Child Psychology calls for papers / publications

Call for Papers for a Special Issue of the Journal of Pediatric Psychology: Peer Relations in Youth with Chronic Illness

Editors: Vicki S. Helgeson, PHD (guest), and Grayson N. Holmbeck, PHD

Due Date: March 1, 2014

Researchers have recognized the importance of the social environment in adjustment to chronic illness among youth with a variety of health conditions, but the vast majority of this research has focused on the family. The peer social environment is a second important social context for youth, and one that takes on increasing importance during the adolescent period of development. Despite the fact that researchers recognize the importance of peer relations to the development of children and adolescents, little research in the area of chronic illness has focused on peer relations. Among the studies that do exist, research has found that supportive peer relations have implications for quality of life and physical health. Even less research has focused on the unsupportive or conflictive aspects of peer relations, but those that do find strong connections to psychological distress, poor adherence, and impaired physical health. The mechanisms for these associations have not been well articulated theoretically or examined empirically.

The aim of this special issue is to highlight studies that examine implications of peer relations for the well-being of youth with chronic illness. We construe well-being broadly, including quality of life, psychological distress, psychological growth, adherence, risk behavior, and physical health. Studies may focus on children, adolescents, and/or emerging adults. Priority will be given to studies that use innovative research designs that move beyond cross-sectional data and that identify mechanisms by which peer relations are connected to health. The use of multiple methods (e.g., qualitative and quantitative; self-report and direct observation), the use of multiple informants (e.g., youth and parent or peer), or a focus on multiple contexts (e.g., peer and family contexts or peer and school contexts) are strongly encouraged. Intervention studies are also welcomed.

Submissions for this special issue will be accepted until March 1, 2014

Articles should be prepared in compliance with JPP’s Instructions to Authors (http://jpepsy.oxfordjournals.org/) and submitted through the ScholarOne Manuscript Central submission portal (http://mc.manuscriptcentral.com/jpepsy).

Manuscripts will be peer reviewed. Articles that are not appropriate for inclusion in this special issue may be rerouted (with the authors’ knowledge and consent) for consideration for publication in JPP as regular articles. Please indicate in the cover letter accompanying your manuscript that you would like to have the article considered for the Special Issue on Peer Relations in Youth with Chronic Illness

Please direct all inquiries to Vicki S. Helgeson at vh2e@andrew.cmu.edu or Grayson Holmbeck at gholmbe@luc.edu.

Call for Submissions for a Special Issue of the Journal of Pediatric Psychology: Direct Observation in Pediatric Psychology Research

Guest Editor: Tim Wysocki, PHD, ABPP

The predominant measurement methodology in pediatric psychology consists of variants of self-report questionnaires and rating scales based on the respondent’s recall or subjective impressions of specified dimensions (e.g., frequency, intensity, or duration) of behavioral, cognitive, affective, or social variables of interest. Although this strategy is attractive in terms of intrusiveness, labor intensity, and cost, there are reasons to question its scientific rigor especially in circumstances in which alternative measurement approaches could be used. Studies comparing direct observation methods with self-report questionnaire or retrospective rating scale measures have often shown that the latter methods tend to be influenced by recall bias, social desirability, and disagreement among respondents. These sources of bias and artifact may increase measurement error, impede detection of significant associations, and increase necessary sample sizes in randomized trials.

The aims of this special issue are to highlight innovative applications of direct observation research methods in pediatric psychology and to stimulate readers to conceive and evaluate such methods for use in their future research. Appropriate articles for this special issue may focus on a range of topics, including, but not limited to, the use of direct observation or audio and video recording of behavioral or psychological variables of interest in either naturalistic or simulated contexts; the validation of new or adapted observational coding schemes for applications in pediatric psychology; demonstrations of statistical treatments or psychometric evaluations that are pertinent to direct observation methods; the use of electronic methods of real-time data capture, such as use of accelerometers in studies of sleep or physical activity, MEMS caps for assessment of medication adherence, or data stored by blood glucose meters and insulin pumps in diabetes; evaluations of observational reactivity in studies using such methods; and assessments of the feasibility and acceptability of direct observation methods from the perspectives of study participants. Studies validating innovative applications of direct observation methods would be of particular interest.

