Editorial
I took over my office as Editor of the European Psychologist (EP) in January 2004, and in December 2004 I delivered my first report to the European Federation of Psychologists' Associations (EFPA) that houses our journal as its official organ. As I embark on my second year as Editor, and as this issue coincides with the 9th European Congress of Psychology (an important event in the EFPA calendar) to be held in Granada in July this year, I thought it appropriate that I provide our readership with a brief overview of the progress the journal has made and set out some ideas for future developments.
First of all, I should like to thank my Associate Editor colleagues and the members of the Editorial Board for their energy and support in this initial phase of my editorship. They have variously acted as reviewers, guest editors of special sections, solicited submissions, and have sometimes even submitted their own work for consideration! You might also like to know that the Editor of the American Psychologist is one of our Associate Editors and that I am serving in the same role with the American Psychologist.
We have been receiving an increasing number of manuscripts from throughout Europe and all other major regions of the world, and a new wave is expected to arrive following the European Congress of Psychology. Although this has meant an increased work load for the editorial office, the good news for potential authors is that the lead time (between original submissions and first editorial decision) has remained short, almost exactly 2 months. Bear in mind that this time includes a thorough review by a minimum of two reviewers, who often sit in different regions of the world. All this is possible due to an up-to-date system of online manuscript submission and manuscript handling that is accessed via the Journal's webpage ( www.hhpub.com/journals/ep/index.html) - see “Online Manuscript Submission” under “Information.” Amongst many other functions, this software enables the electronic submission of manuscripts, abstracts, and reviews, automatically generates standard letters and sends reminders to reviewers, and generally speeds up the entire process of scholarly publication. This is supported by a first-rate copy editing service offered by our publishers, Hogrefe & Huber, and I am sure readers find the format and style of the Journal appealing. The most visible part of the European Psychologist is of course the scientific papers and reports, but similar to other large learned societies in psychology, as the official organ of EFPA we also have a News section offering information on different aspects of psychology in Europe and on forthcoming events.
The European Psychologist is currently published four times a year and is available in both printed form and as electronic fulltext available online at www.hhpub.com/journals/ep/ (see psyJOURNALS online access link) and via PsychARTICLES at www.psycontent.com/index.html.en. We have about 850 direct subscriptions, approximately 3000 on-line institutional licenses via PsychARTICLES and PsychJOURNALS, and just over 11000 individual online licenses through the same media. Thus, by utilizing modern communication means rather than by relying solely on the traditional and costly system of library subscriptions, the journal's level of accessibility is extensive, with published articles guaranteed exposure to a very wide audience indeed.
The most important side of a scientific journal is of course its content, and here I feel proud of what we have already achieved. As noted in my first Editorial, we wanted to introduce a new type of contribution in which an eminent researcher, after years of research, identifies an innovative field of application. In an ideal situation, the results of the latter will have an impact on social policies and theoretical reasoning alike. When publishing such a piece we also wanted it to be accompanied by peer commentaries. The reason behind this was not just to offer a more balanced perspective on the subject under discussion (although that is, of course, important), but also to make the journal more interactive (something I am keen on strengthening further). I think a wonderful example of just such a contribution is the paper by Lea Pulkkinen (2004) on the Jyväskylä Longitudinal Study on Social Development and its impetus for school reform in Finland. Prospective data from the age of 8 to the age of 42 have demonstrated the relevance of early prosocial development for long-term adjustment and lead to the conclusion that fostering such development through an integrated school day will help to prevent maladaptation. The peer commentaries by Asendorpf (2004) and Rose (2004) revealed how excellent research, a visionary personality, and a political system willing to change came together.
Another contribution that links theory to practice is the evaluation by Fernández-Ballesteros and Caprara (2005) of their multimedia program Vital Aging-M, which is based on the theoretical model, Vivir con Vitalidad(R), conducted through the Autonoma University of Madrid from 1996 to 2003. The program, as the accompanying commentaries (Almeida, 2005; Kruse, 2005) point out, is based on previous empirical findings showing that optimal aging is more than simply the absence of physical disease or disability, and it sets out to provide knowledge and personal strategies that promote optimal aging.
