Journal of Addictions and Offender Counseling Submission Patterns,Topic Areas,and Authors: 1999–2004

In October 2001, an article was published in the Journal of Addictions and Offender Counseling (JAOC) to examine the journal's submission patterns, topic areas, and authors from 1979 through 1998. The current authors reviewed articles published in JAOC between 1999 and 2004 to provide an updated analysis of the types of information published in the journal and the authors who submit them.     

Publication patterns in developmental psychology: Trends and social networks

Interest in publication patterns has been steady. Journals have instituted policies in an effort to curb bias and provide globally representative research. This study aimed to examine if publication patterns were present in two developmental psychology journals. It also explored the social networks of prominent authors and the prevalence of informal author–editor relationships, searching for any potential power groups. Data were taken from empirical articles published between 2005 and 2014 in Child Development (CD) and The International Journal of Early Childhood (IJEC) data points were geographical authorship affiliation, informal author relationships as established by co‐publishing, and connections to journal editors via identical affiliation. Results confirmed the previously established North American dominance in published research. In CD a strongly interlinked social network was identified between authors over the 10 years, with 15 chief influentialists binding groups of authors together. Results suggest that patterns are still present in published research in the realm of developmental psychology. To conclude, the potential implications of these patterns within developmental psychology are presented.     

Reporting ethical practices in journal articles

Little attention has focused on the reporting of ethical research practices in journal articles. In Study 1, published articles in 2 psychopathology journals were reviewed to ascertain the types of ethical research information that were reported. In Study 2, a survey was sent to authors in Study 1 to determine which ethical practices they engaged in, if they reported this information, and reasons for not including this information in their article. In general, there is a great variability regarding the types of ethical research practices reported in journal articles. Commonly cited reasons for not including ethical research practice information in the articles included the need for brevity, belief that it was common practice, and lack of relevance for the project. These results suggest that there is no standard practice for reporting research practices in journal articles and great variability in the implementation of procedures that are generally considered standard.     

Research in Counseling: A 10‐Year Review to Inform Practice

This study reviewed 4,457 articles from 1998 to 2007 in American Counseling Association division‐affiliated journals to identify research articles published in counseling; 1,139 articles (25.6%) were quantitatively research based. The authors provide details related to quantitative research publications, including individual journal contribution to the research base, focus areas for research, and independent and dependent variables highlighted by researchers. One summary finding was that only 6% of counseling research articles explored effectiveness of counseling interventions.     

Counseling and Values Publication Patterns From 1990 to 2009

The authors reviewed publication patterns for articles published from 1990 to 2009 in the journal Counseling and Values. Article content and author demographic characteristics (i.e., sex of authors, nation of domicile, employment setting of authors, frequently contributing individuals and universities) were analyzed by 5‐year periods for trends over time. Specific attention was given to periodic changes in characteristics of research articles, including types of research designs, quantitative/qualitative approach, participant types, random assignment, sample size, intervention/nonintervention focus, and statistical procedures used.     

On raising the international dissemination of German research: Does changing publication language to English attract foreign authors to publish in a German basic psychology research journal?

It has been proposed that German basic psychology journals should change publication language to English in order to facilitate access to research from German-speaking countries. However, to truly increase the dissemination of German research, it seems crucial to progress towards an internationalization of authors and readers. We applied bibliometric analysis to investigate the impact of the transition to English on the rate of foreign authors publishing in Zeitschrift für Experimentelle Psychologie/Experimental Psychology, as well as possible associated changes in citation patterns. There was an increase in the rate of articles published by foreign authors from 14.6 and 8.7 per cent, respectively, for the last biannual periods as German-language journal, to 52.7 per cent in the first biannual period as English-language journal. Regarding citations patterns, the clearest changes emerged for domestic authors. The results illustrate possible consequences of a transition to English as publication language, and reveal that Experimental Psychology has successfully established certain prerequisites for an increase of the international dissemination of German psychology research.     

An overview and analysis of journal operations, journal publication patterns, and journal impact in school psychology and related fields

This article describes the results of three studies designed to understand better the journal operations, publishing practices, and impact of school psychology journals in recent years. The first study presents the results of a survey focusing on journal operations and peer-review practices that was completed by 61 journal editors of school psychology and aligned journals. The second study presents the results of review and classification of all articles appearing in one volume year for nine school psychology journals (i.e., The California School Psychologist, Canadian Journal of School Psychology, Journal of Applied School Psychology, Journal of School Psychology, Psychology in the Schools, School Psychology Forum, School Psychology International, School Psychology Quarterly, and School Psychology Review). The third study employed multilevel modeling to investigate differences in the longitudinal trends of impact factor data for five school psychology journals listed in the Web of Science (i.e., Journal of School Psychology, Psychology in the Schools, School Psychology International, School Psychology Quarterly, and School Psychology Review). The article addresses implications for authors, editors, and journal editorial teams as well as the status and impact of school psychology journals.     

