Academic journals can and should contribute to the future of school psychology.

Abstract

In this Perspective, Rich Gilman and Robin Codding (the current and outgoing editors of School Psychology) respond to Conoley, Power, and Gutkin's views of the role of academic journals to advance professional paradigm shifts. Based on both historical trends and current readership data, the authors provide several reasons that academic journals have and will continue to be a primary forum for discourse on how school psychology should evolve as a discipline. Nonetheless, academic journals have inherent limitations that hinder this discourse. The paper concludes with several recommendations that could enhance the contributions of academic journals to these discussions. Impact and ImplicationsThe authors, both editors of School Psychology, offer evidence of how academic journals can (and should) be considered as important forums to advance school psychology roles and functions. While the authors agree with Conoley, Power, and Gutkin that it is unrealistic to rely on journal articles to influence stakeholder perceptions, policy changes, and professional paradigm shifts. Nonetheless, the authors provide abundant evidence how academic journals are integral in these efforts. Readers will understand the benefits of involving academic journals in professional paradigm shifts, but also areas that journals need to address to maximize their impact.

The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants

“…Systemic paradigm changes are often facilitated by abrupt threats to societies (Gilman & Codding, 2020). The current world-wide COVID-19 crises, which has had a major impact on the education of children now, and likely into the future, may provide the necessary nudge for change.…”

Introduction to special issue on the history of the future of proactive school psychology: Transcending the past, excelling in the present, and transforming the future.

“…to proactively anticipate the dynamics of a classroom, be sensitive to early warning signs of psychological difficulties, respond when challenges occur, and maintain attitudes devoted to improving the educational milieu for all students. To alter the status quo, D16 governance, bodies overseeing training standards, and journal editors must embrace the changing dynamics (Doll et al, 2020; Gilman et al, 2020; Henington et al, 2020; Reynolds, 2020). We strongly recommend that school psychology professionals commit to the social justice action in the School Psychology Unified Antiracism Statement and Call to Action (Garcia-Vazquez et al, 2020) to eradicate racism and educational disparities; ensure that culturally adapted, evidence-based comprehensive services are equitability accessible to all students with needs (Hughes et al, 2020; Nastasi et al, 2020); and rejuvenate programs of research to consider the ecology, physiology, psychology, and culture of each student (Jimersen et al, 2020; Klingball et al, 2020; Kranzler et al, 2020).…”

“…With regard to dissemination, outgoing and current editor of School Psychology , Gilman and Codding (2020), challenged Conoley et al’s (2020) contention that publication in academic journals regarding roles in school psychology would likely be ineffective. Rather, they proposed several recommendations to improve the impact of journal articles by making implications of findings more salient, increasing the publications of systematic reviews, establishing cross-collaboration among journals on special issues, and encouraging publications of replication studies.…”

School Psychology vision for the future.

“…In the meantime, we will continue to require that authors (a) adhere to JARS, which are designed to enhance the quality and transparency of research, and (b) provide impact statements, which are intended to support accessibility to research by summarizing a study’s findings for a general audience. We also will encourage article submissions describing null findings that demonstrate excellent methodological rigor, and we welcome the submission of replication studies (Gilman & Codding, 2020). We enthusiastically invite manuscripts that systematically examine replication, publication bias, and null effects in school psychology research.…”