Introducing the book review section of School Psychology Quarterly.

As Section Editor, it is my pleasure to provide readers of School Psychology Quarterly with excellent reviews of two books that offer complementary but different perspectives in the broad area of developmental psychology as it relates to research and practice in School Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empirically supported interventions: Announcing a new standing section of School Psychology Quarterly.

We are delighted to introduce a new standing section of School Psychology Quarterly entitled "Empirically Supported Interventions" (ESI). This section will be devoted to publishing (a) reviews of the empirical literature on prevention and intervention; (b) reports of original empirical work that enhance our knowledge of empirically supported programs; (c) empirically supported practice parameters or best practices guidelines aimed at improving the clinical behavior of school psychologists and related professionals; (d) methodological approaches or technologies for advancing empirically supported interventions; and (e) scholarly analyses of criteria used to identify empirically supported interventions. The inauguration of the ESI section of School Psychology Quarterly represents a new era in research for our profession that we hope will usher in advancements for both the science and practice of school psychology. The former will be addressed by applying rigorous empirical standards to evaluate intervention research. For the latter, we hope to provide research data that are directly relevant to the application of psychology in school and community settings, thus strengthening the ties between science and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School Psychology Quarterly: A vision for the future from the new editor.

It is both a great honor and an exciting professional challenge to take on the responsibility of Editor for School Psychology Quarterly. My motivations for serving in this capacity stem from my fundamental belief that high-quality scholarship is essential to the health and vigor of school psychology. The mission I envision for the Quarterly is to be out in front of our field breaking new scientific, intellectual, and professional ground for the future, helping school psychology to "be all that it can be." At the macro-level, I have two clear objectives. First, I want to build on the very best accomplishments of my predecessors, Tom Kratochwill and Joe Witt, reinforcing foundational elements crucial to the journal's success. Second, and perhaps more importantly, I want to raise the Quarterly to a new level of excellence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introducing the Student Editorial Board: Strengthening the future of school psychology and School Psychology Quarterly.

Introduces the new Student Editorial Board for School Psychology Quarterly. Along with the Research Design and Methodology Section and the Book Review Section, which made their inaugural appearance in the Winter 1998 issue, the Student Editorial Board is intended to strengthen both our journal and our field as we move into the next century. It is expected that the Student Editorial Board will result in symbiotic benefits for both our field and the board members themselves. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Partnering to Chart our Futures: School Psychology Review and School Psychology Quarterly Combined Issue on the Multisite Conference on the Future of School Psychology.

For more than half a century, school psychologists have considered the need for role expansion and revision if they are to meet the poignant needs of children, youth, families, and school personnel. In fact, as previously discussed, school psychology practitioners and trainers have come together for a variety of conferences hoping to transform our training, roles, and practices in schools and society. A number of national initiatives have recently been implemented, including the reauthorization of the individuals with Disabilities Education Act, refinement of the evidence-based Institute of Educational Sciences, and implementation of the ubiquitous No Child Left Behind Act. The collaboration among the major leaders and organizations in school psychology, and what it yielded, was perhaps the most exciting and optimistic aspect of the Futures Conference held in Indianapolis, Indiana, in November 2002. Although the previous conferences at Spring Hill and Olympia represented collaborative efforts among the National Association of School Psychologists laborative (NASP), along with other organizations and supporters, the extensive level of coordination and cooperation required for the Futures Conference appears unparalleled. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Call for papers and proposals for special issues: Expanding the scope of research and theory published in School Psychology Quarterly.

In my editorial statement in the last issue I indicated that "School Psychology Quarterly should be comprehensive in its coverage of our field [and]...it is my perception that the Quarterly needs to improve significantly in this regard" (Gutkin, 1998, p. 4). Extending the breadth of research and theory that appears in our journal is, in fact, one of my most central goals as your new Editor. While extraordinary and superb scholarly work has often been published in the Quarterly, and I have every desire to continue supporting these historically prevalent and crucial lines of scientific inquiry, it is my clear sense that focusing only on "more of the same" will not be sufficient to meet the future needs of either our readership or their clients. A broader array of perspectives and research questions are needed. Thus, I am issuing a "Call for Papers and Proposals for Special Issues" to begin the process of expanding the scope of scholarly work published in the Quarterly. My express purpose is to stimulate an ever-growing range of high quality research and theoretical work being submitted to the Quarterly. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Engineering new designs for school psychological service delivery: A commentary on School Psychology: A Blueprint for Training and Practice..

Responds to School Psychology: A Blueprint for Training and Practice (National School Psychology Inservice Training Network, 1984) by asserting that when making plans that further the application of psychology to the educational process and to the development of new designs for service delivery, more attention should be given to theoretical and empirical knowledge for school psychological practice, the necessary linkages between knowledge and practice, as well as specific implications for education and training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Wanted: New answers and new questions.

Although some promising new developments have emerged in recent years, school psychology research and practice has a remarkably ancient cast to it. With this issue, SPQ changes editorship and a primary agenda for this editorial group (S. Christenson, B. Erchul, R. Good, R. Kamphaus, B. Martens, D. Reschly, and myself) will be to publish not only articles which provide solutions to old questions but those which ask new questions. Certainly we will continue to publish reports of high quality empirical research which address important issues. However an equally crucial priority will be the publication of resourceful research reviews and "think" pieces which offer inventive and practical ideas about where research and practice should depart from the old ways. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology is not what it used to be: Thoughts from the new editor concerning our "futures" and school psychology quarterly.

