Abstract: Abstract. The vision for School Review for the 2006-2010 editorial term is described, and five major goals are outlined. These goals include (a) addressing issues of critical importance to school psychology and the broader domains of child-oriented psychology and education; (b) promoting intervention and prevention research and publishing this work in its various stages of development; (c) strengthening the link between science and practice; (d) promoting a cross-fertilization of ideas through interdisciplinary collaboration; and (e) building the infrastructure through the use of electronic technologies. Strategies that will be used by the leadership team of SPR to address each goal during the next 5 years are described. ********** This issue marks a transition in the distinguished history of School Review (SPR); it is the first issue of a new editorial term. Being editor of SPR is truly an honor for me; I am humbled to succeed a series of luminaries in the field of school psychology, most recently Daniel Reschly, George Hynd, Stephen Elliott, Edward Shapiro, Patti Harrison, and Susan Sheridan. In this brief article, I would like to outline our plans for SPR over the next 5 years. In doing so, I acknowledge that these plans represent a flexible agenda that no doubt will undergo many revisions in response to the input of our many stakeholders: the leadership team of SPR, the editorial board, our authors and prospective authors, the leadership team and membership of the National Association of School Psychologists (NASP), and the community of researchers in child-oriented psychology and education. The following is a description of our vision, goals for the future, and strategies to achieve our goals. Vision The primary purpose of SPR is to develop the science base for the practice of school psychology and other disciplines dedicated to the promotion of children's development in schools, such as community and child clinical psychology, education, pediatrics, and public health. School psychology and the broader domain of child-oriented psychology reflect a diverse agenda with many interest groups, but the principal focus of SPR during the next 5 years will be on strengthening the science base related to intervention and prevention, a theme highlighted by the major leadership groups of school psychology at the Conference on the Future of School (i.e., Futures Conference). SPR places a priority on research that is directly linked with practice. The research questions addressed in articles published in this journal will focus on topics of central importance to practitioners and policy makers, and the results described in SPR should have implications that can inform practice and policy development for children. Major Goals To accomplish this vision for SPR, we have outlined five major goals. The following is a description of each. Goal 1: Address Critical Issues SPR is committed to publishing research that addresses the primary goals of the profession of school psychology and the broader domains of child-oriented psychology and education. These priorities were outlined clearly by the major stakeholder groups in school psychology at the Futures Conference (see the special series in SPR on Proceedings of the Multisite Conference on the Future of School Psychology in the first issue of 2004). The Futures Conference outlined five primary outcome goals for the profession: (1) academic competence for all students, (2) improved social and emotional functioning for all students, (3) systems that promote family-school partnerships and family involvement in education, (4) systems committed to improved instruction for all children, and (5) systems with increased child and family services to promote children's health and mental health. Outcomes 1 and 2 emphasize changes at the level of the individual child, whereas Outcomes 3, 4, and 5 highlight changes at a systems level (P. …
Publication Year: 2016
Publication Date: 2016-06-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 61
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