Journal Guide

This compelling journal publishes articles on an array of topics pertaining to various moral issues and conduct. These matters may include but are not restricted to: * the exercise of social and ethical responsibility in human behaviors; * ethical dilemmas or professional misconduct in health and human service delivery; * the conduct of research involving human and animal participants; * fraudulence in the management or reporting of scientific research; and * public policy issues involving ethical problems. Data based, theoretical, and particularly instructive case analyses, as well as brief summaries of problem cases are also published. An editorial board consisting of specialists in ethics with backgrounds in law, medicine, pediatrics, psychiatry, psychology, public health, sociology, and theology allows for a wide spectrum of perspectives toward ethical issues. Peer Review Policy: All manuscripts undergo preliminary editorial screening and blind review by at least two members of the editorial board or outside content experts. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Ethos is an interdisciplinary and international quarterly journal devoted to scholarly articles dealing with the interrelationships between the individual and the sociocultural milieu, between the psychological disciplines and the social disciplines.

European Child and Adolescent Psychiatry is Europe's only peer-reviewed journal entirely devoted to child and adolescent psychiatry. It aims to further a broad understanding of psychopathology in children and adolescents. Empirical research is its foundation, and clinical relevance is its hallmark. European Child and Adolescent Psychiatry welcomes in particular papers covering neuropsychiatry, cognitive neuroscience, genetics, neuroimaging, pharmacology, and related fields of interest. Contributions are encouraged from all around the world.

The European Early Childhood Education Research Journal (EECERJ) is the publication of the European Early Childhood Education Research Association (EECERA), an international organisation dedicated to the promotion and dissemination of research in Early Childhood Education throughout Europe and beyond. CREC is the UK base for the European Early Childhood Research Association. EECERA welcomes and encourages membership and contributions from across the world to share and participate in its European perspective. EECERJ aims to provide a forum for the publication of original research in early childhood education in Europe. With this as its principal focus, it should be emphasised that its definition of education embraces care and that its approach is multidisciplinary, embracing all related fields including psychology, sociology, child health and social work. Contributions from outside the European context are encouraged where there is a relevance to the EECERA's stated aims. 'Early Childhood' is defined as being from birth to eight years of age. The Editorial Board intends to publish papers which have a clear application to early childhood education and care policy and practice and this must be made explicit in the paper. It also seeks to provide a common forum for shared issues in early childhood education research, and, on occasion, to provide a forum for controversy in the discussion of such issues. Papers may take the form of reports of research in progress, discussion of conceptual and methodological issues and review articles. All papers are peer reviewed. The Journal is published three times per year. Papers are either selected from those presented as key notes at the EECERA Annual Conference or can be submitted directly to the Coordinating Editor. European Early Childhood Education Research Association Membership rates include a subscription to European Early Childhood Research Journal. To become a member please complete the membership form. For more information about the many other benefits of joining please download the EECERA leaflet Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis and EECERA make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and EECERA and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and EECERA.

European Eating Disorders Review publishes authoritative and accessible articles, from all over the world, which review or report original research that has implications for the treatment and care of people with eating disorders, and articles which report innovations and experience in the clinical management of eating disorders. The journal focuses on implications for best practice in diagnosis and treatment, (rather than on research methodology). The journal also provides a forum for discussion of the causes and prevention of eating disorders, and related health policy. The aims of the journal are to offer a channel of communication between researchers, practitioners, administrators and policymakers who need to report and understand developments in the field of eating disorders. The journal.

Special Issue Call For Papers: Cyberbullying: Definition, Measurement, Correlates and Development The European Journal of Developmental Psychology is an official publication of the European Society for Developmental Psychology. It publishes innovative original theoretical, empirical, methodological and review papers dealing with psychological development and developmental psychopathology during infancy, childhood and adolescence. It also publishes papers on social policy based on developmental science and which are relevant to education, health or well-being in infancy, childhood and adolescence. It is keen to receive papers relevant to European developmental psychology in that they take account of topics such as European history, European policy or cultural diversity and their relevance to developmental matters. The journal aims to cover the areas of cognitive and social development and the development of the person (self, identity and personality) and to do so from a disciplinary and/or an interdisciplinary perspective. On occasions, issues are devoted to a special theme, under the editorship of an invited expert.Peer Review IntegrityAll published research articles in this journal have undergone rigorous peer review, based on initial editor screening and refereeing by independent expert referees.Special IssuesIssues devoted to a single topic are occasionally published in this journal; these are sent free to subscribers in that year, and are also available to purchase separately as books for non-subscribers. Click on the titles below for more information or to order.National Identity and Ingroup-Outgroup Attitudes with Children Guest Editors: Louis Oppenheimer & Martyn BarrettVolume 8, Issue 1 (2011) ISBN 978-1-84872-742-7Theory of Mind: Specialized capacity or emergent property?Guest Editors: Liesbeth Sterck, Richard van Wezel, Juliane Cuperus, Sander BegeerVolume 7, Issue 1 (2010) ISBN 978-1-84872-731-1Developmental Co-construction of CognitionGuest Editor: Christine SorsanaVolume 5, Issue 5 (2008) ISBN 978-1-84169-858-8Immigrant Youth in European CountriesGuest Editors: Dagmar Strohmeier and Eva Schmitt-Rodermund Volume 5, Issue 1 (2008) ISBN 978-1-84169-845-8Social Cognition During InfancyGuest Editors: Vincent Reid, Tricia Striano and Willem KoopsVolume 4, Issue 1 (2007) ISBN 978-1-84169-832-8Related LinksBrowse books in Adolescence, Cognitive Development, Gerontology (Ageing), Social Development.View forthcoming conferences in Developmental Psychology.Disclaimer Taylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether expressed or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

