Clinical Practice in Pediatric Psychology®
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Clinical Practice in Pediatric Psychology® publishes articles representing the professional and applied activities of pediatric psychology. The journal comprehensively
- describes the breadth and richness of the field in its diverse activities;
- complements the scientific development of the field with information on the applied/clinical side;
- provides modeling that addresses the ways practicing pediatric psychologists incorporate empirical literature into day-to-day activities;
- emphasizes work that incorporates and cites evidence from the science base; and
- provides a forum for those engaged in primarily clinical activities to report on their activities and inform future research activities.
Articles include a range of formats such as commentaries, reviews, and clinical case reports in addition to more traditional empirical clinical studies.
Articles address issues such as
- professional and training activities in pediatric psychology and interprofessional functioning;
- funding/reimbursement patterns and the evaluation of the cost-effectiveness of clinical services;
- program development;
- organization of clinical services and workforce analyses;
- applications of evidence based interventions in "real world" settings with particular attention to potential barriers and solutions and considerations of diverse populations;
- critical analyses of professional practice issues;
- clinical innovations, e.g., emerging use of technology in clinical practice;
- case studies, particularly case studies that have enough detail to be replicated and that provide a basis for larger scale intervention studies; and
- organizational, state and federal policies as they impact the practice of pediatric psychology, with a particular emphasis on changes due to health care reform.
Jennifer Verrill Schurman
Jennifer Shroff Pendley
Nemours/Alfred I. duPont Hospital for Children, Wilmington, DE and Jefferson Medical College
University of Louisville
Paul M. Robins
The Children's Hospital of Philadelphia, PA
Jennifer Verrill Schurman
The Children's Mercy Hospital, Kansas City, MO
Children's Hospitals and Clinics of Minnesota
Alfred I. duPont Hospital for Children, Wilmington, DE
Edward R. Christophersen
Children's Mercy Hospitals and Clinics – South
Eastern Maine Medical Center
Baylor College of Medicine, Texas Children's Hospital
W. Hobart Davies
University of Wisconsin–Milwaukee
Allison G. Dempsey
University of Texas Health Science Center at Houston
Nemours/Alfred I. duPont Hospital for Children
Meredith Dreyer Gillette
Children's Mercy Hospitals and Clinics, Kansas City, MO
John C. Duby
Akron Children's Hospital, OH
Michelle M. Ernst
University of Cincinnati/Cincinnati Children's Hospital Medical Center
Joseph H. Evans
University of Nebraska Medical Center
Karla K. Fehr
Southern Illinois University, Carbondale
Grayson N. Holmbeck
Loyola University Chicago
Heather C. Huszti
Children's Hospital of Orange County, CA
University of Colorado
Anne E. Kazak
Nemours Pediatric Healthcare System, Wilmington, DE
Gerald P. Koocher
University of Kansas Medical Center
Kathleen L. Lemanek
Nationwide Children's Hospital/The Ohio State University College of Medicine
Meghan McAuliffe Lines
Alfred I. duPont Hospital for Children, Wilmington, DE
Mary Ann McCabe
George Washington University School of Medicine
Elizabeth L. McQuaid
Rhode Island Hospital, Brown University
Lisa J. Meltzer
National Jewish Health
Monica J. Mitchell
Cincinnati Children's Hospital Medical Center, OH
April E. Nesin
Austin Hatcher Foundation for Pediatric Cancer and Hatch's House of Hope, Chattanooga, TN
Britt A. Nielsen
MetroHealth Medical Center and Case Western Reserve
Tonya M. Palermo
University of Washington and Seattle Children's Research Institute
Anna Maria Patiño-Fernández
University of Miami Miller School of Medicine
Cincinnati Children's Hospital Medical Center, OH
Wendy A. Plante
Bradley Hasbro Children's Research Center/Warren Alpert Medical School at Brown University
University of Virginia Health System
Michael C. Roberts
University of Kansas
Baylor College of Medicine
Lisa A. Schwartz
The Children's Hospital of Philadelphia and Perelman School of Medicine of the University of Pennsylvania
William G. Sharp
Emory School of Medicine
Nemours/Alfred I. duPont Hospital for Children, Wilmington, DE
MetroHealth Medical Center and Case Western Reserve University
Amanda L. Thompson
Children's National Medical Center, Washington, DC
W. Douglas Tynan
American Psychological Association
Jessica M. Valenzuela
Nova Southeastern University
Karen A. Wohlheiter
The Children's Hospital of Philadelphia
Nemours Pediatric Healthcare System and Nemours Children's Clinic, Jacksonville, FL
Nationwide Children's Hospital, Columbus, OH
Abstracting and indexing services providing coverage of Clinical Practice in Pediatric Psychology®
Prior to submission, please carefully read and follow the submission guidelines detailed below. Manuscripts that do not conform to the submission guidelines may be returned without review.
