Journal Guide

Sex Roles: A Journal of Research is an interdisciplinary behavioral science journal offering a feminist perspective. It publishes original research reports and review articles that illuminate the underlying processes and consequences of gender role socialization, gendered perceptions and behaviors, and gender stereotypes. The range of topics is broad, extending to gender issues in employment and work environments; interpersonal relationships; sexual orientation and identity; body image; violence against women, or intimate partners; gender role socialization; the influences of media, schools, peers and community on stereotypes; the acquisition, maintenance, and impact of stereotypes; the cultural, economic, legal and political effects of contemporary social change; or methodological issues in gender research. All papers consider the possibility of study participant gender differences in the initial statement of hypotheses and the analysis of data.Under the current editor, the journal stresses clear description

Social Development is a major international journal dealing with all aspects of children's social development as seen from a psychological stance. It provides an outlet for empirical reports, debates and comments on theoretical and empirical issues, literature reviews and in-depth book reviews. The main focus of Social Development is on development in childhood with lifespan, cross-species and cross-cultural perspectives enhancing our understanding of human development also explored. Coverage includes a wide range of topics such as social cognition, peer relationships, social interaction, attachment formation, emotional development and children's theories of mind. It is essential reading for developmental psychologists, social psychologists and all those concerned with teaching or research in the field of social development. Social Development is published 4 times per year.

Founded in 1974, Social Indicators Research has become a leading journal for the publication of research results dealing with measurement of the quality of life. These studies - empirical, philosophical and methodological - encompass the whole spectrum of society, including the individual, public and private organizations, and municipal, country, regional, national and international systems. Topics covered include health, population, shelter, transportation, the natural environment, social customs and morality, mental health, law enforcement, politics, education, religion, the media and the arts, science and technology, economics, poverty, and welfare.

Social Psychology of Education draws from the disciplines of psychology, sociology, and education in order to help us better understand human behavior in education. The journal fills a gap in the literature by covering a wide variety of content concerns (e.g., classroom instruction, student cultures and interactions), theoretical interests (e.g., group dynamics, social learning theory), and research methods (e.g., comparative research, literature reviews, panel studies). Articles are of particular value to social psychologists with an interest in educational matters and educational researchers who use or are interested in using a social psychological approach.We are pleased to announce that Social Psychology of Education has been accepted in March 2012 by Thomson Reuters (formerly ISI), for inclusion in the Social Sciences Citation Index®, Journal Citation Reports/ Social Sciences Edition, and Current Contents®/Social and Behavioral Sciences.

• neuropsychological, behavioral, and psychiatric manifestations of neurodevelopmental, neurodegenerative, and neuropsychiatric conditions, and acquired brain disorders
• brain-behavior relationships, especially if pertaining to performance on clinical neuropsychological measures, or if pertaining to a specific disorder
• psychometrics and/or norms of clinical instruments
• forensic applications
• professional issues (e.g., credentialing, education and training, and ethics) and practice-related surveys

2.       Professional discussions. TCN publishes both invited and unsolicited papers that contribute to the journal’s over-arching goal of establishing (and raising) standards of practice.  These include the following: 

• practice guidelines, consensus statements, and position papers that guide clinicians and clinical educators
• invited opinions, commentaries, or discussions
• book reviews (solicited by the Book Review section editor)

3.       Case studies. The Grand Rounds in Clinical Neuropsychology section of the journal is devoted to single case study presentations of interesting, timely, important, or unusual cases. Cases should be instructive and focus on the contributions that competent neuropsychological assessment make in terms of (a) elucidating brain-behavior relationships, (b) determining the functional status of patients, and (c) instructing intervention, treatment, rehabilitation, education, etc.  Essential elements of a case study submission include the following:

• a well-documented history of the patient
• medical/neurologic/psychiatric findings, and neuroimaging (preferred, but not required )
• detailed results of neuropsychological evaluation
• discussion of differential diagnosis and relevent treatment/management considerations

Under what conditions does "development" end? Under what conditions does "aging" begin? Can these conditions themselves be modified by intervention at the psychological, social, or biological levels? To what extent are patterns of development and aging attributable to biological factors? To psychological factors? How can the social and behavioral sciences contribute to the actualization of human potential throughout the entire life span? What are the implications of gerontological research for our understanding of the total development of human organism?These are some of the broad questions with which the International Journal of Aging and Human Development is concerned. Emphasis is upon psychological and social studies of aging and the aged. However, the Journal also publishes research that introduces observations from other fields that illuminate the "human" side of gerontology, or utilizes gerontological observations to illuminate in other fields.

