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Product Description


European Journal of School Psychology
ISSN: 1723-7254

Goals

The journal plans to develop a holistic approach, addressing a comprehensive range of issues within the field of school psychology and the more general school context.

Audience

The journal is intended for researchers (above all psychologists, but also educators and sociologists) involved in scientific and applied research in educational fields and practitioner psychologists working in school settings who are interested in strategies, intervention models, tools and data validated on a theoretical and empirical level according to the standards of international literature.

Focus of the Journal

  1. The journal aims to provide a vision of psychology as a methodology for knowledge and intervention in and for educational contexts. In other words, research and psychological theory are a way of seeing, by means of which the phenomena of the school environment are investigated in order to provide resources to those involved in the educational process (above all teachers and managers). This underlying rationale differs significantly from a definition of psychology in terms of specific objects or phenomena of study (e.g. conceptual change, emotional behaviour disorder, teacher effectiveness, mathematics ability, school effectiveness, etc.).
  2. The focus of attention is on intervention in a methodological rather than technical and operational sense. This means that importance is given to:
    • the analysis of school processes and problems.
    • the relationship between, on the one hand, demand and, on the other, the theoretical models, techniques and instruments of psychology.
    • the theoretical foundations, the heuristic validity and the educational, organisational and social impact of school psychology.
  3. Editorial policy intends to develop in two directions. Firstly, the journal will provide an open platform for scientific debate, encouraging a spectrum of models and points of view. In this regard EJSP will give guidelines for basic methodological and formal standards and a shared code of practice, so that a dialectical approach can give differing stances their rightful value.
    Secondly, the journal intends to create for itself an original scientific direction, thus functioning as a cultural agent. In this direction the following points provide a starting point:
    • the contextual, contingent, organisational and social nature of the learning and teaching processes.
    • the consequent impossibility of separating the institutional and organisational dimensions from the learning and teaching processes.
    • the importance of meta-cognition, deriving from the processes of emotional symbolisation mediating the relationship between individuals, learning and contexts.
    • the need to ground professional practice and training in sound theoretical and methodological foundations.
    This rationale requires an interdisciplinary approach that on the one hand addresses the basic research agenda of psychology relating to different fields (e.g. social cognition, developmental psychology, psychodynamic theory, instructional psychology, etc.) and on the other hand seeks interlocutors in the pedagogical sciences and more in general in the numerous fields of social and organisational thought (e.g. service management, organisational theory, anthropology, semiotics, philosophy, linguistics, sociology of welfare etc.)

Contributions

  1. The journal welcomes different types of contributions: reports of empirical investigations; theoretical papers, literature reviews, case studies, book and article reviews, educational web site commentaries.
  2. Submissions will be organised into four broad categories:
    • the school system: research and analysis concerning problems and processes of the school system - autonomy, assessment, social inclusion...)
    • context and organisation: analysis of school organisation and policy; relationship between educational proposals and user demand, relationship between organisation and the learning and teaching processes.
    • learning models: psychological models relating to the understanding and management of the instructional and didactic processes.
    • theory of technique and strategies of psychological intervention: design, implementation and evaluation of psychological intervention; tools and methodology of professional action.

Organisation

The three levels of organisation of the journal are:

  1. International Advisory Board. The International Advisory Board has the function of overseer. It develops the scientific directions of the journal and verifies the validity and implementation of quality standards. It is hoped gradually to increase the number of members of the board to form a solid group of distinguished scholars from the fields of international psychology and school psychology.
  2. Editorial Board. The editorial board runs the journal implementing the guidelines defined by the International Advisory Board. It is responsible for developing the specific cultural direction of the journal. Members of the Editorial Board represent the various disciplinary areas of the journal's editorial project.
  3. Referees. Referees will be selected from among researchers and experts in the field addressed by the papers submitted.

    4. Assessment of submissions

    Papers submitted for publication will be examined first by the Editor along with a member of the advisory board. If the paper is considered suitable for publication, the editor will select two referees for a blind review. The journal will accept publication if both referees approve the paper. If there is disagreement, a third referee will be called upon to review the paper. No papers will be published without the approval of at least two referees.