Journal Guide

La revue de tou(te)s les orthophonistesOrtho magazine est une revue professionnelle qui s'adresse à tou(te)s les orthophonistes, en formation ou en exercice : cabinet, hôpital, ou institution.Le reflet de la diversité des pratiques orthophoniquesOrtho magazine se situe à la croisée de la médecine, de la psychologie et de la pédagogie, et couvre tout le champ de l'orthophonie. Cette revue indépendante est ouverte à tous les courants de pensée et à toutes les pratiques orthophoniques.Une revue de référenceOrtho magazine est ouvert aux savoirs confirmés, comme aux démarches en devenir. Grâce à la curiosité et au dynamisme d'un Comité de rédaction composé de professionnels d'horizons divers, la revue est le creuset d'une réflexion professionnelle de qualité.Un outil d'information et de formation continueOrtho magazine s'appuie sur des expériences de terrain et privilégie la rencontre et l'échange, sans se départir de la rigueur éditoriale qu'exerce le Comité de rédaction.Ortho magazine suit également au plus près l'actualité socio-professionnelle et scientifique nécessaire à l'information des orthophonistes.Thèmes des dossiers traités en 2004- Le corps à claire-voix- L'enseignement de la lecture- Le paiement, comptes et décomptes- Le jeu pour grandir- Orthodontie, une rééducation de la tÊte aux pieds- Le B.A. BA du bébéThèmes des dossiers traités en 2005- Mathématiques et langage, aux frontières du sens- Dysphagie, une rééducation à investir- Du babillage aux premiers mots- La dyspraxie, 1/2- La dyspraxie, 2/2- Les groupes thérapeutiques

To publish original papers related to Psychology and related areas.