The accuracy of abstracts in psychology journals

This article provides an empirically supported reminder of the importance of accuracy in scientific communication. The authors identify common types of inaccuracies in research abstracts and offer suggestions to improve abstract-article agreement. Abstracts accompanying 13% of a random sample of 400 research articles published in 8 American Psychological Association journals during 1997 and 1998 contained data or claims inconsistent with or missing from the body of the article. Error rates ranged from 8% to 18%, although between-journal differences were not significant. Many errors (63%) were unlikely to cause substantive misinterpretations. Unfortunately, 37% of errors found could be seriously misleading with respect to the data or claims presented in the associated article. Although deficient abstracts may be less common in psychology journals than in major medical journals (R. M. Pitkin, M. A. Branagan, & L. F. Burmeister, 1999), there is still cause for concern and need for improvement.     

Scientist versus Practitioner–An abridged meta-analysis of the changing role of psychologists

This study investigated factors of conflicting expectations and roles of the current psychology practitioners, as well as how these factors were associated with the founding principles of the scientist-practitioner model. Data were gathered from ten published journal articles and then interpreted using an abridged meta-analysis methodology. Results revealed: (a) the scientist-practitioner model needs to adapt to survive, preferably with the aim of becoming more versatile; (b) The majority of graduate level clinical psychology training programs are based on a flawed version of the scientist-practitioner model, which renders the training inadequate and ineffective; (c) The identity of clinical psychology should remain firmly grounded in mental health care, and so not encroach on the territory of any other psychological divisions. Implications of these findings and suggestions for psychology practitioners are also discussed.     

Historiography of Czech psychology

The paper is aimed at presenting the development of the Czech historiography of psychology, which was strongly influenced by the political changes in Central and Eastern Europe. The authors deal with the historiography of psychology at the three universities offering an undergraduate program in psychology, located in Prague, Brno, and Olomouc, and at the Institute of Psychology of the Czech Academy of Sciences. Recent research, teaching, textbooks, and journal articles published in Czech and in foreign languages are showcased. The historiography of Czech psychotherapy is mentioned as a special thematic development. Contemporary problems and perspectives in the field of the history of psychology in the Czech Republic are discussed, sources of information are given.     

Call for Papers 25th Annual National Conference in Sales Management

Understanding the similarities and differences between the research priorities of academics and those of practitioners may create opportunities for mutually beneficial collaboration. We used a three-phase process to tap industry forward thinkers to identify 40 research topics of import to practitioners in the financial services industry. These topics were refined and validated, leaving 15 areas where research needs are a top priority. We mapped these areas against two published academic research agendas to identify areas of convergence and divergence. Our findings suggest that more than half of academic research falls into areas deemed important by practitioners in this industry. We pinpoint four areas particularly vital to practitioners where little academic research exists. We discuss tailored approaches for developing collaborative research for high-convergence areas versus for low-convergence areas.     

Research in industrial and organizational psychology from 1963 to 2007: changes, choices, and trends

The authors conducted a content analysis of all articles published in the Journal of Applied Psychology and Personnel Psychology from January 1963 to May 2007 (N = 5,780) to identify the relative attention devoted to each of 15 broad topical areas and 50 more specific subareas in the field of industrial and organizational (I-O) psychology. Results revealed that (a) some areas have become more (or less) popular over time, whereas others have not changed much, and (b) there are some lagged relationships between important societal issues that involve people and work settings (i.e., human-capital trends) and I-O psychology research that addresses them. Also, much I-O psychology research does not address human-capital trends. Extrapolating results from the past 45 years to the next decade suggests that the field of I-O psychology is not likely to become more visible or more relevant to society at large or to achieve the lofty goals it has set for itself unless researchers, practitioners, universities, and professional organizations implement significant changes. In the aggregate, the changes address the broad challenge of how to narrow the academic-practitioner divide.     

Methods for addressing publication bias in school psychology journals: A descriptive review of meta-analyses from 1980 to 2019

Although meta-analyses are often used to inform practitioners and researchers, the resulting effect sizes can be artificially inflated due to publication bias. There are a number of methods to protect against, detect, and correct for publication bias. Currently, it is unknown to what extent scholars publishing meta-analyses within school psychology journals use these methods to address publication bias and whether more recently published meta-analyses more frequently utilize these methods. A historical review of every meta-analysis published to date within the most prominent school psychology journals (N = 10) revealed that 88 meta-analyses were published from 1980 to early 2019. Exactly half of them included grey literature, and 60% utilized methods to detect and correct for publication bias. The most common methods were visual analysis of a funnel plot, Orwin's failsafe N, Egger's regression, and the trim and fill procedure. None of these methods were used in more than 20% of the studies. About half of the studies incorporated one method, 20% incorporated two methods, 7% incorporated three methods, and none incorporated all four methods. These methods were most evident in studies published recently. Similar to other fields, the true estimates of effects from meta-analyses published in school psychology journals may not be available, and practitioners may be utilizing interventions that are, in fact, not as strong as believed. Practitioners, researchers employing meta-analysis techniques, education programs, and editors and peer reviewers in school psychology should continue to guard against publication bias using these methods.     

