Canadian Journal of School Psychology
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Canadian Journal of School Psychology


Editors
Donald H. Saklofske University of Western Ontario, Canada

eISSN: 21543984| ISSN: 08295735|Current volume: 31|Current issue: 2 Frequency: Quarterly

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 an important 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 truly global perspective on the key issues that school psychologists face in their everyday practice.

The Canadian Journal of School Psychology is available electronically on SAGE Journals at http://cjsp.sagepub.com.

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 psychology in education. 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.

Associate Editors - Articles
Shannon Stewart University of Western Ontario, Canada
Joseph Snyder Concordia University, Canada
Steven R. Shaw McGill University, Canada
Adam W. McCrimmon University of Calgary, Canada
Associate Editor - Book and Test Reviews
Janine Montgomery University of Manitoba, Canada
Editorial Board
Louise R. Alexitch University of Saskatchewan, Canada
Jac J. W. Andrews University of Calgary, Canada
A. Lynne Beal Private Practice, Toronto, Canada
Tanya Beran University of Calgary, Canada
Bruce A. Bracken College of William & Mary, USA
Jeffery P. Braden North Carolina State University, USA
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
Damien C. Cormier University of Alberta, Canada
Jeffrey L. Derevensky McGill University, Canada
Michelle A. Drefs University of Calgary, Canada
Thomas K. Fagan University of Memphis, USA
Gordon L. Flett York University, Canada
George Georgiou University of Alberta, Canada
Frederick M.E. Grouzet University of Victoria, Canada
Allyson G. Harrison Queen's University, Canada
Gina L. Harrison University of Victoria, Canada
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
Troy Janzen University of Alberta, Canada
Randy W. Kamphaus University of Oregon, USA
James C. Kaufman University of Connecticut, USA
Perry D. Klein University of Western Ontario, Canada
Rex B. Kline Concordia University, Canada
Debra Lean Dufferin-Peel Catholic District School Board, Canada
Patricia A. Lowe University of Kansas, Lawrence, USA
Kent McIntosh University of Oregon, USA
Sterett H. Mercer University of British Columbia, Canada
Goldie M. Millar Dufferin-Peel Catholic District School Board, Canada
Tina C. Montreuil McGill University, Canada
Juanita Mureika New Brunswick Association of School Psychologists, Canada
David Mykota University of Saskatchewan, Canada
Jack A. Naglieri University of Virginia, USA
David W. Nordstokke University of Calgary, Canada
Rauno Parrila University of Alberta, Canada
Teresa Paslawski University of Alberta, Canada
Tyler L. Renshaw Louisiana State University, USA
Cecil R. Reynolds Texas A&M University, 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
Ingrid Sladeczek McGill University, Canada
Martin M. Smith University of Western Ontario, Canada
Jacqueline Specht University of Western Ontario, Canada
Laura J. Summerfeldt Trent University, Canada
Judith Wiener OISE/University of Toronto, Canada
Gabrielle Wilcox University of Calgary, Canada
Bruno D. Zumbo University of British Columbia, Canada
  • Contents Pages in Education (T&F)
  • Educational Research Abstracts Online (T&F)
  • PsycINFO
  • SafetyLit
  • Thomson Reuters: Emerging Sources Citation Index (ESCI)
  • Manuscripts published in CJSP fall into four categories: Regular articles, Special Issues, Brief articles, and Test/Book Reviews. 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 potential reviewers for their paper.

    Regular Articles: CJSP invites original articles reflecting theory, research, and practice of psychology in education and the specialization of School Psychology. Submission to the journal implies that the article has neither been published elsewhere nor is under consideration by any other journal. Regular manuscripts should not exceed 5,500 words including text, tables, figures and references, should include an abstract of between 125 and 150 words, and 4 or 5 keywords identifying the major themes of the article. In some instances such as major review papers, meta-analyses, and two or more studies, the word count may be increased, but should be discussed first with the editor (Dr. Don Saklofske, dsaklofs@uwo.ca).

    Special Issues: Special issues are comprised of a collection of papers (usually 5-7) focused on a particular area of current interest and relevance to school psychologists. Special issues of CJSP have been previously published on topics such as mental health, positive behavioural interventions, learning disabilities, and resiliency. Guest editors will propose the special issue theme and a listing of authors and article titles to the editor, Dr. Saklofske. Once the issue has been approved, the guest editor(s) will assume responsibility for the issue in consultation with the editor.

    Brief articles are welcome and should not exceed 2200 words inclusive of text, references, tables, and figures. Brief articles should also include an abstract and 4-5 keywords. The number of tables, figures, and references should be limited and the text should combine headings such as Results and Discussion where appropriate. This format is for papers that have a narrow or limited focus or where preliminary results from larger or in-progress studies would be of interest to readers and fit well with the aims and scope of CJSP. Replication studies and analyses of contemporary tests that inform assessment practices would be appropriate for this format.

    Book and test reviews should follow the standard format for such reviews as found in other SAGE publications such as the Journal of Psychoeducational Assessment. 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). In order 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

    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 SAGETRACK 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.

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