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://journals.sagepub.com/home/cjs
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.
|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|
|Janine Montgomery||University of Manitoba, Canada|
|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|
|Laurie Ford||University of British Columbia, 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|
|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|
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, email@example.com).
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.