The school psychologist in the Italian context: Overcoming the dychotomy «intervention to promote wellbeing vs specialistic intervention on distress»
Are you already subscribed? Login to check
whether this content is already included on your personal or institutional subscription.
The rapid increase of psychological requests and interventions in the Italian school context due to the Covid-19 health emergency paved the way to a new awareness of the urgency of defining in a systematic way the role of the school psychologist in our country. Times seem to be mature to overcome the dychotomy «intervention to promote wellbeing vs specialistic intervention on distress»: school psychologists should operate within a broader epistemological framework, in order to promote wellbeing and to support the acquisition of psycholgical resources not only and not necessarily linked to a situation of emergency or to conditions of distress. This has implications for a new social representation of the psychological profession, and for its academic education and training.