Introduces the current editor and discusses the future directions for School Psychology Quarterly. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Subscriber perceptions of the Journal of Counseling Psychology..

Surveyed, in response to recent criticism of counseling research, 415 present and 234 past subscribers to the Journal of Counseling Psychology (JCP) to examine articles' perceived utility, strengths, and weaknesses in relation to reader characteristics. Questionnaires also secured demographic and professional background information. Results show the following: (a) Present, compared to past, subscribers more often worked in colleges or universities, were involved in research, identified with counseling psychology, were members of the American Psychological Association's Division 17, held doctorates, were teachers or supervisors, and worked with clients aged 13–28 yrs. (b) Present subscribers used the JCP most for research and counseling ideas, and counseling psychology identification was a major reason for subscribing. (c) Strengths included research design/methodology, relevance to practice, writing quality, and scholarly rigor. (d) Weaknesses included esoteric, narrow research and lack of practical relevance. (e) About 45% of the articles read were seen as useful, but definitions of utility varied by major time-use. (f) Ultimately, utility appeared related to individual requirements; 68% of Volume 22's articles were nominated at least once as most significant or useful. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of School violence: Fears versus facts.

Reviews the book, School violence: Fears versus facts by Dewey G. Cornell (see record 2006-07405-000). This book provides a unique focus on common misperceptions regarding school violence. One of the most notable misperceptions is that school violence is on the rise. This is just one of the misperceptions that Cornell's book addresses. Each chapter of the book begins with a case example and fundamental question about school violence, followed by the presentation of research to answer the question. The book concludes with recommendations for what our schools need to prevent violence. These recommendations follow directly from the content of the book and include specific suggestions about eliminating ineffective programs in favor of empirically based efforts, amending legislation that has led to the adoption of ineffective zero tolerance policies, avoiding sensational news coverage of school violence, and making universal prevention a public health mission. The reviewer notes the importance of making data-based decisions about how to prevent and respond to school violence. In order to do this, it is critical to have knowledge of the facts, and to also be aware of common misperceptions about school violence. This book provides educators, graduate students, and parents with that information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Editorial policy of the Consulting Psychology Journal: Practice and Research.

This issue marks the beginning of my editorship of Consulting Psychology Journal: Practice and Research. Each incoming editor of a journal puts a new stamp on it, emphasizing continuity in some areas and undertaking new directions in others. In this statement of editorial policy for my tenure as the journal's editor I identify planned changes and new directions for the journal as well as editorial policies. I base these approaches both on my sense of the journal's needs and on issues I consider important for advancing the intellectual vitality of the field of consulting psychology. Outgoing editor Richard Diedrich's stewardship of this journal for the past 10 years is recognized. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology for the public: A content analysis of Psychology Today..

Surveyed the extent to which Psychology Today (PT) has maintained an empirical basis for its articles and the degree to which psychologists and individuals with doctorates have been responsible for PT articles. Two samples of PT were selected for review by 2 raters (the present authors). Findings indicate that not only have PT articles significantly shifted away from a presentation of empirically based data, but the proportion of articles authored by psychologists, as well as the educational level of authors, has declined, particularly in the last 3 yrs. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Annual Review of Psychology Vols. 5 & 6.

Reviews the fifth and sixth volumes of the book "Annual Review of Psychology," edited by Calvin P. Stone, and Quinn McNemar (1954, 1955). Where the topic itself provides the organization, as for instance in the chapters on the special senses, the factual approach works admirably, and the relevance of the data presented is established by a fairly well-articulated context. Looking back over this review it seems that too much time has been spent trying to tell a body of able and energetic psychologists how to do better what they are already doing extremely well. The Annual Review fulfills an indispensable function in the psychological world, and the 1955 volume worthily continues a short but honorable tradition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to the special section: Contextualizing significance testing in clinical trials.

The presentation and interpretation of clinical trial data is of crucial importance to psychotherapy research and practice. This introduction briefly describes how this Special Section on significance testing in clinical trials came about, as well as some of the content included in the articles. Between the original theoretical article and the four invited comments, this Special Section provides a concise and accessible overview of current thinking regarding the limitations of clinical trial data, particularly significance testing, as well as improvements and supplements to these analyses that may benefit both psychotherapy research and those who use this information in applied practice. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Handbook of Clinical Health Psychology: Volume 1, Medical Disorders and Behavioral Applications.

This article reviews the edited book by S. B. Johnson, N. W. Perry Jr., and R. H. Rozensky titled, "Handbook of Clinical Health Psychology: Volume 1, Medical Disorders and Behavioral Applications. Reviewed by David Aboussafy, this article covers the major themes of the book and delves deep into the issues of health psychology and the current state of the scientific knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward Improved Statistical Reporting in the Journal of Consulting and Clinical Psychology.

Philip Kendall's (1997) editorial encouraged authors in the Journal of Consulting and Clinical Psychology (JCCP) to report effect sizes and clinical significance. The present authors assessed the influence of that editorial--and other American Psychological Association initiatives to improve statistical practices--by examining 239 JCCP articles published from 1993 to 2001. For analysis of variance, reporting of means and standardized effect sizes increased over that period, but the rate of effect size reporting for other types of analyses surveyed remained low. Confidence interval reporting increased little, reaching 17% in 2001. By 2001, the percentage of articles considering clinical (not only statistical) significance was 40%, compared with 36% in 1996. In a follow-up survey of JCCP authors (N=62), many expressed positive attitudes toward statistical reform. Substantially improving statistical practices may require stricter editorial policies and further guidance for authors on reporting and interpreting measures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)