SPR Reminder - Due Date July 20, 2021 - School Climate, Bullying, and Social-Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes

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Shane Jimerson

unread,
Jul 15, 2021, 11:44:55 AM7/15/21
to Shane Jimerson
Dear colleagues, please share with students, faculty, and professionals who may be interested,

A friendly reminder that the due date for submissions to the SPR special topic section on School Climate, Bullying, and Social-Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes is coming up, due July 20, 2021

See details below, including the SPR ZOOM Webinar and the Call for Papers.

NEW video SPR ZOOM Webinar: Special Topic Call: School Climate, Bullying, and Social–Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes

Featuring Tamika LaSalle, Chunyan Yang, & Dorothy Espelage, Hosted by Shane Jimerson @DrJ_ucsb

Topics: Introduction, Key Considerations, Guidelines, Timeline, Q&A

#SPRBeTheChange


SPR school climate.png



Featuring information regarding the upcoming special topic section in SPR.


School Climate, Bullying, and Social-Emotional Learning: Transdisciplinary and Transnational Science

Advancing Positive Youth Outcomes

 

Guest Editors: Tamika La Salle, Chunyan Yang, & Dorothy L. Espelage

 

School climate refers to the shared beliefs, values, and attitudes that shape interactions between and among students, teachers, and administrators and set the parameters of acceptable behavior and norms for the school. Increasingly, research has highlighted cross-cultural similarities and differences in the relationships between race/ethnicity, gender, age, culture, and school climate. School climate is positively associated with academic achievement and social emotional adjustment and negatively correlated with numerous risk behaviors and bullying. Given the extant literature, there has been a growing emphasis on school climate as a critical component of school improvement efforts to promote the achievement and prosocial behaviors among students from diverse cultural, racial/ethnic, linguistic, and social-economic backgrounds. 

 

The purpose of this special topic is to advance transdisciplinary and transnational research that: (a) examines the intersection between school climate, bullying, and social emotional learning, (b) examines the effects of evidence-based bully prevention and/or SEL programs on perceptions of school climate, (c) advances further understanding of school climate, bullying and social-emotional learning (SEL) among diverse cultural, racial/ethnic, linguistic, and social-economic populations, and (d) utilizes advanced qualitative, quantitative, and mixed-methods approaches examining the mediating and/or moderating effect of school-based bullying and social-emotional learning interventions in school climate’s associations with its antecedents and consequences. 

 

Areas that the papers might address include, but are not limited to:

 

  • Efficacy trials of social-emotional learning programs in K-12 settings that evaluate school climate as an outcome variable in addition to bullying or school climate as a moderator of intervention effects.
  • Research examining the impact of interventions focused on bullying prevention/intervention and/or social-emotional learning on student, teacher, and/or parent perceptions of school climate
  • Examination of the impact of multi-tiered frameworks (e.g., MTSS, PBIS, SEL) integrating bullying prevention/intervention and/or social and emotional learning on school climate
  • Multi- methodological approaches (e.g., correlational, longitudinal, intervention studies, scaled development, qualitative or mixed-method approaches) to understand the intersectionality between SEL, school climate, and bullying involvement.
  • Transnational investigations to advance our scientific understanding about SEL, school climate, and bullying phenomenon among populations from diverse racial/ethnic, cultural, socioeconomic, linguistic backgrounds and educational systems. 
  • Exploration of the impact of evidence-based bullying and social, emotional, and behavioral interventions on creating equitable outcomes, particularly for minoritized students (e.g., race/ethnicity, disability, sexual minorities). 
  • The intentional use of inquiry to examine the differential impact of school-based interventions on school climate perceptions for minoritized students and conditions that must be in place to reduce sociocultural barriers and promote positive youth outcomes. 

 

Empirical studies (both qualitative and quantitative), meta-analyses, and systematic reviews will be given priority. Each submission will be processed through peer-review to determine whether the manuscript is suitable for publication in the special series. The deadline for the receipt of submissions July 20, 2021


Reminder to join SPR Social Media, Follow, Like, Retweet, Amplify:

If you have ideas or insights that will contribute to the future of SPR and the field of school psychology, please send us an email. #SPRBeTheChange


We look forward to further communications.

Gratefully,

The SPR Leadership Team

Editor

Shane R. Jimerson

University of California, Santa Barbara

Senior Editor

Jamilia J. Blake

Texas A&M University

Senior Editor

Gary L. Canivez

Eastern Illinois University

Senior Editor

Dorothy L. Espelage

University of North Carolina

Senior Editor

Jorge E. Gonzalez

University of Houston

Senior Editor

Amanda L. Sullivan 

University of Minnesota

Senior Editor

Frank C. Worrell

University of California, Berkeley

Associate Editor

Prerna Arora

Columbia University

Associate Editor

Scott L. Graves

The Ohio State University

Associate Editor

Francis L. Huang

University of Missouri

Associate Editor

Stacy-Ann A. January

University of South Florida

Associate Editor

Tyler L. Renshaw

Utah State University

Associate Editor

Samuel Y. Song

University of Nevada, Las Vegas

Associate Editor

Cixin Wang

University of Maryland





--
Shane R. Jimerson, Ph.D., NCSP
Professor
Gevirtz Graduate School of Education
2121 ED, Santa Barbara, CA  93106-9490
Office: (805) 893-3366
Email: Jime...@ucsb.edu
UC Santa Barbara
*UCSB is built on the ancestral and unceded land of the Chumash people. I respect and honor our Indigenous relatives who still nourish this territory from which they were forcibly removed.