In search of cultural diversity: recent literature in cross-cultural and ethnic minority psychology

The purpose of this study was to identify where the most work on cross-cultural and ethnic minority psychology is being published and who the most productive authors are. The journals that published the most articles on cross-cultural and ethnic minority issues from 1993 to 1999 and the most prolific authors on these issues were identified by PsycINFO. Cross-cultural research is cross-national, whereas ethnic minority research involves groups of color within the United States. The citation impact of these journals and authors was determined from the 1997 Social Sciences Citation Index. The results suggest that there is very limited overlap between the literatures in cross-cultural and ethnic minority psychology. Most of the research in these areas is published in specialty journals, and there is a paucity of this research in prestigious journals. Perceived or actual barriers to publication in prestigious journals may cause some to seek specialty journals as outlets for research on cultural diversity. The top scholars in cross-cultural psychology are primarily men of European ancestry, whereas most of the top scholars in ethnic minority psychology are ethnic minority men and women. Strategies to increase the prominence of cultural diversity in the psychology literature include combining cross-cultural and ethnic minority psychology, increasing the number of editorial board members of prestigious journals having expertise in cultural diversity, and increasing the quality of specialty journals. Psychology will remain ill-equipped to face the challenges of the new millennium without increased attention to cultural diversity.     

Dissertation research in school psychology, 1978–1980

Programs granting doctoral degrees in school psychology were surveyed to ascertain the nature of the dissertation research completed during the years 1978–1980. Dissertations were classified by program directors or the authors as to subject area of study, type of research methodology, and types of subjects. Trends in each of these areas of classification were examined by comparing the data from the present study with data from the previous efforts of Tindall (1968) and Ysseldyke and Pickholtz (1975). Also, a comparison was made between dissertation content and the professional literature, as well as an examination of the difference between PhD and EdD school psychology dissertations.     

Behavioral assessment: review and prospect

In this article I review the history and publication trends of the behavioral assessment (BA) section of the journal, outline future directions for the BA section and suggest avenues for future assessment research. BA began as a stand-alone journal in 1978 and was incorporated as a regular section of Behaviour Research and Therapy (BRT) in 1992. Throughout this article I will use 'BA' to refer to both the stand-alone assessment journal and the assessment section of BRT. Since its inception, the scope of BA has been broad, with behavioral assessment defined to include the assessment of motoric, cognitive, emotional and physiological responses. Several publication trends are identified, including a declining frequency in the number of submitted and published articles on behavioural assessment. This parallels the declining number of assessment articles published elsewhere. Despite these trends, assessment research continues to form a vital foundation for other types of psychological research (e.g. treatment outcome studies), and there is a continued need for assessment-related research. A number of potentially fruitful directions for assessment research are suggested.     

L'annee psychologique: history of the founding of a 100-year-old

The authors present the history of the founding of the French journal L'Annee Psychologique. The names of Theodule Ribot (1839-1916), Henry Beaunis (1830-1921), and Alfred Binet (1857-1911) are closely associated with the journal. Ribot's election to the chair of Experimental and Comparative Psychology at the College de France in 1888 marked the official emancipation of psychology in France. Because there was no laboratory associated with the chair, Beaunis, a physiological psychologist from Nancy, proposed to Ribot the creation of the first French laboratory of experimental psychology (1889). Under Beaunis's direction, this laboratory was established at the Sorbonne in Paris but was in fact dependent on another educational institution, L'Ecole Pratique des Hautes Etudes. In 1893 the laboratory's research was first published in a yearly journal named Travaux du Laboratoire de Psychologie Physiologique (2 volumes: 1893-1894). Binet, who joined the laboratory in 1891, was not satisfied by the form of this publication. With Beaunis's agreement, he then created L'Annee Psychologique in 1894 to develop the reputation of the laboratory's research. The authors present the evolution and vicissitudes of the journal from 1895 to 1912, with a glance up to the present.     

Who Rules the Ruler? On the Misconduct of Journal Editors

There are very few (published) accounts of editorial misconduct, and those that do exist are almost exclusively focused on medicine-related areas. In the present article we detail a case of editorial misconduct in a rather underexplored domain, the social sciences. This case demonstrates that although legal systems provide different instruments of protection to avoid, compensate for, and punish misconduct on the part of journal editors, the social and economic power unbalance between authors and publishers suggests the importance of alternative solutions before or instead of bringing a lawsuit to court. It puts forward strong arguments in favour of the need for effective regulatory bodies so as to achieve and maintain a culture of research integrity by all involved in the process.     

Sexual orientation and gender identity in schools: A call for more research in school psychology—No more excuses

Research focused on sexual orientation and gender identity among youth is scarce in school psychology journals. Graybill and Proctor (2016; this issue) found that across a sample of eight school support personnel journals only .3 to 3.0% of the articles since 2000 included lesbian, gay, bisexual, transgender (LGBT)-related research. It appears that special issues are a mechanism for publishing LGBT-related scholarship. This commentary includes a call for more research in school psychology and other related disciplines that intentionally addresses experiences of LGBT youth and their families. Two articles in this special section are summarized and critiqued with clear directions for future scholarship. Researchers and practitioners are ethically responsible for engaging in social justice oriented research and that includes assessing gender identity and sexual orientation in their studies and prevention program evaluations.