Submit manuscripts electronically (.rtf or .doc) through the Manuscript Submission Portal.
For all inquiries, please contact the Incoming Editor:
Jennifer Verrill Schurman
The Children's Mercy Hospital, Kansas City, MO
Masked Review Policy
The journal has adopted a policy of masked review for all submissions.
The cover letter should include all authors' names and institutional affiliations. The first page of text should omit this information but should include the title of the manuscript and the date it is submitted.
Every effort should be made to see that the manuscript itself contains no clues to the authors' identity. Particular areas to double-check for blinding include self-citation of related studies and naming the institution/site(s) in the method.
Types of Manuscripts
Clinical Practice in Pediatric Psychology publishes articles representing the professional and applied activities of pediatric psychology.
Specific manuscript types that will be considered are:
- Original research (full-length manuscripts), including:
- Brief reports
- Case studies
- Qualitative analysis
- Quality improvement
- Economic evaluation
- Topical reviews
- Systematic reviews/Meta-analyses
- Commentaries (by invitation only)
Also: See the Calls for Papers for Journal Manuscripts page for current special issue/section calls, timelines, and other details.
Brief reports are acceptable for innovative work that may be premature for publication as a full research report because of small sample size, novel methodologies, etc.
Brief reports should not exceed a total of 12 pages, inclusive of all parts of the manuscript, including the cover page, abstract, text, references, tables and figures.
Case reports are appropriate to describe new clinical phenomena, describe novel treatment approaches, provide preliminary documentation of treatment efficacy, promote evidence-based practice, highlight important areas for further empirical study related to biopsychosocial phenomena, and advocate for the value and relevance of pediatric psychology in the current health care.
Authors are strongly encouraged to plan ahead in order to collect relevant practice-based data, incorporate quasi-experimental or single-participant experimental designs, and/or replicate across multiple participants whenever possible to increase confidence in, and impact of, findings.
Case reports should not exceed a total of 12 pages, inclusive of all parts of the manuscript, including the cover page, abstract, text, references, tables and figures.
Guidelines for case reports can be found in Ernst, M. M., Barhight, L. R., Bierenbaum, M. L., Piazza-Waggoner, C., & Carter, B. D. (2013). Case studies in Clinical Practice in Pediatric Psychology: The "why" and "how to". Clinical Practice in Pediatric Psychology, 1(2), 108.
While emerging from a distinct philosophical perspective, qualitative methods complement quantitative research methods in the general pursuit of knowledge. With a focus on capturing the subjective lived experience of groups of individuals, qualitative research methods have inherent value for improving a broad range of clinical care contexts, such as: building theory relevant to clinical care (e.g., Long, Marsland, Wright & Hinds, 2014); describing medical experiences (e.g., Alderfer et al., 2015) and clinical care needs (e.g., Hodgetts, Zwaigenbaum, & Nicholas, 2015); providing information for the development, evaluation and implementation of clinical screening tools, assessment batteries and interventions (e.g., Beresford, Stuttard, Clarke, & Maddison, 2016; Bingham et al., 2016; de Visser et al., 2015; Kitzman-Ulrich, Wilson, & Lyerly, 2016); adapting and tailoring clinical approaches for new populations or specific subgroups within populations (e.g., Valentine et al., 2016); and, evaluating educational approaches (e.g., Robert & Castell, 2016) and clinical training in psychology (e.g., ten Napel-Schultz, Abma, Bamelis, & Arntz, 2016). For further examples and discussion of the value of qualitative research in pediatric psychology, please see Alderfer, M. A., & Sood, E. (2016). Using qualitative research methods to improve clinical care in pediatric psychology. Clinical Practice in Pediatric Psychology, 4, 358–361.
For helpful guidance on writing up qualitative studies for publication, please see Wu, Y. P., Thompson, D., Aroian, K. J., McQuaid, E. L., & Deatrick, J. A. (2016). Commentary: Writing and evaluating qualitative research reports. Journal of Pediatric Psychology, 41(5), 493–505.
Quality Improvement Work
Clinical Practice in Pediatric Psychology seeks to publish articles that educate readers and lead to positive change in pediatric health care systems and the way providers, especially pediatric psychologists, deliver patient care.
