Approach to the task of editor of school psychology review: Conceptual and practical frameworks

Assuming the role of Editor of School Psychology Review (SPR) is daunting and exciting at the same time. As I begin my term as Editor of the flagship scholarly outlet in school psychology, I will take this opportunity to present the framework by which I will approach the task from both conceptual and practical standpoints. At the outset, let me say that I feel honored and humbled by this awesome responsibility. Conceptual Framework for Approaching the Task The general mission of School Psychology Review is to further the conceptual, scientific, practice, and training agendas of the discipline. I have stated before my belief that theory, research, practice, and training agendas need to be shaped by and responsive to the broader context within which school psychologists and related professionals function, and that they must mutually inform and be informed by each other (Sheridan & Gutkin, 2000). The undeniable, reciprocal relationships among them form the basis by which school psychology as a discipline and a science will remain viable. Promoting conceptually and empirically sound research that has specific and relevant relationship to practice and training is central to my approach for editing the journal. Research, practice, and training related to school psychology, psychology, mental health, education, and special education are embedded within the changing context and evolving theoretical and scientific bases of the field. To remain vital in the 21st century, school psychology and related health and mental health care providers must be increasingly flexible. Specifically, the field must continuously develop and refine competencies that are essential to (a) the various interacting systems and contexts within which we function (e.g., school, family, societal systems), (b) the diverse populations with whom we interact (e.g., children, families, professionals), (c) the complex problems addressed by school psychologists and related professionals (e.g., health/mental health/educational issues), and (d) the multiple settings in which school psychologists and other service providers operate (e.g., schools, agencies, communities). Further, evolutions in the theoretical and scientific bases of the field should dictat e the guiding principles and assumptions that guide the field into the next century. Conceptual bases that will continue to influence school psychology and mental health/educational service provision include ecological, behavioral, systems, developmental, learning, social learning, psychometric, and instructional theories. Scientific bases that inform the field include advances in assessment and measurement technologies, comprehensive programs for children and families, instructional design, behavioral change, and evidence-based interventions. Among the guiding principles of the field are the notions that science and practice are linked; schools and families are the primary contexts for children's development; and individual differences in relation to culture, gender, ethnicity, religion, language, and lifestyle must be embraced. As we enter a new millennium, school psychology as a discipline has a distinctive opportunity to reflect upon its past; identify defining, unique, and overlapping roles; reexamine evidence-based school psychological service domains; establish relevant and contemporary research directions; and carve Out Optimal and essential practices to become situated strategically in core preventive health, mental health, and educational programs for children, youth, and adolescents (Sheridan & Gutkin, 2000). These are among the content areas that SPR can address in formative and progressive ways to continuously position school psychology in essential, pivotal positions on behalf of the children, youth, and families we serve. Practical Framework for Approaching the Task: Specific Goals and Objectives Goal 1: Forging Clear Connections Across Research, Practice, and Training In that the journal shapes and reflects contemporary agendas in research, practice, and training, each should have a central place in School Psychology Review. …