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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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  • Seeks to bridge the gaps between theory, research, and practice in school psychology
  • Publishes rigorously reviewed original research, systematic literature reviews, analyses of promising and innovative practices, critical reviews of books and other materials, and thoughtful reflections on the profession
  • Provides broad multidisciplinary and international perspectives on the practice of school psychology

Contemporary School Psychology publishes original research papers and review articles that address leading-edge issues in school psychology and connect theory and research to practice. The journal features a diversity of viewpoints across the profession as well as those of the students, parents, and communities served by school psychologists across the United States and rest of world. The Editorial Board is committed to providing supportive, timely feedback that further strengthens the work of authors. The journal publishes original research papers and systematic reviews; reports of research relevant to practicing school psychologists; analyses of promising and innovative practices or programs that address the needs of children and youth; critical reviews of books, assessment tools, or other materials of importance to practicing school psychologists; and essays that thoughtfully reflect on the profession of school psychology and the challenges faced by its practitioners.

The journal reaches a broad audience, including researchers, practitioners, and clinicians in school psychology, social work, clinical child psychology, pediatric psychology, education, psychiatry, early childhood education, public health and policy, pediatrics as well as government agencies and corporate and nonprofit organizations.

Related subjects » Child & School Psychology - Education & Language

Abstracted/Indexed in 

PsycINFO, Google Scholar, CNKI, EBSCO Education Research Complete, EBSCO Education Source, EBSCO TOC Premier, ERIC System Database, OCLC, Summon by ProQuest

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    Aims and Scope

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    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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