The European Journal of Education and Psychology (http://www.elsevier.es/ejepwww.elsevier.es/ejep) is a biannual (June and December) multidisciplinary publication in Education and Psychology. It is open to empirical contributions communicating the results of research as well as theoretical reviews which in the opinion of the Editorial Committee, are deemed to be of interest to the scientific community, in any of the fields of study in Education and/or Psychology. Manuscripts may be submitted in either Spanish or English.

European Journal of Education and Psychology (http://www.elsevier.es/ejepwww.elsevier.es/ejep) es una publicación semestral (junio y diciembre) y de carácter multidisciplinar del ámbito de la Educación y la Psicología, abierta a colaboraciones de carácter empírico y que comuniquen resultados de investigación, del mismo modo, se aceptarán trabajos de revisión teórica, que a juicio del Comité Editorial, se estimen de interés para la comunidad científica, en cualquiera de los diferentes campos de estudio de la Educación y/o de la Psicología. Se admiten manuscritos en castellano e inglés.

The European Journal of Personality is the official journal of the European Association of Personality Psychology, and is published by John Wiley & Sons, Ltd. The Journal promotes the development of empirical and theoretical personality psychology within Europe and elsewhere, by reporting and reviewing original research, theoretical issues, methodological advances and current experience. It is intended that the journal reflects all areas of current personality psychology. The Journal emphasizes (1) human individuality as manifested in cognitive processes, emotional and motivational functioning, and their physiological and genetic underpinnings, and personal ways of interacting with the environment, (2) individual differences in personality structure and dynamics, (3) studies of intelligence and interindividual differences in cognitive functioning, and (4) development of personality differences as revealed by cross-sectional and longitudinal studies. For more detailed information concerning the aims and scope, please read the Editor in Chief January 2009 editorial:http://onlinelibrary.wiley.com/doi/10.1002/per.706/pdf.

The EJPA is the official organ of the European Association of Psychological Assessment (EAPA). It is also sponsored by the International Association of Applied Psychology (IAAP, Division 2).

The European Journal of Psychology Applied to Legal Context, Revista Oficial de la Sociedad Española de Psicología Jurídica y Forense y de la Asociación Iberoamericana de Justicia Terapéutica, publica artículos empíricos y revisiones meta-analíticas que abordan temáticas relacionadas con la psicología y la ley (por ejemplo, procesos de decisión judicial, testigos). Serán aceptados los trabajos que traten sobre ambos sistemas legales, el inquisitorial y el acusatorio, así como aquellos que versen sobre leyes concretas de un determinado país europeo o latinoamericano. Ni la publicación ni los editores se hacen responsables de las opiniones y manifestaciones expuestas por los autores. La Revista está dirigida a investigadores, académicos y profesionales de la Psicología, Derecho, Trabajo Social, Ciencias Forenses, Educadores y, en general, a aquellas personas relacionadas con las Ciencias Sociales.

The European Journal of Psychology of Education (E.J.P.E.) is published four times a year. Original articles on empirical research, reviews of issues and theoretical discussions on relevant issues are welcome. Its content is not confined to the expression of any specific school of thought or perspective; it is open to a wide diversity of areas of research in psychology of education. Sensitive to the diversity and complementary character of the work in different countries, especially across Europe, the E.J.P.E. serves as a tool for integration of diversities in the main fields of research and offers an opportunity for exchange and discussion.

The European Journal of Psychotherapy and Counselling is a leading peer reviewed publication which aims to stimulate and inform debate and provide linkages throughout Europe and internationally within the expanding field of psychotherapy and counselling.The journal raises important questions in terms of European and international practice, theory and research for psychotherapy and counselling practitioners, related professionals, students and academics.The focus of the journal includes the following areas:The contributions from and debates between different European theoretical approaches to psychotherapy and counselling (including psychoanalysis and counselling psychology), and their respective traditions of practice and researchThe implications of individual and group psychotherapy and counselling for European therapists in public, private and voluntary settings. Training and educational issues in European psychotherapy and counselling. The interaction between the psychological and the physical and the status of these categories.Dealing with key current, practical and theoretical issues, the journal is essential reading for informed practitioners across disciplines and geographic boundaries, who need a greater understanding of developments in psychotherapy and counselling in Europe.Key coverage: Clinical comment on practice - moving important issues to the forefront of discussion Broad ranging theoretical perspectives - providing contrasting, informed debate on a wide range of subjects Current research developments - ensuring that new information is brought to attention quickly and clearly International topics - bringing together European research interests New publications - highlighting and reviewing books of particular importance in this fast expanding field.Peer Review Integrity All research articles in this journal, including those in special issues, special sections or supplements, have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two independent referees.Disclaimer Taylor & Francis makes every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether expressed or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

