Taking up the four questions posed by the article of Cornoldi and Molinari (2021), this contribution proposes some possible answers to contribute to the debate on the school psychologist in Italy. In particular, it is suggested: 1. the importance of a figure able to operate on the side of promoting well-being and supporting situations of disease; 2. the possibility of considering two organizational models for a better response and flexibility, given the characteristics of the territories; 3. the need, within the framework of the outlined tasks, of an hourly articulation of the interventions modulated on the need of the context and 4. a professional training that requires careful planning of the internship within the study courses.
Psicologo scolastico: se non ora, quando?
Cacciamani S;
2022-01-01
Abstract
Taking up the four questions posed by the article of Cornoldi and Molinari (2021), this contribution proposes some possible answers to contribute to the debate on the school psychologist in Italy. In particular, it is suggested: 1. the importance of a figure able to operate on the side of promoting well-being and supporting situations of disease; 2. the possibility of considering two organizational models for a better response and flexibility, given the characteristics of the territories; 3. the need, within the framework of the outlined tasks, of an hourly articulation of the interventions modulated on the need of the context and 4. a professional training that requires careful planning of the internship within the study courses.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
