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.
Clinical Practice in Pediatric Psychology® is a registered trademark of American Psychological Association
Editorial Board


Jennifer Verril Schurman, PhD, ABPP
Children's Mercy Kansas City & The University of Missouri–Kansas City School of Medicine

Associate Editors

Elizabeth McQuaid, PhD, ABPP
Brown University

Meghan McAuliffe Lines, PhD
Nemours/Alfred I. duPont Hospital for Children & Sidney Kimmel Medical College of Thomas Jefferson University

Ethics Special Section Editor

W. Hobart Davies, PhD (outgoing)
University of Wisconsin-Milwaukee

Victoria A. Miller, PhD (incoming)
Children's Hospital of Philadelphia and Perelman School of Medicine, University of Pennsylvania

Editorial Board

Anthony Alioto, PhD, BCB
Nemours/Alfred I. duPont Hospital for Children

Kari Baber, PhD
Children's Hospital of Philadelphia

Johanna L. Carpenter, PhD
Nemours/Alfred I. duPont Hospital for Children & Sidney Kimmel Medical College of Thomas Jefferson University

Edward R. Christophersen, PhD, ABPP, FAAP (Hon)
Children's Mercy Kansas City

Jennifer L. Curran, PhD
Eastern Maine Medical Center

Danita I. Czyzewski, PhD
Baylor College of Medicine & Texas Children's Hospital

Lynnda M. Dahlquist, PhD
University of Maryland, Baltimore County

Ann M. Davis, PhD, MPH, ABPP
University of Kansas Medical Center

Robert M. Dempster, PhD
Nationwide Children's Hospital & The Ohio State University

Laura M. Dewey, PhD
Nemours/Alfred I. duPont Hospital for Children

Meredith L. Dreyer Gillette, PhD
Children's Mercy Kansas City

John C. Duby, MD
Akron Children's Hospital

Christina L. Duncan, PhD
West Virginia University

Michelle M. Ernst, PhD
Cincinnati Children's Hospital Medical Center

Joseph H. Evans, PhD
University of Nebraska Medical Center

Karla K. Fehr, PhD
Southern Illinois University

Shanna M. Guilfoyle, PhD
Cincinnati Children's Hospital Medical

Cheyenne Hughes-Reid, PhD
Nemours/Alfred I. duPont Hospital for Children

Nicole A. Kahhan, PhD
Nemours Children's Specialty Care

Celia Lescano, PhD, MS
University of South Florida

Sarah A. Long, PhD
Gundersen Health System

Colleen Taylor Lukens, PhD
Children's Hospital of Philadelphia

Michele H. Maddux, PhD
Children's Mercy Kansas City

Mary Ann McCabe, PhD, ABPP
George Washington University School of Medicine

Avani C. Modi, PhD
Cincinnati Children's Hospital Medical Center

April E. Nesin, PhD
Austin Hatcher Foundation for Pediatric Cancer

Britt A. Nielsen, PsyD, ABPP
MetroHealth Medical Center & Case Western Reserve University

Tonya M. Palermo, PhD
Seattle Children's Research Institute & University of Washington

Anna Maria Patiño-Fernandez, PhD
Independent Practice

Jennifer Shroff Pendley, PhD
Nemours/Alfred I. duPont Hospital for Children

Wendy Plante, PhD
Rhode Island Hospital & Alpert Medical School

Hannah-Lise Schofield, PhD, ABPP-CN
Children's Hospital of Philadelphia

David D. Schwartz , PhD, ABPP-CH
Baylor College of Medicine & Texas Children's Hospital

William G. Sharp, PhD
Emory University

Laura E. Simons, PhD
Stanford University

Erica D. Sood, PhD
Nemours/Alfred I. duPont Hospital for Children

Terry Stancin, PhD, MA, ABPP
MetroHealth Medical Center & Case Western Reserve University

Wendy E. Sulc, PhD
LifeBridge Health System, Sinai Hospital of Baltimore

Amanda L. Thompson, PhD
Children's National Health System

William Douglas Tynan, PhD, ABPP
American Psychological Association

Jessica Marie Valenzuela, PhD
Nova Southeastern University

Karen A. Wohlheiter, PhD
Nemours/Alfred I. duPont Hospital for Children

Abstracting & Indexing

Abstracting and indexing services providing coverage of Clinical Practice in Pediatric Psychology®

  • OCLC
  • PsycINFO
Manuscript Submission

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.

Submit Manuscript

For all inquiries, please contact the Editor:
Jennifer Verrill Schurman
The Children's Mercy Hospital, Kansas City, MO

Clinical Practice in Pediatric Psychology® is now using a software system to screen submitted content for similarity with other published content.

The system compares each submitted manuscript against a database of 25+ million scholarly publications, as well as content appearing on the open web.

This allows APA to check submissions for potential overlap with material previously published in scholarly journals (e.g., lifted or republished material).

A similarity report will be generated by the system and provided to the Clinical Practice in Pediatric Psychology editorial office for review immediately upon submission. Authors will receive feedback regarding any concerns noted during the similarity check.

Peer Review Policy

Submissions are first evaluated by the Editor-in-Chief. A submitted manuscript may be rejected without detailed comments after this initial review if the manuscript is considered inappropriate or of insufficient scientific priority for publication in the Clinical Practice in Pediatric Psychology.

