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Manuscript deadline
15 August 2021

Cover image - Journal of Educational and Psychological Consultation

Journal of Educational and Psychological Consultation

Special Issue Editor(s)

Pamela Fenning, Loyola University Chicago
[email protected]

Natalie Politikos, University of Hartford
[email protected]

Melissa Pearrow, University of Massachusetts-Boston
[email protected]

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NASP 2020 Professional Practice Standards: Applications and Opportunities for School-Based Consultation

Scope and Focus of Special Issue

The National Association of School Psychologists (NASP) 2020 Standards went into effect in July of 2020 (NASP, 2020). NASP Standards, revised every ten years, arguably, make a seminal mark on the field of school psychology in practice, training, and advocacy. With its focus on a more comprehensive role of school psychologists, the NASP 2020 Standards have significant potential for broadening and enhancing consultation service delivery. Consultation plays out in graduate education, school psychology practice/service delivery, and ethics, which are addressed in the NASP 2020 Standards. The juxtaposition of a more comprehensive role of school psychologists across the NASP 2020 Standard Domains offers a golden opportunity for school psychologists to have an even broader impact as consultants. However, this opportunity for consultation is occurring in the context of a national shortage in school psychology, whereby practitioners continue to maintain high caseload and demands on their time. Further, opportunities for consultation are occurring in the midst of the worldwide challenges due to COVID-19 and continued unspeakable acts of racism, bias, prejudice and discrimination in schools and society, which calls for school psychologists to be as prepared as possible to meet these realities, including as consultants and support of families, students, teachers, administrators, community members, and others. The current and anticipated need for school psychologists to have optimal consultation training in order to engage in the practice of consultation to support the substantial learning/academic, social emotional and behavioral health and wellness of students, teachers and the school community during and post-pandemic is perhaps more important than ever. It is anticipated that consultation skills will be a cornerstone of school psychological practice for the foreseeable future fueled by the NASP (2020) Standards. A special issue that addresses how the NASP 2020 Standards can be leveraged to maximize consultation practice, training, ethics and advocacy in schools and educational contexts could make a timely contribution to the field and help further operationalize the newly released 2020 Standards.

Structure of Special Issue

We are seeking manuscripts for the special issue that cover at least one of four standards directly aligned with the NASP 2020 Standards as follows: (1) professional practice; (2) graduate preparation; (3) ethics and (4) selected NASP strategic goals that pertain to consultation, such as social justice, national shortage of school psychologists, anti-racism, equity and increasing the diversity of practitioners and graduate educators. Papers which focus on advocacy and opportunities for utilizing the NASP 2020 Standards to advance one or more of these areas are welcome.  Further, papers which consider how the NASP 2020 Standards about consultation can be applied to address critical issues in the field, such as the realities of COVID-19, anti-racism and federal/state policy implications are welcome.

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Submission Instructions

Those interested in submitting a manuscript should send a 300-word abstract by March 15th, 2021 to any of the three co-editors: Pam Fenning ([email protected]), Natalie Politikos ([email protected]) or Melissa Pearrow ([email protected]). Full manuscripts will be invited by April 15th, 2021 with initial submissions due August 15th, 2021.  As per the JEPC policy, all manuscripts will go through the peer review process prior to a final decision regarding acceptance. Please send any questions to one of the three co-editors.

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