As the official publication of the Association for Specialists in Group Work, The Journal for Specialists in Group Work is an indispensable resource for both practitioners and educators working with groups in clinical, organizational, educational and community settings.The Journal for Specialists in Group Work is directed toward group work practitioners with a focus on group work theory, interventions, training, current issues, and research. The group process is a powerful method for development and change in the individual, the organization, and the community.The Journal for Specialists in Group Work expands our understanding of this dynamic field. In each issue of the journal you'll find peer-reviewed articles that: promote the practice of group work cover the continuum of types of group work - from task to therapy groups emphasize the processes that make groups effective integrate theory and practice provide specific information about how to lead groups and train group leaders. Peer Review Policy:All articles in this journal have undergone editorial screening and double-blind peer review by three anonymous reviewers. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students' self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals. The journal’s audience includes researchers and practitioners interested in advancing educational research and improving teaching, learning, and schooling. The journal is divided into three sections: Learning, Instruction, and Cognition; Motivation and Social Processes; and Measurement, Statistics, and Research Design. Authors must indicate in the cover letter to which section they are submitting their manuscript. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymour referees.

The Journal of Genetic Psychology is devoted to research and theory in developmental psychology across the life span. We accept submissions in the areas of educational and cross-cultural comparative psychology if they are developmental in nature. The major thrust of the journal is empirical research and the exposition and criticism of theory; however, applied and descriptive articles are occasionally accepted, as are briefly reported replications and refinements, selected book review essays, and reviews of the literature. Prospective authors may submit a manuscript as a Brief Report. Brief Reports are limited to 10 double-spaced manuscript pages including the abstract, text, references, and all figures and tables. The maximum page length for all other submissions is 35 double-spaced manuscript pages including the abstract, text, references, and all figures and tables.

The Lancet Child & Adolescent Health publishes any original research or evidence-based review that will directly impact clinical practice or child health across the disciplines of general paediatrics, adolescent medicine, child development, or any paediatric subspecialty. The journal will consider any contribution that advocates change in, or illuminates, clinical practice in these particular areas.

The journal publishes a range of article types including Articles, Reviews, Viewpoints, Clinical Pictures, Comments, and Correspondence. Manuscripts must be solely the work of the author(s) stated, must not have been previously published elsewhere, and must not be under consideration by another journal. All original research judged eligible for consideration by the journal’s editors will be entered into our fast-track peer-review process, and if accepted, will be published within 8 weeks from submission.

Further details on the different sections of The Lancet Child & Adolescent Health, and how to submit to the journal, are provided below. If you require further clarification, the journal’s editorial staff will be pleased to help (email child-adolescent@lancet.com).

The oldest free-standing psychoanalytic journal in North America, The Psychoanalytic Quarterly is published every January, April, July, and October. Each issue contains from six to eight original articles, a section of in-depth book reviews, and a unique series of abstracts summarizing selected international journals and correlations with the neurosciences. A special section of the Quarterly is devoted to the examination of clinical process from a variety of viewpoints, utilizing presentations of case material. An independent journal with a strong clinical focus, the Quarterly is not wedded to any one school of psychoanalytic thought. Its editorial goals are to encourage and publish the most rigorous original papers from North America and around the world, representing all contemporary psychoanalytic perspectives on the theories, practices, research endeavors, and applications of adult and child psychoanalysis. A few of the authors in press or recently published are: Sander Abend, Rosemary Balsam, Leon Balter, Hugo Bleichmar, Stefano Bolognini, Jorge Canestri, Nancy Chodorow, Stanley Coen, Steven Cooper, Ken Corbett, Haydée Faimberg, Antonino Ferro, Lawrence Friedman, Arnold Goldberg, André Green, Jay Greenberg, Ilse Grubrich-Simitis, Otto Kernberg, Nancy Kulish, Lucy LaFarge, Alessandra Lemma, Riccardo Lombardi, William Meissner, Donald Moss, Thomas Ogden, Warren Poland, Dominique Scarfone, Roy Schafer, Elizabeth Spillius, and Donnel Stern. .

Theory and Decision is devoted to all aspects of decision-making, exploring research in psychology, management science, economics, the theory of games, statistics, operations research, artificial intelligence, cognitive science, and analytical philosophy. Moreover, it addresses cross-fertilization among these disciplines. This journal draws special attention to experimentation in decision-making and its links to the cognitive sciences. It also addresses applications to various problems in management and organizational science, economics and finance, and computer-supported decision schemes. Particular topics addressed include preference and belief modeling, experimental decision-making under risk or uncertainty, decision analysis, multi-criteria decision modeling, game theory, negotiation theory, collective decision making, social choice, rationality, cognitive processes and interactive decision-making, and methodology of the decision sciences.Officially cited as: Theory Decis

Tizard Learning Disability Review (TLDR) is an accessible, readable and challenging high-quality source of information and intelligence for those researching and working in the field of learning/intellectual disabilities.