MissionsChildren are struggling with various problems such as learning difficulties, bullying, school-nonattendance (truancy), juvenile delinquencies, and developmental disabilities. School psychology make attempts to provide a common framework for helping children from different perspectives including academic support, school discipline, educational counseling, special education, and school health services.
School Psychology is an academic field to support “theories and practices in psycho-educational services to address and solve problems which all school-age children may experience. ” School Psychology consider school education as a human service and it aims at promoting child
Japanese School Psychology Association (JSPA) was established as “Japanese School Psychology Study Group” on Novebmer, 23rd, 1999 and developed to change its name to “Japanese School Psychology Association (JSPA)” on August, 2003.
We strongly hope that the JASP will provide opportunities for various people who help children such as school discipline, teachers work as educational counselors, school nurses, special education teachers and para-professionals, school counselors, administrators, educational policy makers, and representatives of parent associations to get together, to learn together, to exchange opinions, and to support each other. Our principle is “all people can provide resources (be resources) and all people can (be)”
All people can be supports and all people can support together
Greeting from the JSPA president.The president of Japanese School Psychology Association (JSPA) Toshinori, Ishiluma, Ph.D. (Professor of Faculty of Human Sciences, University of Tsukuba)
Welcome to the website of the Japanese School Psychology Association (JSPA). The JSPA was established as “Japanese School Psychology Study Group (JSPSG)” on November, 23rd, 1999 to aim at the improvement (enhancement) of psycho-educational services for all children as well as the development of school psychology.
The JSPSG developed to change its name to “Japanese School Psychology Association (JSPA)” on August, 2003. Currently, the JSPA members include various profession of people who are actively engaged in research and practiced in the area of school psychology. Those people include: teachers in kindergartens, elementary schools, middle schools, high schools, and school of special education, school nurses, school administrators, teachers in private educational institutes, teachers in vocational schools, university professors, supports for children with special needs, school counselors, social workers, counselors working in classroom of children with mental health needs, counselors in governmental or private institutes, educational policy makers, medical doctors, parents, and researchers.
The JSPA provide professional training opportunities, issue newsletters, as well as a peer-reviewed journal, Japanese School Psychology Research. The JSPR help JSPA members to learn from each other by sharing the outcome of their practices and research studies regarding psycho-educational support services. These opportunities will help the JSPA members recognize their abilities and potentials of each other to support child growth through working as a team.
Now, schools are making efforts to change better.
Let’s share the JSPA principle “………..” and get involved (join us) in academic exchanges in JSPA.
Journal of School Psychology AssociationThe JSPA is peer-reviewed academic journal issuing articles contributing to the development of psycho-educational support services based in the field of school psychology. The purpose of the JSPA is to contribute to mutual development of research and practices by promoting the exchanges of knowledge in both fields.
1. Common themes in the JSPA.The JSPA welcomes submissions that reflect following areas of studies:
- Manuscripts related to theories and methods in psycho-educational support services. This area of themes includes studies of assessment of children and school systems, direct services to children (e.g., counseling), consultations in collaborative approaches of different areas of professionals or different roles, mutual consultation, coordination of service provides and support service. Theories and techniques related to psycho-educational support services are still in its development, so many manuscripts are expected to be applied.
- Manuscripts related to the development, behaviors, and learning of children’s, and the behaviors of service provides including teachers, parents, and school counselors, the characteristics of classroom and school systems in psycho-educational support services. In order to enhance psycho-educational services, it is crucial to study children, teachers, parents, and classroom and school systems. This area of studies conducted by practitioners and researchers are important.
- Manuscripts related to psycho-educational service systems, and school educational systems as its basis, as well as systems for teachers and school psychologists. It has been increasingly recognized that the psycho-educational support services such as support for attendance problems and special education services for learning disabilities are important. Because child development including intervening those problems are typically supported in classroom settings or though extracurricular activities. School systems have been significantly changing accompanied by such changes as educational reforms on special education and employment of school counselors. There are significant social needs for research studies on team support, support committee in a school building, systems to support school discipline and educational counseling, school health, and role and licenses of professional helpers such as school psychologists
- Manuscripts related to the development of questionnaires and instruments and their reliability and validity to be utilized for the practice and research in the field of psycho-educational support services. One of the limitations of the research in the field of psycho-educational support services in Japan is that the number of the research studies about instruments used in practice and research. For example, cognitive tests such as WISC and K-ABC, checklist for observing child behaviors, and instruments for understanding classroom atmosphere are commonly used. Theoretical backgrounds, reliability, construct validity, content validity, criterion-related validity of the instruments, well as how to use the instruments. This areas of studies are encouraged for submission.