The Canadian Journal of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists. Focusing on the theory, research, and practice of psychology and its application to all areas of education, the journal provides a forum for researchers, trainers, and practitioners in school psychology, educational psychology, and other branches of psychology who contribute to the academic, cognitive, social, and emotional well-being of children and youth within educational settings. Each quarterly issue of CJSP publishes broad-based, multidisciplinary original research studies, applied and practice articles, and current test and book reviews. The Canadian Journal of School Psychology offers a Canadian perspective on key issues that school psychologists and educational face in their everyday practice.
The Canadian Journal of School Psychology is available electronically on SAGE Journals at http://journals.sagepub.com/home/cjs. CJSP is a member of the COPE.
The Canadian Journal of School Psychology (CJSP) publishes original articles focusing on the interface between psychology and education. Papers reflect theory, research, and the practice of school and educational psychology. Contemporary book and test reviews are also regularly published. The journal is aimed at psychology practitioners in broadly defined educational settings; but is also of relevance to university trainers, researchers, graduate students in school and applied areas of psychology, and allied professionals. CJSP has become the major reference for practicing school and applied psychologists and students in graduate educational and school psychology programs in Canada, but has more recently broadened its content coverage to be more reflective of school psychology in the international context. Articles will be accepted and published in English and French.
|Steven R. Shaw||McGill University, Canada|
|Damien Cormier||University of Alberta, Canada|
|Adam W. McCrimmon||University of Calgary, Canada|
|Janine Montgomery||University of Manitoba, Canada|
|Shannon Stewart||University of Western Ontario, Canada|
|Donald H Saklofske, Ph.D||University of Western Ontario, Canada|
|Louise R. Alexitch||University of Saskatchewan, Canada|
|Jac J. W. Andrews||University of Calgary, Canada|
|A. Lynne Beal||Private Practice, Toronto, Canada|
|Ana Carolina Nieva Bitencourt||Federal University of Bahia, Salvador, Brazil|
|Tim R. Claypool||University of Saskatchewan, Canada|
|Emma A. Climie||University of Calgary, Canada|
|Ester Cole||Private Practice, Toronto, Canada|
|Penny Corkum||Dalhousie University, Canada|
|Lia Daniels||University of Alberta, Canada|
|Michelle A. Drefs||University of Calgary, Canada|
|Peter Faustino||Scarsdale Public Schools, Scarsdale, NY|
|Jessica Flake||York University, Toronto, Canada|
|Gordon L. Flett||York University, Canada|
|Allyson G. Harrison||Queen's University, Canada|
|Gina L. Harrison||University of Victoria, Canada|
|Sara Hart||Florida State University, USA|
|Nancy Lee Heath||McGill University, Canada|
|Alana Holmes||Cambrian College, Canada|
|Anita M. Hubley||University of British Columbia, Canada|
|Scott Huebner||University of South Carolina, USA|
|Randy W. Kamphaus||University of Oregon, USA|
|James C. Kaufman||University of Connecticut, USA|
|Perry D. Klein||University of Western Ontario, Canada|
|Deborah Lean||Dufferin-Peel Catholic District School Board, Canada|
|Patricia A. Lowe||University of Kansas, Lawrence, USA|
|Carly McMorris||University of Calgary, Canada|
|Goldie M. Millar||Dufferin-Peel Catholic District School Board, Canada|
|Faith Miller||University of Minnesota, USA|
|Tina C. Montreuil||McGill University, Canada|
|Juanita Mureika||New Brunswick Association of School Psychologists, Canada|
|David Mykota||University of Saskatchewan, Canada|
|David W. Nordstokke||University of Calgary, Canada|
|Kean Poon||The Education University of Hong Kong, Hong Kong, China|
|Eve-Marie Quintin||McGill University, Canada|
|Tyler L. Renshaw||Utah State University, USA|
|Cecil R. Reynolds||Texas A&M University, USA|
|Kristin Rispoli||Michigan State Universtiy, USA|
|Susan Rodger||University of Western Ontario, Canada|
|Meadow Schroeder||University of Calgary, Canada|
|Vicki L. Schwean||University of Western Ontario, Canada|
|Bruce M. Shore||McGill University, Canada|
|Martin M. Smith||University of Western Ontario, Canada|
|Jacqueline Specht||University of Western Ontario, Canada|
|Laura J. Summerfeldt||Trent University, Canada|
|Adrea Truckenmiller||Michigan State University, USA|
|Rachel Weber||University of British Columbia, Canada|
|Dennis Wendt||McGill University, Canada|
|Judith Wiener||OISE/University of Toronto, Canada|
|Gabrielle Wilcox||University of Calgary, Canada|
Call for papers: Special Issue on De-implementation
School psychology has embraced the relatively new field of implementation science. The issues and challenges of applying research-supported practices and applying them to schools, classrooms, clinics, and therapy session are critical aspects of evidence-based practice. Equally important is the topic of de-implementation, which is the divesting from ineffective, disproved, inefficient, and even harmful educational and psychological practices that remain widely used. The Canadian Journal of School Psychology is making a call for papers on the topic of de-implementation in education and psychology.