We also wanted to have leaders in the field present their views on topics that are attractive scientifically as well as in the more ordinary sense of enriching cultural life and understanding of the human condition. Sternberg's (2004) paper on the reasons why smart people can be foolish is a case in point, and the peer commentary by Sjöberg (2004) gave rise to an exchange that further clarified the issue - wisdom is the antidote to foolishness and, as rare as wisdom might be, it is a standard that should be aspired to. Implications concerning world conflicts spring immediately to mind.
In order to present a more comprehensive view on a topic of interest, from time-to-time the European Psychologist produces special sections that comprise several papers focusing on a single broader issue. Such special sections are typically overseen by one or more action editors, and during the last year we had a section on “Motivation in Real-Life, Dynamic, and Interactive Learning Environments” edited by Sanna Järvelä and Simone Volet (2004). The papers, which ranged from the methodological implications concerning student's management of goals in the natural classroom setting in a Portuguese environment (Serra de Lemos & Gonçalves, 2004) to investigating motivation in context in an Australian setting (Walker, Pressick-Kilborn, Arnold, & Sainsbury, 2004), were commented on by Winne (2004) and served to demonstrate how basic and applied research fertilize each other. Such carry-over effect is important for the mission of the European Psychologist, as will be illuminated in future special sections.
The lion's share of the journal's pages is devoted to research papers that cover a wide variety of issues with the aim of representing a general interest focus (as compared to a specialized journal) for scientifically trained and research-oriented psychologists. So we have had papers on memory (Olive, 2004), linguistic issues (Caravolas, 2004), attachment styles (Vermigli & Toni, 2004; Tolmacz, Goldzweig, & Guttman, 2004), childrearing outcomes in adulthood (Flouri, 2004), neuropsychological processes and health (Müller, Sartory, & Bender, 2004; Kirkcaldy, Furnham, & Siefen, 2004). Other papers have had a stronger application orientation, such as vocational testing (Higuera & Riera, 2004), substance abuse (Orzeck & Rokach, 2004), and emigration (Frieze et al., 2004).
The subject of professional ethics in a cross-national perspective was raised in a paper by Pettifor (2004) and accompanied by peer commentaries (Blickle, 2004; Fisher, 2004). Pettifor's argument centered on the need to find a balance between human rights, professional codes of ethics, and cultural values, while both commentators raised practical issues of the various functions of a code of ethics (inspirational, educational, enforceable).
Also related to the needs of psychology as a profession, the papers by Ingrid Lunt (2005), Dave Bartram and Robert Roe (2005), and Ype Poortinga (2005) examine the quest for a European-wide recognized qualification standard in psychology, namely, a European Diploma of Psychology, and the practical issues and difficulties involved, such as finding a balance between individual interests of practicing psychologists and standards of professional quality (Poortinga, 2005). Lunt's (2005) very informative paper reflects on the implications of the “Bologna Process” in the development of a European-wide qualification, while the paper by Bartram and Roe considers the competencies a psychologist should possess, how such competencies can be assessed, and whether these competencies hold true for all areas of practice within professional psychology. The different perspectives presented by these three papers are rounded into a general discussion of the approaches to the development of a European-wide diploma in psychology by the commentaries by Fisch (2005) and Frederickson (2005).
On the occasion of the Granada European Congress of Psychology we will hold a Meet-the-Editor session where you can find out more about the European Psychologist and its editorial team - several of whom will be available to answer any questions you may have about publishing in general and about publishing with this journal in particular. The meeting aims to spread the word about the journal's mission and success to a broad audience, but will be of special relevance for younger investigators who are seeking to expand their publishing experience. However, there will be something of interest to all authors. We look forward to seeing as many people as possible; more information will be available in your Welcome Pack at the Congress.
