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The Educational and Developmental Psychologist Editorials
In this issue, the focus of psychological issues in schools is the predominant feature. There are six articles covering various themes that are designed to enhance practice and research knowledge in educational and developmental psychology. The journal is attempting to regularly increase the number of articles per issue from five to at least six, and this is the second issue in a row where this has been achieved. There has been an increase in submissions to the journal, but the quality of the articles that are accepted for publication still remains very high.
Over the past fews years it has been pleasing to notice an increase in the quality and diversity of submissions to this journal. It is anticipated that this upward trajectory will remain in place over the next few years, thus ensuring that the journal continues to be useful to both practitioners and those in the academic field. In this issue there is an interesting array of articles across the spectrum of research and practice in psychology. In the first article, Gunasekera and colleagues present a very topical study on how African students, who aremostly new migrants to Australia, transition to mainstream schooling. The article highlights many of the psychological issues that relate to social conformity in a new culture, and suggests methods for supporting these students to gain successful outcomes. It would be expected that this would go some way to alleviating some social difficulties that can arise when transitioning to a new culture.
The endorsed area of Educational and Developmental Psychology is a division of psychology in Australia that continues to transcend many specialisms in the field. Practitioners in this important area of practice, work in diverse fields such as health, disability, schools and geropsychology, to name but a few. The College is fortunate to cater for such an eclectic group of practitioners with a broad base of psychological practice.