School Psychology Review

Top Research Topics at School Psychology Review?

School Psychology Review covers a variety of subjects, including School psychology, Developmental psychology, Clinical psychology, Pedagogy and Intervention (counseling). The research on School psychology featured in School Psychology Review combines topics in other fields like Special education, Mathematics education, Social psychology and Medical education. The Mathematics education works featured in it incorporate elements from Curriculum and Reading (process).

The journal connects research in Reading (process) with the related topic of Fluency. Topics in Developmental psychology explored in School Psychology Review were investigated in conjunction with research in Intelligence quotient and Primary education. The journal is mostly focused on Clinical psychology, specifically Attention deficit hyperactivity disorder.

Professional development is a major topic of Pedagogy research. School Psychology Review facilitates discussions on Intervention (counseling) that incorporate concepts from other fields like Psychological intervention and Psychotherapist. The journal focused on Psychological intervention research but expanded to cover Mental health.

• School psychology (44.79%)
• Developmental psychology (26.46%)
• Clinical psychology (17.52%)

What are the most cited papers published in the journal?

• Research on school bullying and victimization: what have we learned and where do we go from here? (945 citations)
• Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline (780 citations)
• Teacher-Child Relationships and Children's Success in the First Years of School. (718 citations)

Research areas of the most cited articles at School Psychology Review:

The most cited publications mainly tackle studies in Developmental psychology, School psychology, Clinical psychology, Academic achievement and Mathematics education. Teaching method and Primary education are some topics wherein Developmental psychology research discussed in the journal articles has an impact. The journal articles explore topics in School psychology which can be helpful for research in disciplines like Special education, Social psychology and Educational research.

What topics the last edition of the journal is best known for?

• Law
• Social psychology
• Education

The previous edition focused in particular on these issues:

School Psychology Review tackles a plethora of topics, such as Medical education, Mental health, School psychology, Developmental psychology and School climate. The tackled Medical education research is interrelated with Intervention (counseling) which concerns subjects like Psychological intervention. The concepts on Mental health presented in School Psychology Review can also apply to other research fields, including Public health, Stigma (botany), Scale (social sciences) and Clinical psychology.

While work presented in it provided substantial information on Clinical psychology, it also covered topics in Social emotional learning and Depression (differential diagnoses). The research topics discussed in it include School psychology as well as Social justice. While it primarily focused on Developmental psychology, it also opened dialogues on the discipline of Peer victimization.

The most cited articles from the last journal are:

• Parenting & Children’s Psychological Adjustment During the COVID-19 Pandemic (3 citations)
• Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change (3 citations)
• The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching (3 citations)

Papers citation over time

A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing in School Psychology Review (based on the number of publications) are:

• George J. DuPaul (31 papers) absent at the last edition,
• Frank M. Gresham (30 papers) absent at the last edition,
• Thomas J. Power (28 papers) absent at the last edition,
• Robert J. Volpe (27 papers) published 1 paper at the last edition,
• Edward S. Shapiro (23 papers) absent at the last edition.

The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in School Psychology Review (based on the number of publications) are:

• Lehigh University (66 papers) absent at the last edition,
• University of Oregon (59 papers) published 6 papers at the last edition, 3 more than at the previous edition,
• University of Minnesota (58 papers) published 2 papers at the last edition, 1 more than at the previous edition,
• Louisiana State University (44 papers) published 1 paper at the last edition,
• University of Pennsylvania (43 papers) published 1 paper at the last edition the same number as at the previous edition.

The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2021 edition, 7.48% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 25.25% were posted by at least one author from the top 10 institutions publishing in the journal. Another 19.19% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 32.32% of all publications and 23.23% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Career Opportunities in School Psychology

If your interest in school psychology has been piqued by reading this review, you might consider a career in the field. Opportunities in educational and clinical settings abound for graduates with a degree in school psychology. Some of the roles available include school counselor, academic interventionist, school psychologist, and special education coordinator. You could also opt to extend your study and specialize in a more focused area such as developmental or clinical psychology.

If you're interested in applied work with a direct impact on individuals' lives, becoming a criminal psychologist might appeal to you. This role involves profiling criminals, understanding their behaviors, and developing treatment plans. It typically requires a doctoral degree and a state-issued license. If you're in Oklahoma, the journey to becoming a criminal psychologist would involve rigorous study and dedicated practice. What could you potentially earn in this career path? The criminal psychologist salary in Oklahoma might give you an idea.

The field of school psychology promises rewarding career opportunities for those interested in making a significant contribution to education and mental health. By conducting vital research and implementing effective intervention strategies, school psychologists play a crucial role in helping children achieve their full potential.