Journal Guide

The Journal of Educational & Psychological Consultation (JEPC) provides a forum for improving the scientific understanding of consultation and for describing practical strategies to increase the effectiveness and efficiency of consultation services. Consultation is broadly defined as a process that facilitates problem solving for individuals, groups, and organizations. JEPC publishes articles and special thematic issues that describe formal research, evaluate practice, examine the program implementation process, review relevant literature, investigate systems change, discuss salient issues, and carefully document the translation of theory into practice. Examples of topics of interest include individual, group, and organizational consultation; collaboration; community-school-family partnerships; consultation training; educational reform; ethics and professional issues; health promotion; personnel preparation; preferral interventions; prevention; program planning, implementation, and evaluation; school to work transitions; services coordination; systems change; and teaming. Of interest are manuscripts that address consultation issues relevant to clients of all age groups, from infancy to adulthood. Manuscripts that investigate and examine how culture, language, gender, race, ethnicity, religion, and exceptionality influence the process, content, and outcome of consultation are encouraged. In addition to publishing research and theoretical articles, JEPC publishes three special columns, The Book and Material Reviews Column, The Consultant' Corner, and The Diversity Column. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The peer-reviewed Journal of Phenomenological Psychology publishes articles that advance the discipline of psychology from the perspective of the Continental phenomenology movement. Within that tradition, phenomenology is understood in the broadest possible sense including its transcendental, existential, hermeneutic, and narrative strands and is not meant to convey the thought of any one individual. Articles advance the discipline of psychology by applying phenomenology to enhance the field’s philosophical foundations, critical reflection, theoretical development, research methodologies, empirical research, and applications in such areas as clinical, educational, and organizational psychology. The Journal of Phenomenological Psychology was founded in 1970 and has consistently demonstrated the relevance of phenomenology for psychology in areas involving qualitative research methods, the entire range of psychological subject matters, and theoretical approaches such as the psychoanalytic, cognitive, biological, behavioral, humanistic, and psychometric. The overall aim is to further the psychological understanding of the human person in relation to self, world, others, and time. Because the potential of Continental phenomenology for enhancing psychology is vast and the field is still developing, innovative and creative applications or phenomenological approaches to psychological problems are especially welcome. .

The Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal principally devoted to reports of original, empirical or theoretical studies in reading and related fields, and to informed reviews of relevant literature. The Journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. The Journal encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology. The Journal also includes brief research notes, notices of conferences (including calls for papers), and reviews of books. The Journal of Research in Reading is published for the United Kingdom Literacy Association. An institutional subscription to Journal of Research in Reading includes 3 issues of Literacy also from UKLA.

The Journal of the History of the Behavioral Sciences is a quarterly, peer-reviewed, international journal devoted to the scientific, technical, institutional, and cultural history of the social and behavioral sciences. The journal publishes research articles, book reviews, and news and notes that cover the development of the core disciplines of psychology, anthropology, sociology, psychiatry and psychoanalysis, economics, linguistics, communications, political science, and the neurosciences. The journal also welcomes papers and book reviews in related fields, particularly the history of science and medicine, historical theory, and historiography.

The articles in Measurement and Evaluation in Counseling and Development (MEC) range from theoretical and other problems of the measurement specialist to those directed to the administrator, the counselor, or the personnel worker--in schools and colleges, public and private agencies, business, industry, and government. All articles clearly describe implications for the counseling field and for practitioners in assessment, measurement, and evaluation.

Neuroethics is a forum for interdisciplinary studies in neuroethics and related issues in the sciences of the mind. The focus is on ethical issues posed by new technologies developed via neuroscience, such as psycho-pharmaceuticals and other ways of intervening in the mind; the practice of neuroscience itself, including problems posed by incidental findings in imaging work on research subjects; regulation of neuroscientific technologies, and ways in which the sciences of the mind illuminate traditional moral and philosophical problems, such as the nature of free will and moral responsibility, self-deception, weakness of the will and the nature of personhood. This important publication covers the dual areas of neuroethics: the ethics of neuroscience and the neuroscience of ethics. It offers comprehensive bibliographies, reviews of significant literature, information on activities including partial proceedings of selected meetings, and an opinions section for reader commentaries.