Quality improvement articles should describe and evaluate an intervention that aims to improve a process or system of healthcare. The project does not necessarily have to show improvement, but should describe an attempt to improve a process or system, document any measurable benefits attained (including quality, cost, and/or access), and detail lessons learned.
Authors are expected to generally follow the Standards for Quality Improvement Reporting Excellence (SQUIRE 2.0) Guidelines for reporting their quality improvement projects. The SQUIRE guidelines are described in detail on the SQUIRE website. In general, the manuscript should still follow the usual structure (Introduction, Method, Results, Discussion), but the SQUIRE guidelines suggest specific areas that need to be addressed in each of these sections.
Please note that authors should carefully review their institution's guidelines around quality improvement projects. Authors should state whether they obtained IRB approval and/or formal IRB exemption after review. If not required to undergo review at their institution, the authors must state how the project described in their submission met criteria for not being reviewed by their institution's IRB.
Guidelines for quality improvement reports can be found in Schurman, J. V., Gayes, L. A., Slosky, L., Hunter, M. E., & Pino, F. A. (2015). Publishing quality improvement work in Clinical Practice in Pediatric Psychology: The "why" and "how to." Clinical Practice in Pediatric Psychology, 3, 80.
Economic Evaluation Work
In efforts to improve the "patient experience of care" and "health of populations" while "reducing the per capita cost of health care", the U.S. health care system is increasingly shifting towards alternative payment models which incentivize a collaborative and integrated approach to care within a fixed budget (Institute for Healthcare Improvement, 2016). The continued growth of pediatric psychology in the context of these changes will likely require efforts to demonstrate the role of behavioral and psychosocial interventions in improving health outcomes while minimizing or reducing health care costs (Rozensky & Janicke, 2012).
Consistent with our mission to address issues such as "funding/reimbursement patterns and…cost-effectiveness", Clinical Practice in Pediatric Psychology seeks to provide a platform for disseminating clinical and research efforts related to the economic evaluation of clinical services provided and/or developed by pediatric psychologists.
Manuscripts reporting on economic evaluations should be prepared in accordance with the Consolidated Health Economic Evaluation Reporting Standards (CHEERS; Husereau et al., 2013) which can be located on the International Society for Pharmacoeconomics and Outcomes Research (ISPOR) website.
Topical reviews focus on hot topics/emerging new issues in pediatric psychology. These reviews might include a summary of a hot topic, identify areas of controversy, highlight innovative models of care, or provide a relevant summary of current health care changes and how they affect real world practice.
Topical reviews should not exceed a total of 12 pages, inclusive of all parts of the manuscript, including the cover page, abstract, text, references, tables and figures.
Authors are encouraged to utilize focused, representative (versus comprehensive) references. Authors may consider utilizing online links for supplementary materials.
Systematic reviews and meta-analyses should focus on clinically relevant topics. Authors are required to attach the PRISMA checklist and flow diagram as supplementary material for each submission. This checklist and flow diagram can be downloaded from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) website.
Given Clinical Practice in Pediatric Psychology's focus on clinical applications, authors must take an additional step and clearly state the clinical implications resulting from the review or meta-analysis, e.g., how does the paper impact current clinical care occurring in real world settings?
Systematic reviews/meta-analyses should not exceed a total of 30 pages, inclusive of all parts of the manuscript, including the cover page, abstract, text, references, tables and figures. Authors may consider utilizing online links for supplementary materials.
Commentaries are opinion pieces consisting of a main point and supporting discussion. Commentaries may pertain to a specific article and be published concurrently, with the goal of encouraging broader discussion of a specific topic. Commentaries also may address general issues or controversies in the field of pediatric psychology.
Commentaries are by invitation only. Authors who wish to propose a commentary must email a proposal letter and formal academic outline of the manuscript (i.e., introduction, thesis statement, supporting ideas, and conclusion), to the current editor for consideration. Commentaries submitted without prior invitation will be returned to the author without review.
Call for Papers
- Call for Papers: Ethics and Pediatric Psychology
- Call for Papers: Global Reach of Pediatric Psychology
Manuscript Preparation: General Instructions
Prepare manuscripts according to the Publication Manual of the American Psychological Association (6th edition). Manuscripts may be copyedited for bias-free language (see Chapter 3 of the Publication Manual).
Review APA's Checklist for Manuscript Submission before submitting your article.
Clinical relevance of the research should be specifically and thoughtfully addressed in submitted manuscripts. A special section on clinical implications can be included, but is not required; instead, authors should integrate implications for practice, as appropriate, into all relevant areas of manuscripts to be submitted.