De-implementation has been considered in medicine, but the issues of education and psychology are different and possibly even more complex. Practices in education must not only be effective, but also consistent with regulation, law, and risk-management practices; be financially and resource efficient; be in line with the values of community, parents, and other stakeholders; address entrenched financial interests such as contracts with curriculum developers and publishers; be responsive to the local history and traditions of a school system; and be responsive to the unique needs and culture of the implementation site. Moreover, many entrenched educational and psychological practices are based on word-of-mouth myths that feel nice, but have no supporting evidence (e.g., learning styles). Disproving and divesting from ineffective practices have challenges, but divesting from myths that never had supporting evidence is a remarkably challenging proposition.
Because de-implementation is among the most challenging aspects of developing a true evidence-based practice of school psychology, CJSP wishes to have a multidisciplinary approach to the most advanced ideas in the field in a single issue. The goal is to provide frameworks, examples, and basic ideas in changing behaviours to best support de-implementation in practice.
Options, scope, and topics
Articles for this issue may be conceptual or empirical. Although there is a wide range of topics that are appropriate for this issue, some possibilities are:
- Investigations of why practices without supporting evidence are adopted in schools or in psychological practice.
- How pre-service university training at graduate or undergraduate levels or in-service professional development supports or impedes de-implementation.
- How misunderstanding (intentionally or unintentionally) of potentially important constructs has led to ineffective practices and how to improve understanding and practices (e.g., neuroscience in education [neuromyths], social justice, intelligence test score interpretation).
- Integrating de-implementation with models of mental health consultation and treatment integrity.
- Ethics of de-implementation
- Characteristics of clinicians, educators, or systems that support or impede de-implementation.
- Case studies or histories of a questionable practice and how it was deimplemented (e.g., corporal punishment, grade retention, seclusion, use of aversive stimuli).
- How to address de-implementation of controversial practices with equivocal outcomes (e.g., use of Rorschach tests, profile analysis of intelligence tests, planning based on multiple intelligences, grit-based interventions).
- Analysis of factors maintaining the use of disproved practices by different professionals.
Interested scholars and practitioners should send a letter of intent that is less than 500 words (inclusive of all materials) and that includes a proposed title, author(s), thesis, methods, and goals of the proposed paper to email@example.com
April 1, 2020 Letters of intent due
May 1, 2020 Decisions on acceptance of LOIs to authors
Oct 1, 2020 Completed manuscripts due
December 1, 2020 Revised manuscripts due
February 1, 2021 Proof corrections submitted
February 20, 2021 Published as OnlineFirst
June 15, 2021 Publication of special issue (Vol 36, number 2)
Manuscripts published in CJSP fall into six categories: Brief Reports, Original Articles, Literature Review and Meta-Analyses, Book and Test Reviews, Special Issues, and Registered Reports. Preparation of manuscripts should follow the most recent edition of the Publication Manual of the American Psychological Association. Manuscripts that do not comply with these guidelines will be returned to the author for editing prior to beginning the review process. Because all manuscripts are reviewed anonymously, please do not include any identifying information in the paper, including headers and footers. A covering letter should include a statement that the article, review, or information contained in the submission has not been published elsewhere and is not currently being considered for publication. Please also include a statement that all ethical guidelines were followed as required for conducting human research. Authors may wish to provide the names and email addresses of suggested reviewers for their paper.
Original articles. Original articles represent the core of most scholarly journals. These articles involve original studies that may be experimental, quasi experimental, or qualitative in nature. Original articles are less than 5,000 words, may include multiple tables or figures to describe the results of the study, and should have less than 60 references. The primary difference between a scholarly article in CJSP and other journals is that the conclusion section must have an explicitly labelled subsection entitled, “Relevance to the Practice of School Psychology.” Although all papers for all journals are expected to make scholarly contributions to the field, all articles in CJSP are designed to advance the knowledge base or clinical skills of the profession.
Literature Reviews and Meta-analyses. Evidence-based practices are the cornerstone of the practice of school psychology. The highest level of evidence is the preponderance of information from multiple studies supporting a practice. Comprehensive systematic literature reviews, meta-analyses, and other forms of literature reviews serve the purpose of evaluating practices that provide the foundation for the label of evidence-based practice. CJSP strongly encourages literature review papers that are directly related to evaluating practice, policy, resolving important professional debates, and identifying major needs within a specific topic area. Literature reviews and meta-analyses are less than 8,000 words, may include multiple tables or figures to describe the literature, and should have less than 100 references. Much like original articles, literatures and meta-analyses also require an explicitly labelled subsection of the conclusions entitled, “Relevance to the Practice of School Psychology.” Literature reviews and meta-analyses serve as the foundation for evidence-based practices.
