Continuity and Change in Role Definitions and Training Models of School Psychologists in Israel

Hili Kohavi, Alona D. Roded, Amiram Raviv

Research output: Contribution to journalArticlepeer-review


In accordance with one of the major challenges of psychology research and practice worldwide, school psychology in Israel has setas its aim the promotion of the emotional well-being of students. These aims are achieved through psychological evaluation and intervention, at the systemic and individual-student level. School psychology emerged in Israel in the 1930s, as a relatively narrow field, focused mainly on the placement of students in special education settings. Over the decades, major changes occurred in Israeli society, including waves of immigration, coping with security situations and additional socio-political challenges. In light of these transformations, the discipline grew and broadened, encompassing additional areas of professional practice. The training of school psychologists evolved in relation to these processes. From unsystematic training procedures, mostly embedded in child-clinical psychology and relying on on-the-job training, to a well-established system of graduate school programs producing dozens of school psychologists every year. Academic pre-service training is followed by a post-graduate internship in the public-school system. The developments in the field of school psychology brought about a host of challenges and dilemmas. These issues are discussed in relation to the broad aim of school psychology in Israel: the promotion of the emotional well-being of all students.

Original languageEnglish
Pages (from-to)545-567
Number of pages23
JournalJournal of Psychology: Interdisciplinary and Applied
Issue number8
StatePublished - 16 Nov 2020


  • International school psychology
  • community psychology
  • mental health promotion
  • prevention
  • training models


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