Submissions for this special issue will be accepted until February 1, 2014

Articles should conform to the journal’s Instructions to Authors (http://jpepsy.oxfordjournals.org/) and submitted via ScholarOne Manuscript Central (http://mc.manuscriptcentral.com/jpepsy). Manuscripts will be peer reviewed. Articles that are not appropriate for inclusion in this special issue may be rerouted (with the authors’ consent) for consideration for publication in JPP as regular articles. Please indicate in a letter accompanying your manuscript that you would like to have the article considered for the Special Issue on Direct Observation in Pediatric Psychology Research.

Please direct all inquiries to Tim Wysocki, PhD, at twysocki@nemours.org.

Call for Papers for a Special Issue of Social Science & Medicine: The Rise of Developmental Science: Debates on Health and Humanity

Guest Editors

Dominique P Béhague, Vanderbilt University & King’s College London

Samuel Lézé, École Normale Supérieure de Lyon

Social Science & Medicine is soliciting papers for a Special Interdisciplinary Issue on the unique challenges arising in the creation of child/adolescent developmental expertise throughout the 20th and 21st centuries. Since the Enlightenment, the child’s developmental journey to adulthood has served as a prism for philosophical and scientific formulations of what it means to be healthy, normal, and human. Relative to other subfields in psychiatry and psychology, however, the focus on child/adolescent development and mental illness is both new and increasingly contested. As clinicians begin to work with an ever younger patient-population, critics from both outside and within relevant fields have begun sounding warning bells, since much of the evidence about early intervention, “normal/abnormal” development and treatment is uncertain and prone to undue pathologisation. Thus, experts are also calling for increased interdisciplinarity to better account for the unpredictability of development and the socio-cultural, economic, and biological heterogeneity in which normal/abnormal development and mental illness unfold.

Taking child/adolescent developmental expertise as an object of socio-cultural analysis, this special issue aims to explore how normative and marginal trends in this scientific subfield evolve in diverse socio-cultural and geopolitical contexts. The call builds on an existing set of manuscripts drawn from a workshop co-sponsored by Brunel University and the Royal Anthropological Institute entitled “The Rise of Child Science and Psy-expertise” (London, May 29-30, 2012).(i) We welcome submissions that consider the institutionalized worlds of science, medicine and education alongside the everyday lives of children and youth from historical and/or contemporary perspectives. Papers should be both empirically-based and theoretically informed. As we aim to influence core practices in science, medicine and policy, authors are also invited, though not required, to consider how the critical study of expert knowledge – and the diversity that exists therein -- can inform constructive debate on how best to produce and apply this knowledge.

Paper topics may include:

Comparative analysis of distinct ethno-psychiatric/psychological traditions and of normative and marginal research trends in child/adolescent science and clinical practice, including their institutionalized and increasingly globalized applications
Intersection of child/adolescent science and policy-development; e.g. growing interest in prevention and early intervention; emerging work on adolescent brain plasticity and implications for public policy and juridical practice

Implications of diverse trends in developmental science and child psychiatry for pedagogy, including psychologization of learning and school life through specific diagnoses (ADHD) and broader concepts (well-being, self-esteem, mindfulness)

Social vulnerability, ethnicity, inequity and minority status in child development research and clinical practice; global humanitarianism and medicalization of traumatic experience in children and youth

Popular uses and interpretations of emerging models of child development by advocacy groups, with special attention to the recent turn towards “child-centric” research and constructs of child agency

Interaction between “child” and “adult” categories in science, e.g. the methodological and conceptual tensions that research on child/adolescent development injects into mainstream adult psychiatry/psychology

Biologization of the child/adolescent in biopsychiatry and neuroscience, e.g. the adolescent brain; mother-infant bonding; geneticization; pharmaceuticalization

Authors can submit their papers any time after October 1st and up until the 31st of December 2013. Online submission can be found at: http://ees.elsevier.com/ssm. When asked to choose article type, please stipulate ‘Special Issue: Child Development Expertise.’ In the ‘Enter Comments’ box, the title of the Special Issue, along with any further acknowledgements, should be inserted. All submissions should meet Social Science & Medicine author guidelines (http://ees.elsevier.com/ssm). Please contact Dominique.Behague@Vanderbilt.edu and Samuel.Leze@ens-lyon.fr for further questions.