Length of Manuscripts
The page limit for all full-length manuscripts is 25 pages except where otherwise noted. The page limit is inclusive of all parts of the manuscript, including the cover page, abstract, text, references, tables and figures.
Please note that the page limit for Brief Reports, Case Reports, and Topical Reviews is 12 pages.
The page limit for Systematic Reviews/Meta-analyses is 30 pages.
Submissions that exceed the page limits will be returned to the author for shortening prior to the initiation of peer review.
Authors may request consideration of longer papers, in advance of submission, when there is clear justification for additional length (e.g., the paper reports on two or more studies or has an unusual or complex methodology).
If possible, excess material should be placed in an online supplement rather than in the manuscript (see Supplementing Your Article With Online Material).
All manuscripts should be double-spaced, with margins of at least 1 inch on all sides and a standard font (e.g., Times New Roman) of 12 points.
Please note the references and tables should be double-spaced, in addition to the manuscript itself.
Other formatting instructions, as well as instructions on preparing tables, figures, references, metrics, and abstracts, appear in the Manual. Additional guidance on APA Style is available on the APA Style website.
Below are additional instructions regarding the preparation of display equations, computer code, and tables.
We strongly encourage you to use MathType (third-party software) or Equation Editor 3.0 (built into pre-2007 versions of Word) to construct your equations, rather than the equation support that is built into Word 2007 and Word 2010. Equations composed with the built-in Word 2007/Word 2010 equation support are converted to low-resolution graphics when they enter the production process and must be rekeyed by the typesetter, which may introduce errors.
To construct your equations with MathType or Equation Editor 3.0:
- Go to the Text section of the Insert tab and select Object.
- Select MathType or Equation Editor 3.0 in the drop-down menu.
If you have an equation that has already been produced using Microsoft Word 2007 or 2010 and you have access to the full version of MathType 6.5 or later, you can convert this equation to MathType by clicking on MathType Insert Equation. Copy the equation from Microsoft Word and paste it into the MathType box. Verify that your equation is correct, click File, and then click Update. Your equation has now been inserted into your Word file as a MathType Equation.
Use Equation Editor 3.0 or MathType only for equations or for formulas that cannot be produced as Word text using the Times or Symbol font.
Because altering computer code in any way (e.g., indents, line spacing, line breaks, page breaks) during the typesetting process could alter its meaning, we treat computer code differently from the rest of your article in our production process. To that end, we request separate files for computer code.
In Online Supplemental Material
We request that runnable source code be included as supplemental material to the article. For more information, visit Supplementing Your Article With Online Material.
In the Text of the Article
If you would like to include code in the text of your published manuscript, please submit a separate file with your code exactly as you want it to appear, using Courier New font with a type size of 8 points. We will make an image of each segment of code in your article that exceeds 40 characters in length. (Shorter snippets of code that appear in text will be typeset in Courier New and run in with the rest of the text.) If an appendix contains a mix of code and explanatory text, please submit a file that contains the entire appendix, with the code keyed in 8-point Courier New.
Use Word's Insert Table function when you create tables. Using spaces or tabs in your table will create problems when the table is typeset and may result in errors. Please note that tables should be double-spaced, with margins of at least 1 inch on all sides and a standard font (e.g., Times New Roman) of 12 points.
Submitting Supplemental Materials
APA can place supplemental materials online, available via the published article in the PsycARTICLES® database. Please see Supplementing Your Article With Online Material for more details.
Abstract and Keywords
All manuscripts must include an abstract containing a maximum of 250 words typed on a separate page.
The abstract generally should include the following parts:
- Objective (brief statement of the purpose/rationale of the study);
- Methods (summary of the participants, design, measures, and procedure);
- Results (the primary findings of this work); and
- Conclusions (statement of clinical implications of these data).
After the abstract, please supply up to five keywords or brief phrases that will help to identify your manuscript during relevant searches.
List references in alphabetical order. Each listed reference should be cited in text, and each text citation should be listed in the References section.
Examples of basic reference formats:
- Journal Article:
Hughes, G., Desantis, A., & Waszak, F. (2013). Mechanisms of intentional binding and sensory attenuation: The role of temporal prediction, temporal control, identity prediction, and motor prediction. Psychological Bulletin, 139, 133–151. http://dx.doi.org/10.1037/a0028566
- Authored Book:
Rogers, T. T., & McClelland, J. L. (2004). Semantic cognition: A parallel distributed processing approach. Cambridge, MA: MIT Press.
