Sage Journals: Discover world-class research

Abstract

The New School Psychology Bulletin (NSPB) is a peer-reviewed journal operated by clinical psychology graduate students. Forty-four members of the editorial board and 27 authors were surveyed before and after working with NSPB. Results of the survey demonstrated that experience with the publication process resulted in quantitative decreases in confidence, proficiency, and interest in publishing in the future. Despite these drops, respondents reported that NSPB was relevant and effective training, and they rated NSPB and their experience favorably. They also reported that it provided them with unique gains not available in their training programs. A follow-up study 2 months after termination explored the decreases in confidence, proficiency, and interest. Qualitative data suggest that after working with NSPB, about half of respondents felt more optimistic about the publication process, with the remaining half feeling less optimistic, experiencing no change, or reporting a mixed perception (e.g., feeling less confident but believing that they had a more realistic perspective). Taken together, the data suggest that early experience with publication and peer review disparately affects students’ attitudes toward publishing.

Keywords

New School Psychology Bulletin publication and peer-review training graduate student perceptions graduate student journal

Get full access to this article

View all access options for this article.

References

Addis

M. E.

Jacob

(2000). On the process and outcome of graduate training in clinical psychology: Where do we want to go, how will we get there, and who will join us? Clinical Psychology: Science and Practice, 7, 364–367. doi:10.1093/clipsy/7.4.364.

American Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Washington, DC: Author.

Antonius

Brown

A. D.

Todman

Safran

J. D.

(2007). Integrating science in applied psychology programs: A student-operated journal. Teaching of Psychology, 34, 31–34. doi:10.1207/s15328023top3401_7

Baumeister

R. F.

Leary

M. R.

(1997). Writing narrative literature reviews. Review of General Psychology, 1, 311–320.

Bem

D. B.

(2003). Writing the empirical journal article. In Darley

J. M.

Zanna

M. P.

Roediger

H. L.

(Eds.), The complete academic: A practical guide for the beginning social scientist (2nd ed., pp. 171–201). Washington, DC: American Psychological Association.

Bernstein

B. L.

Kerr

(1993). Counseling psychology and the scientist-practitioner model: Implementation and implications. The Counseling Psychologist, 21, 136–151. doi:10.1177/0011000093211008.

Block

J. H.

Block

(1980). The role of ego-control and ego-resiliency in the origination of behavior. In Collins

W.A.

(Ed.), The Minnesota symposia on child psychology (Vol. 13, pp. 39–101). Hillsdale, NJ: Erlbaum.

Brazeau

G. B.

DiPiro

J. T.

Fincham

J. E.

Boucher

B. A.

Tracy

T. S.

(2008). Your role and responsibilities in the manuscript peer review process. American Journal of Pharmaceutical Education, 72, 69.

Brown

A. D.

Antonius

Hirst

(2009). Filling the gaps of graduate school training: Perceived relevance and efficacy of the New School Psychology Bulletin. Psychology Learning & Teaching, 8, 46–52.

10.

Chang

Lee

I. L.

Hargreaves

T. A.

(2008). Scientist versus practitioner: An abridged meta-analysis of the changing role of psychologists. Counseling Psychology Quarterly, 21, 267–291. doi:10.1080/09515070802479859.

11.

Doran

J. M.

Antonius

A. D.

Brown

A. D.

Kriss

Lehr

E. Y. C.

Evans

Steele

(2012). The perceived relevance and efficacy of a graduate school journal among graduate faculty and training directors. Teaching of Psychology, 39, 62–66. doi:10.1177/0098628311430316.

12.

Dunlap

(2006). The effect of a problem-centered, enculturating experience on doctoral students’ self-efficacy. Interdisciplinary Journal of Problem-based Learning, 1, 19–48. Retrieved from http://docs.lib.purdue.edu/ijpbl/vol1/iss2/4/.

13.

Ferreira

V. S.

(2010, August). Writing papers for publication. Paper presentation at the 118th APA Annual Convention, San Diego, CA.

14.

Hill

C. E.

Thompson

B. J.

Williams

E. N.

(1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25, 517–572.

15.

Hopwood

(2010). Doctoral students as journal editors: Non-formal learning through academic work. Higher Education Research and Development, 29, 319–331. doi:10.1080 /0729436090353 2032.

16.

Hopwood

Stocks

(2010). Bringing the backstage into the light? Thoughts on shadowy academic practices. International Journal for Academic Development, 15, 89–91. doi:10.1080/13601440903529968.

17.

Hunt

S. L.

Wisocki

P. A.

(2008). Balancing science and practice in clinical psychology training programs: A survey of training directors. Behavior Therapist, 5, 91–96.

18.

Lazarus

R. S.

(1993). From psychological stress to emotions: A history of changing outlooks. Annual Review of Psychology, 44, 1–21.

19.

Maher

B. A.

(1999). Changing trends in doctoral training programs in psychology: A comparative analysis of research-oriented versus professional-applied programs. Psychological Science, 10, 475–481. doi:10.1111/1467-9280.00192.

20.

Merlo

L. J.

Collins

Bernstein

(2008). CUDCP affiliated clinical psychology student views of their science training. Training and Education in Professional Psychology, 2, 58–65. doi:10.1037/1931-3918.2.1.58.

21.

Mischel

(2008). Our urban legends: Journal reviews. Observer, 21.

22.

Roediger

H. L.,

III . (2007). Twelve tips for reviewers. APS Observer, 20. Retrieved from https://www.psychologicalscience.org/observer/getArticle.cfm?id=2157.