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Psychology - Child & School Psychology | Contemporary School Psychology

Contemporary School Psychology

Contemporary School Psychology

The Official Journal of the California Association of School Psychologists

Editor-in-Chief: Michael Hass

ISSN: 2159-2020 (print version)
ISSN: 2161-1505 (electronic version)

Journal no. 40688

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Why publish in Contemporary School Psychology?

  • Rapid review and response: The Editor in Chief and Editorial Board are committed to timely and constructive reviews, enhanced by the use of Editorial Manager to ensure a seamless flow of papers from submission through publication
  • Fast-track publication: Articles are published Online First within weeks of acceptance
  • Wide dissemination and accessibility: Online and print editions available worldwide through academic libraries and most electronic search engines
  • Multidisciplinary: The journal views school psychology as multidisciplinary and reaches a broad audience, including researchers, practitioners, and clinicians in school psychology, social work, clinical child psychology, pediatric psychology, education, psychiatry, early childhood, public health and policy, pediatrics as well as government agencies and corporate and nonprofit organizations
  • Thorough coverage: Contemporary School Psychology accepts electronic multimedia files (e.g., animations, movies, audio) and other supplementary files to be published online with an article. This feature, known as Springer’s Electronic Supplementary Material, enables authors to add depth and dimension to the their articles, as certain information cannot be printed or is more convenient in electronic form
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  • Aims and Scope

    Aims and Scope


    Contemporary School Psychology, formerly known as The California School Psychologist, is a refereed journal published annually by the California Association of School Psychologists (CASP). Contemporary School Psychology is devoted to contemporary issues in school psychology and related fields with the goal of publishing articles that link theory to practice. To accomplish this, the journal seeks articles that: (1) critically review research on topics of general interest to school psychologists and related disciplines, (2) report on research conducted from different theoretical perspectives and using different methodologies relevant to school-based practitioners, (3) present promising practices or programs that address the needs of children and youth, and (4) critically reflect on the profession of school psychology and the challenges it faces. It is also the intent of the journal to highlight the diversity of viewpoints in the profession and of the students, parents, and communities served by school psychologists.

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    Instructions for Authors


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