(i) http://www.brunel.ac.uk/sss/anthropology/news-and-events/events/ne_163209

Call for Papers for a Special Issue of Psychology of Popular Media Culture: Video Games and Children

February 1, 2014: submission deadline

The degree to which video games do or do not impact children, both positively and negatively, continues to be a topic of discussion and controversy in the scholarly community and general public. The ensuing debates have made clear the divergent opinions within the scholarly community regarding the potential impact of violent video games on children's behavior.

At times, these debates have become acrimonious, arguably because these debates are not merely academic, but entwined with both phenomena related to societal violence and "culture war" debates about what media content is moral. The tenor of such debates, both within the scholarly community and general public can, at times, stifle efforts by scholars with differing perspectives to find common ground and understand their divergent views and data.

This special issue is viewed as an opportunity to provide a public forum for scholars on all sides of these debates to discuss new data and new directions in video game science.

Thus, papers addressing the influences of video games on children are invited. It is expected that a range of differing views and data will be included in the final special issue.

These are some guidelines for papers that will be particularly competitive for inclusion in the special issue:

Empirical papers will be given priority over review or theoretical papers. Review/theoretical papers that advance understanding beyond past "video games are good/bad" debates may be competitive, however.

All papers should consider influences on children or teenagers. College student samples will not be given priority.

To avoid publication bias issues, papers finding statistically significant effects as well as those finding null results will be given equal weight. In all cases, careful consideration of the interpretation of effect sizes should be given greater emphasis than a binary statistical significance decision.

Papers examining both positive and negative outcomes are welcome. Papers need not be on aggression/violence or mental health, but could also consider cognition, problem solving, stress, etc.

Papers should be no more than 30 pages in length, total, including references.

By exchanging views and data across debates in this field it is hoped that the special issue will provide a new start for collegial discussion of these issues as the field moves forward.

Manuscripts can be submitted through the Journal's Manuscript Submission Portal. Please note in your cover letter that you are submitting for this special issue and send in attention to Christopher J. Ferguson.

Questions about the special issue can be addressed to the guest editor Christopher J. Ferguson.

First submission papers will be accepted through February 1, 2014.

Call for Papers for a Special Issue of Clinical Practice in Pediatric Psychology: Evidence-Based Interventions in Pediatric Psychology

October 15, 2013: submission deadline

With the advent of Clinical Practice in Pediatric Psychology (CPPP), an official journal of APA Division 54, the editors (Jennifer Shroff Pendley and Doug Tynan) are planning a special issue reviewing state-of-the-art evidence-based interventions in key areas of pediatric psychology practice, with Bryan Carter serving as the guest editor.

To make this even more valuable to our subscribers and division members, a tandem issue containing invited systematic reviews on this topic will be published at the same time in the Journal of Pediatric Psychology (JPP), with Tonya Palermo serving as special issue guest editor.

For the CPPP special issue, we are soliciting submissions pertaining to practice issues, training models, novel program development, or quality improvement pertaining to the following 12 topical areas of pediatric psychology intervention:

Needle pain

Injury prevention

Health promotion

Chronic pain

Encopresis

Neurocognitive interventions

Obesity

Adherence to treatment regimens

Parent and family-based interventions

Sleep interventions

Feeding problems

Grief/bereavement interventions

Whereas the JPP special issue will include systematic reviews and meta-analyses of intervention approaches, the CPPP special issue will complement the JPP articles with reviews of applied clinical activities and models of practice that incorporate evidence-based interventions in real world settings with diverse clinical populations.

Submitted manuscripts should illustrate the breadth, richness, and wide array of pediatric psychology activities that attempt to incorporate the expanding empirical literature into day-to-day treatment activities for these pediatric conditions.

These companion special issues of JPP and CPPP are intended to provide an update and expansion of the series on empirically supported treatments that were published in 1999 in JPP. If you have a strong interest in being a contributor to this special issue of CPPP, please contact Bryan Carter.

