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Educational and Child Psychology is published four times a year. Each issue contains original papers relevant to the work of applied psychologists involved in work relating to the education and psychological well being of children and young people.
Back issues
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Recent issues of Educational and Child Psychology are now available to purchase/download via the BPS shop in PDF format.
If you do not wish to join the British Psychological Society or Division, you can take out an individual or institutional subscription to Educational and Child Psychology by contacting our Commercial Sales Team on 0116 252 9551 or sales@bps.org.uk.
Editorial Policy
The Educational and Child Psychology Editorial Board seeks to publish papers that make significant and original contributions to the field of educational and child psychology. Approaches should be rigorous, firmly grounded within the discipline of psychology and intended to stimulate and deepen understanding of issues in educational and child psychology for professional applied psychologists and others concerned for the education and development of children. Papers may be empirical, theoretical and/or conceptual.
Educational and Child Psychology is published four times a year. Each part of the publication consists of papers devoted to a theme of relevance for educational psychologists. The themes are announced in advance - generally as a ‘Call for papers’ issued in The Psychologist with a nominated member of the Editorial Board as a point of contact for that issue.
Editorial Board
General Editor
Dr Simon Gibbs
School of Education
Communication and Language Sciences
Newcastle University
Newcastle NE1 7RU
E-mail: s.j.gibbs@ncl.ac.uk
Editorial Board
Diny van der Aalsvoort (Utrecht University)
Tom Billington (University of Sheffield)
Sandra Dunsmuir (University College London)
Julian Elliott (University of Durham)
Anne Greig (Argyll & Bute Psychological Service)
Carol Lidz (Philadelphia, Pennsylvania)
Tommy MacKay (Psychology Consultancy Services)
Andy Miller (University of Nottingham)
Penny Munn (Strathclyde University)
Wilma Resing (Leiden University)
Sue Roffey (University of Western Sydney)
Phil Stringer (Hampshire Local Education Authority)
Guidance for Contributors
All contributions should be submitted to the General Editor (see above).
The Editorial Board is always pleased to consider suggestions for themed editions. Anyone wishing to propose a theme and to assist as a ‘guest editor’ should contact the General Editor.
These guidelines are provided to assist authors, referees and editors. Compliance in all respects is appreciated. Manuscripts are accepted for consideration on the understanding that they consist of the authors’ original unpublished work that is not being submitted for consideration elsewhere.
The Abstract
Papers must be prefaced with an Abstract (max. 250 words) which allows a reader to determine whether or not the full paper is of relevance. The Abstract should, therefore, give an indication of the context of the work, the methodology used, results and what conclusions may be inferred.
Length
The main body of text in papers should usually be 3500-5000 words in length although papers outside this range may be considered at the Editor’s discretion. Authors must indicate the word-length of papers with and without the reference section, excluding any tables or figures.
Style
Overall, the presentation of papers should conform to the British Psychological Society’s Style Guide. Non-discriminatory language should be used throughout. Spelling should be Anglicised when appropriate. Text should be concise and written for an international readership of applied psychologists. Sensationalist and unsubstantiated views are discouraged. Abbreviations, acronyms and unfamiliar specialist terms should be explained in the text at least once. Referencing should follow the current Society formats. For example:
Billington, T. (2000). Separating, losing and excluding children: Narratives of difference.
London: Routledge/Falmer.
Elliott, J.G. (2000). Dynamic assessment in educational contexts: Purpose and promise.
In C. Lidz & J.G. Elliott (Eds.), Dynamic assessment: Prevailing models and applications (pp.713-740). New York: J.A.I. Press.
Howitt, D. & Owusu-Bempah, K. (1999). Education, psychology and the construction
of black childhood. Educational and Child Psychology, 16(3), 17-29.
The Editorial Board reserve the right to amend text to achieve conformity with Educational and Child Psychology’s aims and style.
Manuscripts
Three paper copies should be sent tot he editor for a specific issue, together with an electronic copy on disk or sent by e-mailed attachment (in MS Word or rich text format). If your manuscript includes graphs, pictures or diagrams, etc., please also include electronic copies of these. The cover page must provide the full title of the paper, all authorial details and address (postal, but also email if possible). The body of the paper, starting on page 2, should include the title and abstract, but omit any detail by which the author(s) may be identified. Text should be printed in at least 11 point size and double spaced with both left and right margins of at least 3cm. The submission must be accompanied by a signed letter confirming that all authors approve the submission and that the paper is their original work and not under consideration elsewhere.
Refereeing
Papers are usually read by two referees in addition to the Editor. The refereeing process is anonymous. It is important, therefore, that all submissions conform to the above guidelines.
The referees' comments will, at the Editor's discretion, be passed intact to the authors.
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