After initial review by the Editor, the manuscript may be assigned to an Associate Editor. It is either the Editor or one of the Associate Editors who selects and sends the manuscript to three reviewers for critical evaluation. Clinical Practice in Pediatric Psychology uses a double-blind peer review system. Manuscripts are blinded such that authors are unknown to the assigned reviewers and, in turn, all reviewers remain unknown to the authors. Every manuscript is treated by the Editors and reviewers as privileged information, and they are instructed to exclude themselves from review of any manuscript that might involve a conflict of interest or the appearance thereof.

Comments from reviewers are examined by the Editor or Associate Editor assigned, who then corresponds with the author and makes the final decision on acceptance or rejection of the manuscript. Rebuttals should be addressed to the Editor-in-Chief.

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
  • Intervention 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

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 Studies

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.

Intervention Studies

Intervention studies (e.g., randomized controlled studies, non-randomized trials, pilot studies focused on feasibility/acceptability assessment) focused on clinically relevant topics are strongly encouraged. These may include studies of a newly developed or evolving clinical intervention, an adaptation of an existing evidence-based intervention to the clinical setting, or other types of program evaluation and implementation work.

Authors are encouraged to consult the CONSORT guidelines for randomized clinical trials (RCTs) or the TREND guidelines for non-randomized trials as appropriate to the type of work being submitted. For all intervention trials, a figure outlining the flow of participants through the study (e.g., enrollment, allocation, intervention exposure, etc.) is required.

Qualitative Studies

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

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/Meta-analyses

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.

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 Journal Manuscript Preparation Guidelines 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).

Academic Writing and English Language Editing Services

Manuscripts submitted to Clinical Practice in Pediatric Psychology may be returned or rejected without peer review if language issues are deemed sufficient to interfere with comprehension of the content.

Authors who feel that their manuscript may benefit from additional academic writing or language editing support prior to submission are encouraged to seek out such services at their host institutions, engage with colleagues and subject matter experts, and/or consider several vendors that offer discounts to APA authors.

Please note that APA does not endorse or take responsibility for the service providers listed. It is strictly a referral service.

Use of such service is not mandatory for publication in an APA journal. Use of one or more of these services does not guarantee selection for peer review, manuscript acceptance, or preference for publication in any APA journal.

Manuscript Formatting

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.

Title page

The manuscript's title should be no more than 12 words and should not state an assertion or conclusion. If the paper reports a randomized clinical trial or a meta-analysis, this should be indicated in the title.

The title page should list the names of all authors and their institutional affiliations at the time the research was conducted. If an author's institution has changed since then, provide the current affiliation in an Author Note on the title page.

The author note should also include, when applicable:

  • school- or department-level affiliations
  • funding sources, financial disclosures, and disclaimers (please indicate if no outside funding was received)
  • acknowledgments
  • related presentations
  • corresponding author's contact information

Abstract and Keywords

All manuscripts must include a structured 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)
  • Conclusions (statement of clinical implications of these data)

After the abstract, but on the same page, please supply:

  • Up to five keywords or brief phrases that will help to identify your manuscript during relevant searches
  • If applicable, provide trial or protocol registration information on the line following the keywords; for example:
    • TRIAL REGISTRATION: identifier: NCT987654321

Implications for Impact Statement

As part of article revisions, authors will be asked to submit a short statement of 1–3 sentences written in plain English for the educated public. This text should summarize the article's findings and why they are important pediatric psychology, and should appear after the abstract.

For a clinical practice journal like Clinical Practice in Pediatric Psychology, a critical factor is ensuring that information reaches the psychologists, health care professionals, administrators, and legislators who could use it.

This new article feature packages research findings for easier distribution. It also allows authors greater control over how their work will be interpreted by and impact key audiences globally and locally who are interested in the physical health and psychological well-being of children — practitioners, policy makers, news media, and members of the public.

Please refer to the Guidance for Translational Abstracts and Public Significance Statements to help you write this text.

Institutional Review Board Statement and Informed Consent

Reports of research involving human participants must provide information about Institutional Review Board oversight, including the name(s) of the approving institution(s), or an explanation of why the study was exempt. Informed consent and assent procedures should also be described.


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.
  • 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


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.

Display Equations

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.

Computer Code

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.

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.


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.

Publication Policies

APA policy prohibits an author from submitting the same manuscript for concurrent consideration by two or more publications.

See also APA Journals® Internet Posting Guidelines.

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.

Ethical Principles

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.

Other Information

Visit the Journals Publishing Resource Center for more resources for writing, reviewing, and editing articles for publishing in APA journals.

Special Issues
  • Building the Economic Evidence Base for Pediatric Psychology Services

    Special issue of the APA journal Clinical Practice in Pediatric Psychology, Vol. 6, No. 2, June 2018. The articles highlight efforts to build the economic evidence base in support of pediatric psychology services and provide training and education to encourage future study by the pediatric psychology workforce.

  • Using Qualitative Research Methods to Improve Clinical Care

    Special issue of the APA journal Clinical Practice in Pediatric Psychology, Vol. 5, No. 4, December 2017. The articles discuss use of qualitative methods and cover a range of pediatric conditions, medical care settings, and clinical issues.

  • 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.