- Chapter in an Edited Book:
Gill, M. J., & Sypher, B. D. (2009). Workplace incivility and organizational trust. In P. Lutgen-Sandvik & B. D. Sypher (Eds.), Destructive organizational communication: Processes, consequences, and constructive ways of organizing (pp. 53–73). New York, NY: Taylor & Francis.
Please note that references should be double-spaced, with margins of at least 1 inch on all sides and a standard font (e.g., Times New Roman) of 12 points.
Graphics files are welcome if supplied as Tiff or EPS files. Multipanel figures (i.e., figures with parts labeled a, b, c, d, etc.) should be assembled into one file.
The minimum line weight for line art is 0.5 point for optimal printing.
For more information about acceptable resolutions, fonts, sizing, and other figure issues, please see the general guidelines.
When possible, please place symbol legends below the figure instead of to the side.
APA offers authors the option to publish their figures online in color without the costs associated with print publication of color figures.
The same caption will appear on both the online (color) and print (black and white) versions. To ensure that the figure can be understood in both formats, authors should add alternative wording (e.g., "the red (dark gray) bars represent") as needed.
For authors who prefer their figures to be published in color both in print and online, original color figures can be printed in color at the editor's and publisher's discretion provided the author agrees to pay:
- $900 for one figure
- An additional $600 for the second figure
- An additional $450 for each subsequent figure
Authors of accepted papers must obtain and provide to the editor on final acceptance all necessary permissions to reproduce in print and electronic form any copyrighted work, including test materials (or portions thereof), photographs, and other graphic images (including those used as stimuli in experiments).
On advice of counsel, APA may decline to publish any image whose copyright status is unknown.
APA policy prohibits an author from submitting the same manuscript for concurrent consideration by two or more publications.
APA requires authors to reveal any possible conflict of interest in the conduct and reporting of research (e.g., financial interests in a test or procedure, funding by pharmaceutical companies for drug research).
Authors of accepted manuscripts are required to transfer the copyright to APA.
- For manuscripts not funded by the Wellcome Trust or the Research Councils UK
Publication Rights (Copyright Transfer) Form (PDF, 83KB)
- For manuscripts funded by the Wellcome Trust or the Research Councils UK
Wellcome Trust or Research Councils UK Publication Rights Form (PDF, 34KB)
It is a violation of APA Ethical Principles to publish "as original data, data that have been previously published" (Standard 8.13).
In addition, APA Ethical Principles specify that "after research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release" (Standard 8.14).
APA expects authors to adhere to these standards. Specifically, APA expects authors to have their data available throughout the editorial review process and for at least 5 years after the date of publication.
Authors are required to state in writing that they have complied with APA ethical standards in the treatment of their sample, human or animal, or to describe the details of treatment.
The APA Ethics Office provides the full Ethical Principles of Psychologists and Code of Conduct electronically on its website in HTML, PDF, and Word format. You may also request a copy by emailing or calling the APA Ethics Office (202-336-5930). You may also read "Ethical Principles," December 1992, American Psychologist, Vol. 47, pp. 1597–1611.
- Spotlight on Pediatric Psychology Special Interest Groups
Special issue of the APA journal Clinical Practice in Pediatric Psychology, Vol. 5, No. 1, March 2017. Includes articles about training issues, clinical research efforts, and special topics with clear and immediate clinical relevance.
- Sleep in Pediatric and Developmental Conditions
Special issue of the APA journal Clinical Practice in Pediatric Psychology, Vol. 4, No. 2, June 2016. Includes articles about sleep problems in and interventions for children with autism, attention-deficit/hyperactivity disorder, disruptive behavior problems, and chronic illness, as well as sleep clinic evaluation and ethical considerations.
- Best Training Practices in Pediatric Psychology
Special issue of the APA journal Clinical Practice in Pediatric Psychology, Vol. 3, No. 3, September 2015. Articles highlight a range of best practices in pediatric psychology training at the doctoral, internship, and postdoctoral levels, as well as a motivational interviewing module, postdoctoral fellowship training, and diversity training at different levels of education.
- Real-World Applications of Evidence-Based Interventions in Pediatric Psychology
Special issue of the APA journal Clinical Practice in Pediatric Psychology, Vol. 2, No. 3, September 2014. Topics include interventions focused on treating chronic pain, needle pain, encopresis, sleep problems, neurocognitive conditions, obesity, and feeding disorders in children, as well as evidence-based clinical and preventive activities in health promotion, injury prevention, parent-family based interventions, and adherence.
- Authors and Reviewers Resource Center
Here you'll find guidelines for submitting proposals, calls for papers, tips for preparing manuscripts, APA policies, and more