PUBLICATION OUTLETS FOR SCHOOL PSYCHOLOGY FACULTY: 2010 to 2015

Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006–2016. The prevalence of mindfulness articles and research specifically focused on mindfulness intervention were examined. Additionally, the type of intervention implemented, tier of intervention, and targets of intervention were examined. Results indicated that .57% of articles during the ten‐year time frame were related to mindfulness (n = 17). Eight of the 17 articles investigated mindfulness interventions, with interventions ranging from informal practices (e.g., Mandala coloring) to specific intervention programs (e.g., Compassion and Attention in the Schools). Majority of interventions were implemented at the universal level for students. Future directions for mindfulness research and the importance of mindfulness in school psychology are discussed.

Section: Methodssupporting

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Prevalence of mindfulness literature and intervention in school psychology journals from 2006 to 2016

Bender

Roth

Zielenski

et al. 2018

“…Fourth, publication outlets of faculty employed in the United States were recently and comprehensively reported by Hulac et al. (), and we did not aim to replicate that study or similar studies (Carper & Williams, ; Kranzler et al., ).…”

Section: Methodsmentioning

confidence: 95%

“…), Hulac et al. () examined faculty in National Association of School Psychologists–approved Ph.D. and Ed.S. school psychology programs in the United States.…”

Section: Publication Outlets Of Scholars In School and Educational Psmentioning

confidence: 99%

Publication characteristics and outlets of school and educational psychology scholars around the globe

Kim

Begeny

Hida

et al. 2018

Although a few prior studies have explored the publication outlets of school and educational psychology scholars employed within the United States, past research has not yet examined the publication outlets of such scholars working outside of the United States. With the aim of addressing this gap in the literature and increasing empirical data related to internationalization in school and educational psychology, the present study gathered data about the publication outlets among international scholars in the field since 2000. Several findings are reported, such as the number of books, chapters, and journal articles published by participants, as well as the names of the journals that participants most frequently published in—within and across global regions. One key finding from the study was that school and educational psychology scholars around the globe frequently publish in discipline‐specific journals, but generally publish in a wide range of journals that focus on specific topics (e.g., behavior, child development). Additionally, it was found that the large majority of authors from our study published their studies in English.

Autism spectrum disorder assessment and evaluation research in 10 school psychology journals from 2007 to 2017

McClain

Otero

Haverkamp

et al. 2018

School psychologists are increasingly engaged in service provisions for students eligible for special education services under the eligibility category of autism, including conducting school‐based assessments and evaluations. Evaluations occur for a variety of reasons such as special education eligibility decision‐making, treatment and intervention planning, and progress monitoring. Publications in school psychology journals emphasizing autism spectrum disorder (ASD) assessment and evaluation are vital to quality training and practitioner utilization of quality practices. In the current study, researchers conducted a systematic review of publicaftions in 10 school psychology journals from 2007 to 2017 to assess the current state of ASD assessment and evaluation research in the field of school psychology. Implications for researchers, trainers, and practitioners are discussed.