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Abstract
The Journal of Educational and Psychological Consultation (JEPC) is beginning its second quarter century of publication. Given the challenges education faced in 1990, when the journal began publishing, and the evolving challenges of 2015, it became important to answer two questions: (1) Has JEPC successfully contributed to the facilitation of service delivery leading to improved outcomes? (2) What major challenges should JEPC consider—in an era of diminishing school budgets, professional autonomy, and social safety nets—to ensure that it can help to meet the needs of struggling learners, their fellow students, and the people and organizations who work on their behalf? To help answer these questions, this article discusses JEPC's contributions to consultation, current and future challenges, and possible directions for meeting the current and future needs of struggling learners, their peers, and all other stakeholders to which JEPC has dedicated itself.
Additional information
Notes on contributors
Stephen D. Truscott
Stephen D. Truscott, PsyD, is a former Editor of the Journal of Educational and Psychological Consultation (2008 to 2013). He is an Associate Professor and Coordinator of the School Psychology PhD Program at Georgia State University (GSU). He is an associated faculty member with the Center for Leadership in Disability in the School of Public Health at GSU and teaches the Georgia Leadership Education in Neurodevelopmental Disabilities (GaLEND) Leadership Seminar.
Emilia Lopez
Emilia Lopez, PhD, is a former Editor of the Journal of Educational and Psychological Consultation (2002 to 2007) and is a Professor in the Graduate Program in School Psychology at Queens College of CUNY, where she also directs Bilingual and Multicultural Specializations. Emilia is strongly involved in educating and training school psychologists to develop and hone culturally responsive practices.
Marian C. Fish
Marian C. Fish, PhD, is a former Associate Editor of the Journal of Educational and Psychological Consultation (1990 to 1995) and former member of its editorial board. She is Professor and Coordinator of the Graduate Program in School Psychology at Queens College of CUNY. Her research and publications use an ecological perspective and focus on classroom and school environments, family and school relationships, and equity issues in schools.
Howard Margolis
Howard Margolis, EdD, is the founding Editor of the Journal of Educational and Psychological Consultation (1990 to 1995) as well as a former Associate Editor (1996 to 2001). Howard is Editor Emeritus of the Reading & Writing Quarterly: Overcoming Learning Difficulties and Professor Emeritus of Reading Disabilities & Special Education at Queens College of CUNY. He maintains a consulting practice in reading disabilities and special education in south New Jersey, near Philadelphia.
Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.