Past-President, the Society for the Study of School Psychology
President-Emeritus, the International School Psychology Association
President-Emeritus, Division 16 School Psychology of APA
Senior Editor of International Science, School Psychology journal, published by APA
Editor, School Psychology Review,Twitter Facebook published by NASP

CCSP Vision - Innovations for Excellence and Equity in Counseling, Clinical, and School Psychology.

"I am unable to make the days longer, so I strive to make them better."
-Thoreau

Shane Jimerson

unread,
Sep 13, 2021, 11:17:52 AM9/13/21
to Shane Jimerson
Dear colleagues, please share with students, faculty, and professionals who may be interested,

We hope each of you are doing well. There has been so much going on this year. Amidst a very busy year, impacted by the COVID19 pandemic and other events, we have decided to extend the due date for the SPR special topic section on School Climate, Bullying, and Social-Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes to January 15, 2022.

See details below, including the SPR ZOOM Webinar and the Call for Papers.

NEW video SPR ZOOM Webinar: Special Topic Call: School Climate, Bullying, and Social–Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes

Featuring Tamika LaSalle, Chunyan Yang, & Dorothy Espelage, Hosted by Shane Jimerson @DrJ_ucsb

Topics: Introduction, Key Considerations, Guidelines, Timeline, Q&A

#SPRBeTheChange


SPR school climate.png



Featuring information regarding the upcoming special topic section in SPR.

School Climate, Bullying, and Social-Emotional Learning: Transdisciplinary and Transnational Science

Advancing Positive Youth Outcomes

 

Guest Editors: Tamika La Salle, Chunyan Yang, & Dorothy L. Espelage

 

School climate refers to the shared beliefs, values, and attitudes that shape interactions between and among students, teachers, and administrators and set the parameters of acceptable behavior and norms for the school. Increasingly, research has highlighted cross-cultural similarities and differences in the relationships between race/ethnicity, gender, age, culture, and school climate. School climate is positively associated with academic achievement and social emotional adjustment and negatively correlated with numerous risk behaviors and bullying. Given the extant literature, there has been a growing emphasis on school climate as a critical component of school improvement efforts to promote the achievement and prosocial behaviors among students from diverse cultural, racial/ethnic, linguistic, and social-economic backgrounds. 

 

The purpose of this special topic is to advance transdisciplinary and transnational research that: (a) examines the intersection between school climate, bullying, and social emotional learning, (b) examines the effects of evidence-based bully prevention and/or SEL programs on perceptions of school climate, (c) advances further understanding of school climate, bullying and social-emotional learning (SEL) among diverse cultural, racial/ethnic, linguistic, and social-economic populations, and (d) utilizes advanced qualitative, quantitative, and mixed-methods approaches examining the mediating and/or moderating effect of school-based bullying and social-emotional learning interventions in school climate’s associations with its antecedents and consequences. 

 

Areas that the papers might address include, but are not limited to:

 

  • Efficacy trials of social-emotional learning programs in K-12 settings that evaluate school climate as an outcome variable in addition to bullying or school climate as a moderator of intervention effects.
  • Research examining the impact of interventions focused on bullying prevention/intervention and/or social-emotional learning on student, teacher, and/or parent perceptions of school climate
  • Examination of the impact of multi-tiered frameworks (e.g., MTSS, PBIS, SEL) integrating bullying prevention/intervention and/or social and emotional learning on school climate
  • Multi- methodological approaches (e.g., correlational, longitudinal, intervention studies, scaled development, qualitative or mixed-method approaches) to understand the intersectionality between SEL, school climate, and bullying involvement.
  • Transnational investigations to advance our scientific understanding about SEL, school climate, and bullying phenomenon among populations from diverse racial/ethnic, cultural, socioeconomic, linguistic backgrounds and educational systems. 
  • Exploration of the impact of evidence-based bullying and social, emotional, and behavioral interventions on creating equitable outcomes, particularly for minoritized students (e.g., race/ethnicity, disability, sexual minorities). 
  • The intentional use of inquiry to examine the differential impact of school-based interventions on school climate perceptions for minoritized students and conditions that must be in place to reduce sociocultural barriers and promote positive youth outcomes. 

 

Empirical studies (both qualitative and quantitative), meta-analyses, and systematic reviews will be given priority. Each submission will be processed through peer-review to determine whether the manuscript is suitable for publication in the special series. The deadline for the receipt of submissions January 15, 2022

Reminder to join SPR Social Media, Follow, Like, Retweet, Amplify:

Shane Jimerson

unread,
Oct 11, 2021, 9:25:03 AM10/11/21
to Shane Jimerson
Dear colleagues, please share with students, faculty, and professionals who may be interested,

We hope each of you are doing well. Amidst a very busy year, impacted by the COVID19 pandemic and other events, as noted previously, we have decided to extend the due date for the SPR special topic section on School Climate, Bullying, and Social-Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes to January 15, 2022.

Shane Jimerson

unread,
Nov 16, 2021, 9:08:25 AM11/16/21
to Shane Jimerson
Dear colleagues, please share with students, faculty, and professionals who may be interested,

We hope each of you are doing well. Amidst a very busy year, impacted by the COVID19 pandemic and other events, as noted previously, we have decided to extend the due date for the SPR special topic section on School Climate, Bullying, and Social-Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes to January 15, 2022.

Shane Jimerson

unread,
Jan 5, 2022, 12:46:06 PM1/5/22
to Shane Jimerson
Dear colleagues, please share with students, faculty, and professionals who may be interested,

We hope each of you are doing well. Following the impacts of the COVID19 pandemic and other events, as noted previously, we extended the due date for the SPR special topic section on School Climate, Bullying, and Social-Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes to January 15, 2022.
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