CPPP Guest Editor: Bryan Carter, PhD

Submission Deadline: October 15, 2013

Call for Papers for a Special Issue of Child Maltreatment: Child Maltreatment & Emerging Adulthood: Developmental Outcomes & Service Delivery

Child Maltreatment, the journal of the American Professional Society on the Abuse of Children, is preparing a special issue on developmental outcomes and service delivery during emerging adulthood. The purpose of this special issue is to highlight research examining empirical links between child maltreatment and developmental outcomes during emerging adulthood, broadly defined as that period of development from 18 to 25 years of age when young people living in technologically oriented cultures make the transition from adolescence to early adulthood.

Guest Editors Thomas J. McMahon, Ph.D. & Tanya Nichols, M.A., Yale University School of Medicine

Developmental outcomes of potential interest include, but are not necessarily limited to:

• Subjective identity

• Emotional stability

• Substance use

• Sexual behavior

• Quality of friendships

• Quality of romantic relationships

• Vocational-educational adjustment

• Quality of family relations

• Financial support

• The transition to independent living

• The transition to marriage

• The transition to parenthood

• Community engagement

Developmental outcomes representing both psychopathology and social competence will be acceptable; and the journal is particularly interested in papers that highlight positive developmental outcomes in the face of early adversity that represent resilience. Reports of research done within survey, case control, and longitudinal designs will be considered. Papers that draw upon the strengths of longitudinal designs with consideration of mediating or moderating influences are preferred.

This special issue will also highlight empirical research on service delivery during the transition from child to adult oriented systems of care for young people with a history of child maltreatment. The journal is particularly interested in papers that describe psychosocial intervention and patterns of service utilization for young people leaving the care of the child welfare system.

The deadline for submitting manuscripts is September 2, 2013. All manuscripts submitted for consideration will be subjected to peer review. Full length manuscripts should be limited to 35 double spaced pages, inclusive of tables, figures, and references. Manuscripts should also be formatted according to guidelines outlined in the sixth edition of the Publication Manual of the American Psychological Association, and they should be accompanied by a letter requesting the paper be considered for this special issue on emerging adulthood.

If you have any questions about this special issue, please do not hesitate to contact Thomas McMahon at (203) 974-
5950 or thomas.mcmahon@yale.edu

Call for Papers for a Special Issue of Therapeutic Communities: Current Residential Therapeutic Practice With Children and Young People

On June 30, 2013, paper submissions for a future special issue of Therapeutic Communities are due.

Deadline for submissions: 30 June 2013

For publication in December 2013

Guest-edited by John Diamond, Mulberry Bush Organisation, UK

Papers are invited that demonstrate or debate the human experience of delivering therapeutic interventions with children and young people.

Therapeutic communities and therapeutic environments for children and young people are developing through a period of unprecedented change. However, the ‘core technology’ or the ‘agent of change’ that is central to successful outcomes for clients using these communities, and creates meaning for all those who engage with them, is the provision of a range of psychologically informed human relationships. These range from the ‘dyadic’ one-to-one, to the therapeutic group setting, often combining both within the overall planned environment.

This themed issue of Therapeutic Communities journal will give expression to the human experience of delivering this range of therapeutic interventions, and which will allow new perspectives, techniques and theoretical underpinnings to be explored and discussed.

Possible topics and themes could include (but are not limited to):

• working with children with severe emotional and behavioural problems

• group work with children with attachment disorders

• involving CAMHS teams in working with mental health problems

• residential treatment for children in care

• working with attachment issues with looked-after children

• providing education to emotionally troubled children

• involving families in treatment

• creating therapeutic environments for children and young people

• evidencing excellent outcomes for children in care

• research and evidencing effective practice

To make a submission

Submissions should be made via the journal’s online submission system at: http://mc.manuscriptcentral.com/tcj.

When submitting please ensure that you submit your paper to the special issue on the system. Please consult the journal’s author guidelines before making a submission.

For further information or informal inquiries, please contact the guest editor, John Diamond at John.diamond@mulberrybush.oxon.sch.uk.