, and local meetings are
appropriate and will be considered for publication.
The journal will include a section for various comments on manuscripts
published. The journal will occasionally develop mini-series. In such
a mini-series (three-four articles) individuals would be asked to
contribute papers dealing with a major and significant issues facing
professional school psychology.
The journal will publish reviews of books/materials relevant to school
psychology practice and research.
Back to the School Psychology Quarterly
Division
of School Psychology