Parenting: Science and Practice is a quarterly international and interdisciplinary peer-reviewed journal that seeks to publish rigorous empirical, methodological, applied, review, theoretical, perspective, and policy pieces relevant to parenting; contributions from the humanities and biological sciences as well as the social sciences are invited. The journal also publishes notices of books and other publications or media representations relevant to a scientific approach to parenting. Departments Parenting: Science and Practice has five main departments: Inquiries about prospective submissions to any department should be addressed to the Editor (email: Marc_H_Bornstein@nih.gov). * Empirical Articles. The journal is principally committed to the publication of empirical articles. Creative, comprehensive, and clear reports that advance theory and the empirical base in the field of parenting studies are sought, and all modes of empirical research are invited: experimental, observational, ethnographic, textual, interpretive, and survey. * Reviews. Reviews of the literature may be empirically grounded or theoretical; they should be scholarly, integrative, and timely, synthesizing or evaluating an issue relevant to parenting. (Published reviews are sometimes accompanied by a small number of solicited commentaries from specialists in parenting as well as in allied fields.) * Statements. Statements provide a forum for the rapid dissemination of new hypotheses, fresh concepts, alternative methods, or emerging trends. Statements should be tightly reasoned and empirically grounded and must be cogent and succinct. Statements should not exceed 3,000 words in length. * Tutorials. Parenting publishes occasional tutorials that debut a new concept in parenting or explore the intersection of parenting with an academic specialty pertinent to parenting studies. These papers define the concept or the field, crystallize its major contributions, detail direct associations with parenting, and augur future directions of application. * Media Notices. Summaries and evaluations of books, periodicals, websites, and other media that concern themselves with parenting studies or practices will appear in the journal. Send relevant material to the Editor. Additional Features Thematic Issues Parenting: Science and Practice welcomes proposals for Thematic Issues. Thematic Issues need to have components that link together closely in some meaningful conceptual or theoretical way, and the proposer of a Thematic Issue becomes the Guest Editor. Thematic Issues may be invited or open competitions, but all submissions must be peer reviewed. Individuals interested in developing a Thematic Issue should send the Editor a brief proposal and justification. Some proposals may be more appropriate for the Monographs in Parenting series. Media Notices Parenting: Science and Practice will publish summaries and evaluations of books, periodicals, Web sites, and other media that concern themselves with parenting studies and childcare practices. Send relevant material to the Editor. Audience Parenting: Science and Practice will appeal to scholars and practitioners in psychology, human development, family science, clinical practice, social work, education, pediatrics, psychiatry, sociology, anthropology, demography, biology, and related disciplines. Articles published in Parenting: Science and Practice will be meaningful to parents and students as well as researchers. Monographs in Parenting To accompany the journal, Monographs in Parenting publishes authored or edited volumes whose central concern is parenting, caregiving, and childrearing broadly construed. Send inquiries about potential submissions to the Monographs in Parenting series to the Editor. Monographs in Parenting published to date: John G. Borkowski, Sharon Landesman Ramey, and Marie Bristol-Power. Parenting and the Child's World: Influences on Academic, Intellectual, and Social-Emotional Development (2002). Marc H. Bornstein and Robert H. Bradley. Socioeconomic Status, Parenting, and Child Development (2003). Ariel Kalil and Tome DeLeire. Family Investments in Children's Potential: Resources and Behaviors that Promote Children's Success (2004). Philip A. Cowan, Carolyn Pape Cowan, Jennifer Ablow, Vanessa Kahen Johnson, and Jeffrey R. Measelle. The Family Context of Parenting in Children's Adaptation to School (2005). Tom Luster and Lynn Okagaki. Parenting: An Ecological Perspective (2e) (2005). Marc H. Bornstein and Linda Cote. Acculturation and Parent-Child Relationships (2006). Femmie Juffer, Marian J. Bakermans-Kranenburg, and Marinus H. van Ijzendoorn. Promoting Positive Parenting: An Attachment-Based Intervention (2007). Marc H. Bornstein. Parenting: Essential Readings (in preparation). Peer Review Policy: All papers in this journal have undergone editorial screening and peer review. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Membership of the National Association for Pastoral Care in Education includes a subscription to Pastoral Care in Education. To become a member complete the membership form for 2011.Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development is directed at all teachers, professionals, researchers and academics who are concerned with the personal, social development, education and care of all pupils across the curriculum. The journal tackles important contemporary issues such as current developments in the curriculum - citizenship, health, social and moral education; managing behaviour; whole school approaches; school structures; as well as issues of care - school exclusion, bullying and emotional development. Approaches to personal/social education; pastoral care and the counselling and care of students all come within its remit.Contributions are encouraged which include analysis of existing practice, methods and programmes; critical discussions and accounts of new ideas and methods; developments and controversial issues; reports on research. The Editor also welcomes proposals for special issues.Book ReviewsAnyone who has a book they wish to review or who wishes their own publication to be reviewed should contact the Book Review Editor, Max Biddulph, via email at: Max.Biddulph@nottingham.ac.uk. A date for submitting reviews will be negotiable with the Book Review Editor. Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and NAPCE make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and NAPCE 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 NAPCE.Peer Review Policy:All articles in this journal have undergone rigorous peer review based on initial editor screening and anonymized refereeing by two anonymous referees from a panel of international scholars and researchers. The editorial board are used and other scholars who have expertise in the appropriate areas.

Pastoral Psychology is an international interdisciplinary forum for the publication of peer-reviewed original papers that discuss the work of caring for, understanding, and exploring human beings as persons, in families, in small groups, and in community. The journal brings the best of psychological, behavioral, social, and human sciences research into critical engagement with pastoral concerns (local, institutional, societal, political, international, and other). The journal thoughtfully examines and discusses pastoral care and counseling, pastoral theology, psychology of religion, and the multidimensional interface between psychology and religion/spirituality. All theoretical perspectives are welcome, including, but not limited to, psychoanalytic and other depth psychologies, experimental and empirical psychologies, humanistic psychology, transpersonal psychology, and cultural psychology. Insights from existential perspectives, gender studies, phenomenology, sociology, anthropology, and cultural studies are welcome. Theoretical contributions that have direct or indirect relevance for practice, broadly construed, are especially desirable, as our audience includes not only academics and scholars in religion and psychology, but also religious and spiritual leaders and others, such as chaplains, social workers, counselors, clinical psychologists, and psychiatrists. Pastoral Psychology welcomes scholarship and reflection from all religious and spiritual traditions. The journal publishes the timely work of recognized experts, but welcomes submissions from scholars and practitioners who are newer to their fields. In addition to research papers, the journal publishes thoughtful essays and book and film reviews.

