Abstract
School Psychology International journal begins its 36th volume in 2015. As each year passes, travel and communication around the globe brings professions as well as nations closer in their interaction. The seeding of ideas from one place to another, across national boundaries and unlimited by geography and even economy, continues to spur the growth of international school psychology.
School Psychology International continues in its role of sharing ideas, generating innovative research paradigms, documenting the opportunities and challenges to bringing high quality psychology-based practices to serve children in schools, and acting to influence the development of best practices regardless of setting, political climate, national regulations, and historic and economic limitations.
It is the intention of the publisher and editorial board to feature in the upcoming volume year work to illuminate threads of investigation to support the central mission of this journal: Providing information about “quality mental health, educational, therapeutic and support services to schools and their communities throughout the world” (see http://spi.sagepub.com/.).
Considering current trends and needs in the field, the editorial team for School Psychology International has identified several topics within which we are seeking high quality research. As a result, in 2015 we are particularly encouraging submissions consistent with the following agendas:
Innovative preparation models to support the development of culturally competent school psychologists. Research examining the use of consultation and collaboration practices designed to facilitate student success. A focus on family-school and/or cross-cultural consultation is particularly encouraged. Research examining the implementation and efficacy of school-based mental health services. In particular, culturally-responsive and evidence-informed programs addressing prevention and/or early intervention are sought. Understanding, preventing and treating internalizing disorders within the school setting (See, for example, David N. Miller and LaRae M. Jome School Psychology International, October 2010, 31(5), pp. 509–520).
Across each of the theme areas, the editorial team seeks manuscripts that (a) are methodologically and (where applicable) statistically sophisticated, (b) are relevant for an international audience, (c) have implications for the provision of psychoeducational services across national boundaries, and (d) contemplate school/educational psychologists as agents integral to the process of conceptualizing, delivering and evaluating interventions.
Authors interested in submitting on any of these topics are invited to contact the senior editorial team, Caven Mcloughlin (Editor in Chief) or Amity Noltemeyer (Senior Associate Editor-International) with a brief proposal related to the content of a possible submission. Instructions for authors may be found at http://www.sagepub.com/journals/Journal200800/manuscriptSubmission.