Book and Test Reviews. Mental health service providers are inundated with advertisements for new books, therapeutic interventions, tests, workshops, and other products. Most clinicians do not have the time and energy to evaluate the effectiveness, robustness, or credibility of these products. CJSP will evaluate the quality and utility of products and publish the results. Every effort will be made to provide the highest levels of reviews to assist clinicians in their decisions to purchase new products. The typical length is 1600 to 2000 words. Reviews should contain identifying information about the test or book, including author(s), title, and publisher, and describe issues of particular relevance to practitioners. Contributors of test reviews should be familiar with and address the test construction guidelines described in The Standards for Educational and Psychological Tests (AERA, APA, NCME, 2014). To ensure that the reviews are contemporary, the test or book under review should have been published within the past two years. For more specific guidelines and inquiries on test/book reviews, please contact Dr. Janine Montgomery at Janine.Montgomery@umanitoba.ca
Registered Reports. For a scholarly journal to have any influence on clinical practice, research must be held to high scientific standards. There are serious problems with published research in psychology that have been well documented. Some of those issues are known as p-hacking (i.e., collecting data on many variables, conducting statistical analyses, and selecting variables that reach statistical significance), harking (i.e., hypothesis after results are known), and publication bias (i.e., journals only publishing significant results and systematically not publishing results that do not reach statistical significance). The Registered Report section allows scholars to submit the introduction, methods, and data analysis plan for peer review. The cornerstone of the Registered Reports format is that a significant part of the manuscript will be assessed prior to data collection, with the highest quality submissions accepted in advance. Initial submissions will include a description of the key research question and background literature, hypotheses, experimental procedures, analysis pipeline, a statistical power analysis (or Bayesian equivalent), and pilot data (where applicable). Following review, the article will then be either rejected or accepted in principle for publication. Following in principle acceptance, the authors will then proceed to conduct the study, adhering exactly to the procedures that were reviewed and accepted. When the study is complete, the authors will submit their finalised manuscript for re-review. Pending quality checks and sensible interpretation of the findings, the manuscript will be published regardless of the results. In this fashion, papers in the Register Report section focus entirely on the importance of the study and the quality of the research methodology. Registered reports have been widely adopted in basic research journals. However, if evidence-based practices are to be the foundation of professional school psychology, then research must meet basic scientific standards before results are implemented to promote the educational achievement and mental health of children. For more information about the purpose and function of registered reports, please see the following website from the Centre for open science (https://cos.io/rr/).
Special Issues. A special issue consists of 6 to 8 articles that focus on a specific topic. The purpose of a special issue is to address a broad theme in detail and from multiple perspectives. A common approach is for a guest editor of the special issue to provide an abstract of the issue to be covered, titles and authors of all contributing papers, and a brief paragraph describing how the special issue will address a need in the professional school psychology. Send this information to the editor via email (Steven.Shaw@McGill.ca). Special issues are evaluated and approved by a consensus of the editor and associate editors. However, readers and professional school psychologists may have an idea for special issue, but do not have a fully developed proposal. Please contact the editor with ideas for special issues and we will strongly consider developing the issue around this give an idea. Once the issue has been approved, the guest editor(s) will assume responsibility for the issue in consultation with the editor.
Brief reports. This section is dedicated to action research, case studies, single-case designs, pilot studies, and innovative practices. Quite often, brief reports will include classroom-wide interventions; unique methods of addressing a case; or small-scale advances in treatment techniques, consultation, assessment, and systemic interventions. Brief reports are limited to 2500 words with no more than three tables or figures, 15 references or less, and an abstract of 100 words. The brief report section is a specifically designed for students, practitioners, policymakers, and other professionals who would like to share their practices with the entire profession.
For all submissions: Authors’ names and affiliations, including complete contact information, should appear on a separate cover page, and the manuscript should be formatted for anonymous review.
CJSP accepts submissions electronically only. Manuscripts must be submitted electronically at https://mc.manuscriptcentral.com/cjsp where authors will be required to set up an online account in the SAGE track system powered by ScholarOne.
English editing services: Authors who want to refine the use of English in their manuscripts may consider using the services of SPi, a non-affiliated company that offers Professional Editing Services to authors of journal articles in the areas of science, technology, medicine or the social sciences. SPi specializes in editing and correcting English-language manuscripts written by authors with a primary language other than English. Visit http://www.prof-editing.com for more information about SPi’s Professional Editing Services, pricing, and turn-around times, or to obtain a free quote or submit a manuscript for language polishing.
Please be aware that SAGE has no affiliation with SPi and makes no endorsement of the company. An author’s use of SPi’s services in no way guarantees that his or her submission will ultimately be accepted. Any arrangement an author enters into will be exclusively between the author and SPi, and any costs incurred are the sole responsibility of the author.
As part of our commitment to ensuring an ethical, transparent and fair peer review process SAGE is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.
The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.
CJSP strongly encourages open access publication and elements of open science to support evidence-based practices in school and educational psychology. Accessibility is an important part of the promotion of evidence-based practices. If you or your funder wishes your article to be freely available online to nonsubscribers immediately upon publication (gold open access), you can opt for it to be included in SAGE Choice, subject to the payment of a publication fee. The manuscript submission and peer review procedure is unchanged. On acceptance of your article, you will be asked to let SAGE know directly if you are choosing SAGE Choice. To check journal eligibility and the publication fee, please visit SAGE Choice. For more information on open access options and compliance at SAGE, including self/author archiving deposits (green open access) visit SAGE Publishing Policies on our Journal Author Gateway.