Abstract

The professional identity of the school psychologist is still under construction, and in this regard some critical points are made. As far as training is concerned, the following are recommended: 1) an updating and a stronger link to psychological research in the curricula; 2) a better interdisciplinary dialogue with other domains of knowledge, such as neuroscience, engineering, robotics, economics; 3) a significant increase in field training, aimed at testing tools, theories and applications in real school contexts. It is also pointed out the need for professional action to be accompanied and regulated by a fine, articulate and specific statement of guidelines for ethics, designed to address the unique circumstances associated with the dimension of school psychology services.