Research productivity and scholarly impact of APA-accredited school psychology programs: 2005-2009

This study examined the research productivity and scholarly impact of faculty in APA-accredited school psychology programs using data in the PsycINFO database from 2005 to 2009. We ranked doctoral programs on the basis of authorship credit, number of publications, and number of citations. In addition, we examined the primary publication outlets of school psychology program faculties and the major themes of research during this time period. We compared our results with those of a similar study that examined data from a decade earlier. Limitations and implications of this study are also discussed.     

Thoughts and recommendations concerning impact and productivity in school psychology journals

Having been personally involved in several examinations of productivity in various sub-disciplines of psychology, I read with great interest the articles in this special issue. I commend the authors for engaging in this activity, as I feel that a field benefits from occasional self-examinations. In this commentary, I caution against placing too much emphasis on impact factors, arguing that they are not measured without error and unethical behaviors could increase if they are weighted too heavily. I recommend examinations of methodological trends, whether implications for practice are based on observational data, whether female participation in the publication process matches their participation as members of the field, and finally including other characteristics in defining highly productive scholars that would attract potential graduate students.     

Pediatric topics in the school psychology literature: publications since 1981

Pediatric topics have potential importance to school psychology given the field's new, broadly conceived definition, reconceptualization of schools as health delivery sites, burgeoning pediatric knowledge with educational implications, and expansion of pediatricians' roles into behavioral realms. This article addresses the rate at which pediatric-related articles were published among school psychology journals (Journal of School Psychology, Psychology in the Schools, School Psychology International, School Psychology Review, and School Psychology Quarterly) from 1981 to 2001. The overall number of such articles increased from 11 during the 1981-1983 interval to more than twice as many during every subsequent 3-year interval. Articles, some reporting empirical findings and others offering reviews or practice suggestions, concerning traditional health conditions and attention deficit hyperactivity disorder (ADHD) appeared to be ample. Fewer articles concerned with school psychologists as health care providers and school psychologist-pediatrician collaboration were found. The available literature seems to support school psychologists' widening role definition.     

Children's rights and school psychology: Children's right to participation

The Convention on the Rights of the Child detailed an international imperative to fulfilling, protecting, and respecting the rights of every child. In particular, the Convention set out a clear mandate for guaranteeing opportunities for children to be heard on all matters of concern to them. The attainment of these goals involves respecting and valuing children as active participants in the educational process. If fully implemented, the right of children to express views and have them taken seriously, throughout the school environment, would represent one of the most profound transformations in moving towards a culture of respect for children's rights, for their dignity and citizenship, and for their capacities to contribute significantly towards their own well-being. These values and principles are consistent with those of the school psychology profession, thus, school psychologists are encouraged to be at the Center of the process advocating and actualizing the Convention in schools throughout the world.     

International school psychology: psychology's worldwide portal to children and youth

International school psychology is discussed in reference to scholarly and professional development within psychology, the emergence of an international association of school psychology, its efforts to promote school psychology, prevailing characteristics of school psychologists, and additional efforts needed to further enhance its development. Nine issues that will help shape the future of international school psychology are also identified. The importance of psychology, including school psychology, in promoting children's needs and rights is underscored.     

Adherence to antiretroviral therapy for pediatric HIV infection: review of the literature and recommendations for research

This review described and compared empirical investigations of adherence to pediatric antiretroviral therapy (ART) and predictors/correlates of adherence with regard to methodology and outcome. Thirteen empirical studies of children's adherence to ART, conducted between the years 1981 and 2002 were identified. Investigations varied by age of participant, drug therapy regimen, method of adherence assessment, and by the reporting of predictors/correlates of adherence. Conclusions from the literature are limited by the lack of common sample characteristics and adherence assessment methodologies. Nevertheless, consistent with much of the pediatric adherence literature, adherence to antiretroviral medications among children and adolescents appears to be frequently suboptimal. Few investigations identified predictors/correlates of adherence, but these appear generally similar to those found in adult samples. Recommendations for future investigations are proposed.     

Models for school psychology: Dimensions,barriers, and implications

This article argues that the development of school psychology may be seriously retarded unless a program is developed to overcome several hurdles. It is proposed that the several models of school psychology offer the potential but no guarantee that the profession will develop in an appropriate fashion.     

Professional beliefs related to the practice of pediatric medicine and school psychology

This article proposes that pediatric medicine and school psychology are complementary fields. Five professional beliefs are reviewed: (a) the importance of classification, (b) a preference for evidence-based interventions, (c) an endorsement of advocacy in public policy, (d) the importance of working with the whole child including his/her parents, and (e) an assertion of team leadership. Each belief is discussed as a core value of pediatric medicine and considered for points of connection with school psychology. Some of these beliefs are widely shared by school psychologists, others are rejected because of historical and situational factors, and all warrant consideration in light of school psychology's continuing evolution.     

A responsibility model for the practice of professional school psychology: Psychoeducational therapy

This paper discusses from first-hand experience the need for, and development of, a program of psychoeducational therapy within a school system. Conditions in the schools that support and influence the therapy, as well as therapy characteristics, are considered in some detail. Reasons are delineated that make this a responsibility model of school psychology practice. The therapy program is part of a larger supporting thrust in intervention, features of which are briefly referred to.     

Characteristics of doctoral and nondoctoral school psychology programs: Their implications for the entry-level doctorate

In the past 10 years the number of graduates in school psychology has doubled, and student enrollment has tripled. Rapid growth in the psychological profession has brought with it an attempt to make the doctoral degree the minimal credential for entry to independent practice. Examination of the characteristics of doctoral and nondoctoral training programs in school psychology suggests that each type of program has distinct points in its favor.     

Empirically based psychology of Islam: summary and critique of the literature

In this paper, we systematically review the growing empirically based psychology of Islam. We arrive at 10 conclusions: (l) Islam is a multidimensional religion; Islam might mean different things to different people, and some people might adhere to some of its elements but not to others; (2) Islam is similar to, but is different from, other religions; (3) Islam's role in the lives of Muslims seems mostly positive; (4) Some types of Islamic religiousness are negative; (5) The empirical findings have not been translated yet into clinical applications; (6) Most of studies conducted among Muslims provide only a birds-eye view of Islam; (7) Empirical studies of Muslims are scarce; (8) Empirical research on negative types of religiousness among Muslims is sparse; (9) The majority of research in this field has been restricted to convenient samples; (10) Several important topics with implications for Muslims deserve further consideration, and there is a need for more varied research methods in studies of Muslims. The implications of these findings and the limitations of this review are discussed.