Abstract
School Psychology International (SPI) Journal recently disseminated a Call for Papers encouraging threads of research consistent with the Journal’s mission to expand knowledge regarding, ‘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 SPI editorial team particularly sought submissions within four identified themes.
This theme issue includes three articles that were submitted in response to the Call for Papers theme, ‘Innovative preparation models in school psychology’, and were accepted for publication following the standard peer-review process. Drawing upon research on diverse students’ barriers in graduate education, Grapin, Lee, and Jaafar propose a multi-tiered system of support for recruiting and supporting students from culturally diverse backgrounds in school psychology graduate preparation programs. Next, Vega, Lasser, and Plotts summarize research on the unique needs of migrant children and describe a program for preparing bilingual school psychologists to effectively serve this population. Finally, Davies, Lewis, Anderson, and Bernstein present exploratory results on the impact of one university’s short-term study abroad program on school psychology graduate students’ intercultural competence. In today’s increasingly multicultural landscape, it is imperative that psychological service providers in the schools are aware of – and responsive to – cultural influences on learning and behavior. These three articles provide implications that can support training programs in their quest to prepare such culturally competent school psychologists.
It is exciting to see this work on innovative preparation models, as well as the general articles in this issue, come to fruition. The editorial team continues to seek submissions on the remaining three themes from the original Call for Papers:
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, caven@kent.edu) or Amity Noltemeyer (co-Editor, anoltemeyer@miamioh.edu) 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.