The European Journal of Social Psychology is a truly international forum for high quality, peer reviewed, original research in all areas of social psychology (articles published in 2006 & 2007 - 65% EU, 25% N. America & 10% ROW). Our international editorial team encourages submissions based on empirical, meta-analytical and theoretical research, which provide a significant contribution to the understanding of social psychological phenomena. Topics covered include, among others, intergroup relations, group processes, social cognition, attitudes, social influence and persuasion, self and identity, verbal and nonverbal communication, language and thought, affect and emotion, embodied and situated cognition and individual differences of social-psychological relevance. Together with original research articles, the European Journal of Social Psychology's innovative and inclusive style is reflected in the variety of articles published: Research Article: Original articles that provide a significant contribution to the understanding of social phenomena, up to a maximum of 10,000 words in length. Agenda: A key note invited research article in the first issue of each year, authored by a distinguished scholar on a variety of contemporary topics, setting the agenda for the next volume. Fast Track Report: Selected cutting edge research, of significant and broad importance to the field. Reports peer reviewed within one month, with a maximum length of 4,000 words. Horizon: Invited research articles authored by those working outside social psychology, providing us with new insights and broadening perspectives, published with invited peer commentaries. The European Journal of Social Psychology is sponsored by the European Association of Social Psychology. The Association contributes to the scientific communication among European and International social psychologists. To reach and be recognised by an international audience, please see the Author Guidelines for submission information.

The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Written for teachers and researchers it provides a forum for reporting and reviewing scholarly research and significant developments in the field of special educational needs.Each issue includes contributions from a variety of different countries dealing with special needs at all levels of education from primary to adult.The European Journal of Special Needs Education features:State-of-the-art reports and accounts of current practiceReviews of booksShort reports on professional developments and ongoing research A conference diaryRelated Articles:Teacher intervention for reception children predicted to experience learning difficultiesCounting strategies among young children with special educational needsContrasting discourses of learning difficulty and the development of inclusive schoolsDevelopmental progression of subtraction strategies: a comparison of mathematically normal and mathematically disabled childrenReciprocal friendship, reciprocal rejections and socioemotional adjustment Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

The mission of the European Journal of Work and Organizational Psychology is to promote and support the development of Work and Organizational Psychology by publishing high-quality scientific articles that improve our understanding of phenomena occurring in work and organizational settings. The journal publishes empirical, theoretical, methodological, and review articles that are relevant to real-world situations. The journal has a world-wide authorship, readership and editorial board. Submissions from all around the world are invited. The journal primarily publishes freely submitted contributions, but will occasionally also publish a themed special issue, although all contributions are submitted to rigorous peer review. Papers and themed special issues are published on a wide range of topics covered by the umbrella of Work, Organizational, Industrial and Occupational Psychology.Peer Review IntegrityAll published research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by independent expert referees.Award for best paperThe award available for authors published in this journal:Center for Creative Leadership (CCL) Award for the best paper on LeadershipPrize: $1,000 plus travel expenses to the next EAWOP congress. The winner of the award is selected by the EJWOP editorial team, and are announced every two years, at the European Congress of Work and Organizational Psychology. Special IssuesIssues devoted to a single topic are regularly published in this journal; they are sent free to subscribers in that year, or can be purchased separately as books. Click on the titles below for more information and to order. To suggest a topic and guest-edit a future special issue, read the Instructions for submitting Special Issues Proposals to the European Journal of Work and Organizational Psychology.Do I see us like you see us? Consensus, agreement, and the context of leadership relationshipsGuest editors: Birgit Schyns and David V. DayVolume 19, Issue 3 (2010) ISBN 978-1-84872-728-1Team Innovation, Knowledge and Performance ManagementGuest Editors: Conny Anotni, Guido HertelVolume 18, Issue 3 (2009) ISBN 978-1-84872-720-5Leadership and FairnessGuest Editors: Daan van Knippenberg and David De CremerVolume 17, Issue 2 (2008) ISBN 978-1-84169-848-9Psychological and Organizational Climate Research: Contrasting Perspectives and Research TraditionsGuest Editors: Alessia D'Amato and Michael BurkeVolume 17, Issue 1 (2008) ISBN 978-1-84169-844-1Work and Rest: A Topic for Work and Organizational PsychologyGuest Editors: Fred R.H. Zijlstra and Sabine SonnentagVolume 15, Issue 2 (2006) ISBN 978-1-84169-811-3Related LinksBrowse books in Work, Industrial and Organizational Psychology or view forthcoming conferences in Work, Industrial and Organizational Psychology.You can also join the Psychology Press mailing list for special offers, new books and more! Disclaimer Taylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether expressed or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.