Peabody Journal of Education (PJE) publishes quarterly symposia in the broad area of education, including but not limited to topics related to formal institutions serving students in early childhood, pre-school, primary, elementary, intermediate, secondary, post-secondary, and tertiary education. The scope of the journal includes special kinds of educational institutions, such as those providing vocational training or the schooling for students with disabilities. PJE also welcomes manuscript submissions that concentrate on informal education dynamics, those outside the immediate framework of institutions, and education matters that are important to nations outside the United States. Finally, it includes topics that are linked to the social and organizational context in which formal and informal education take place.The Editor cooperates with groups of scholars to present multifaceted, integrated expositions of important topics. A given issue of PJE may contain contributions from social scientists, historians, philosophers, attorneys, practitioners, and policymakers.Unsolicited proposals for special issues--including designation of participating scholars and an outline of articles--will be accepted for review. Additionally, the Editor cooperates with Editorial Board members to identify potential topics, Guest Editors, and contributors. PJE has the flexibility to consider publishing monographs or a series focused on particular lines of inquiry. In all cases, the Editor and the Editorial Board will ensure that each issue is carefully reviewed and its articles will comprise a high-quality contribution to understanding and practice.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Aims and Scope: Peace and Conflict: Journal of Peace Psychology welcomes scholarly manuscripts concerning peace, conflict, and their interaction at all levels of analysis, from interpersonal to community, regional, and international issues. The journal publishes empirical, theoretical, clinical, historical work, and book reviews on enduring and emerging issues that speak to the interests of researchers, practitioners, policy makers, and educators. The journal is international in scope and welcomes manuscripts from psychologists and scholars from kindred disciplines throughout the world. Peer Review Policy: All manuscripts undergo peer review that includes editorial screening and review by at least two anonymous referees. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Perceptionis a scholarly journal reporting experimental results and theoretical ideas ranging over the fields of human. animal. and machine perception. Topics covered include physiological mechanisms and clinical neurological disturbances; psychological data on pattern and object perception in animals and man; the role of experience in developing perception; skills. such as driving and flying; effects of culture on perception and aesthetics; errors. illusions. and perceptual phenomena occurring in controlled conditions. with emphasis on their theoretical significance; cognitive experiments and theories relating knowledge to perception; development of categories and generalisations; strategies for interpreting sensory patterns in terms of objects by organisms and machines; special problems associated with perception of pictures and symbols; verbal and nonverbal skills; reading; philosophical implications of experiments and theories of perception for epistemology. aesthetics. and art.

*Perceptual and Motor Skills: experimental and theoretical articles dealing with perception or motor skills, especially as affected by experience; articles on general methodology; special reviews.*Submitted manuscripts are all subject to rigorous peer review by outside experts chosen for their knowledge in the particular topic and/or general expertise in design, method, and analysis. An attempt is made to balance critical editing with specific suggestions from the peer reviewers to meet high standards.*Controversial material of scientific merit is welcomed.

Person-Centered and Experiential Psychotherapies seeks to create a dialogue among different parts of the person-centered and experiential tradition, to support, inform, and challenge each other and to stimulate their creativity and impact in a broader professional, scientific and political context. The aim of the journal is thus to encourage, and disseminate worldwide, new work on person-centered and experiential therapies, including philosophy, theory, practice, training and research. The journal will not give preference to any parts of the world, nor to any philosophical or theoretical emphases within these approaches, but will instead seek to increase our awareness and appreciation of each other's contributions, maintaining a spirit of inclusiveness to the whole person-centered and experiential field of psychotherapy and counseling.