If you are unable to join us in Granada but have a question you would like to put to the team, then simply send it to me via e-mail and I'll see what we can do. In any case, please remember to use the European Psychologist as an outlet for your research, and if you would like to be involved with the journal in any other way, perhaps as a reviewer, please e-mail me a short CV and your list of publications including a description of your experience as author and your particular field of expertise ([email protected]).
Rainer K. Silbereisen
Editor-in-Chief
References
(2005). Commentary on “Vital Aging-M”: Fernandez Ballesteros & Caprara (2005). European Psychologist, 10, 157– 158.
(2004). Commentary on Lea Pulkkinen's “Longitudinal study and school reform”: Tenacity and integration. European Psychologist, 9, 142– 143.
(2005). Definition and assessment of competencies in the context of the European Diploma in Psychology. European Psychologist, 10, 93– 102.
(2004). Commentary on “Professional ethics across national boundaries” by Jean L. Pettifor: Professional ethics needs a theoretical background. European Psychologist, 9, 273– 274.
(2004). Spelling development in alphabetic writing systems: A cross-linguistic perspective. European Psychologist, 9, 3– 14.
(2005). Evaluation of “Vital Aging-M.” A psychosocial program for promoting optimal aging. European Psychologist, 10, 146– 156.
(2004). Challenges in constructing a cross-national ethics code for psychologists. European Psychologist, 9, 275– 277.
(2004). Mothers' nonauthoritarian child-rearing attitudes in early childhood and children's adult values. European Psychologist, 9, 154– 162.
(2005). Mobility of psychologists in the European Union: A question of ends and means?. European Psychologist, 10, 112– 113.
(2004). Psychological differences in stayers and leavers: Emigration desires in central and eastern European university students. European Psychologist, 9, 15– 23.
(2004). Validation of a trainability test for young apprentices. European Psychologist, 9, 56– 63.
(2004). Motivation in real-life, dynamic, and interactive learning environments: Stretching constructs and methodologies. European Psychologist, 9, 193– 197.
(2004). The relationship between health efficacy, educational attainment, and well-being among 30 nations. European Psychologist, 9, 107– 119.
(2005). The implications of the “Bologna process” for the development of a European qualification in psychology. European Psychologist, 10, 86– 92.
(2004). Neuropsychological deficits and concomitant clinical symptoms in schizophrenia. European Psychologist, 9, 96– 106.
(2004). Working memory in writing: Empirical evidence from the dual-task technique. European Psychologist, 9, 32– 42.
(2004). Men who abuse drugs and their experience of loneliness. European Psychologist, 9, 163– 169.
(2004). Professional ethics across national boundaries. European Psychologist, 9, 264– 272.
(2005). Balancing individual interests and quality of the profession in the formulation of professional standards. European Psychologist, 10, 103– 109.
(2004). A longitudinal study on social development as an impetus for school reform toward an integrated school day. European Psychologist, 9, 125– 141.
(2004). Commentary on Lea Pulkkinen's “Longitudinal study and school reform”: Developmental research as impetus for school reform. European Psychologist, 9, 143– 144.
(2004). Students' management of goals in the natural classroom setting: Methodological implications. European Psychologist, 9, 198– 209.
(2004). Commentary on Robert J. Sternberg's “Why smart people can be so foolish.”. European Psychologist, 9, 151– 152.
(2004). Why smart people can be so foolish. European Psychologist, 9, 145– 150.
(2004). Attachment styles and the ideal image of a mate. European Psychologist, 9, 87– 95.
(2004). Attachment and field dependence: Individual differences in information processing. European Psychologist, 9, 43– 55.
(2004). Investigating motivation in context: Developing sociocultural perspectives. European Psychologist, 9, 245– 256.
(2004). Comments on motivation in real-life, dynamic, and interactive learning environments: Theoretical and methodological challenges when researching motivation in context. European Psychologist, 9, 257– 263.
