Young Israelis' Reactions to National Trauma: The Rabin Assassination andTerror Attacks

This study examined the cognitive and emotional reactions of 477 Israeli high school students to the assassination of Prime Minister Yitzhak Rabin (immediately after the event as well as 5 months later) and to a series of terror attacks. The respondents' reactions to the two events were compared as a function of gender and political orientation. About 50% of the respondents who changed their political views immediately after the assassination reverted to pre-event attitudes 5 months later. Emotional reactions to the assassination showed substantial fading after 5 months, with extent of fading unaffected by gender or political orientation. The intensity of emotional reactions was affected by political orientation: Although Rabin's supporters and his opponents reacted with equal intensity to the terror attacks, supporters reacted with the same intensity to Rabin's assassination, whereas opponents' reactions to the assassination were less intense.     

Interpersonal comparison versus persuasive argumentation: A more direct test of alternative explanations for group-induced shifts in individual choice

One class of theories explains group induced shifts in individual choice in terms of interpersonal comparison process. By comparing himself with others a member finds out that his position is uncomfortably discrepant, e.g., he is overly “cautious” or overly “risky”. Knowledge of this discrepancy presumably is necessary and sufficient to induce him to change his initial choice. Another class of theories holds that merely knowing one is different from others is unimportant. Shifts in choice occur because during discussion a member is exposed to persuasive arguments which prior to discussion were not available to him. Thus, if in a factorial design one independently varied (a) the number of others' choices available for comparison and (b) the number of arguments others presented in support of these choices, interpersonal comparison theories would predict the magnitude of the shift to be a function of (a) and not of (b), while theories of persuasive argumentation would predict the opposite. When such an experiment was performed the only reliable main effects were based on the number of arguments, (b), as predicted by persuasive arguments. In no instance did effects involving (a) approach significance.     

The Reaction of the Youth in Israel to the Assassination of Prime Minister Yitzhak Rabin

The assassination of Israeli Prime Minister Yitzhak Rabin by a political assassin caused shock, disbelief, and deep grief to the Israeli people. Particularly prominent was the reaction of the youth, who gathered in large crowds, at the site of the murder and in other places, and engaged in various mourning behaviors of a ritual nature. This drew the attention of the media in Israel and around the world. A study of approximately 700 teenagers conducted after the assassination examined their emotional reactions, participation in ritualistic mourning activities, and assessments of the reasons for feeling shocked. In all areas, differences were found as a function of gender, and attitudes toward Rabin's peace policy. An attempt was made to explain the youth's behavior in terms of the formation of groups and group identity.     

Ideological orientation and social context as moderators of the effect of terrorism: The case of Israeli‐Jewish public opinion regarding peace

The study investigated the effect of severe terror attacks on Israeli‐Jewish public opinion regarding peace in a context of progress toward peace (1994–1997) compared to a context of conflict escalation (2001–2002). We hypothesized that ideological orientations supporting peace (doves) or opposing it (hawks), as well as the social context in which terror occurs, would moderate its effects. We used the database of Peace Index polls, administered monthly to representative samples of Israeli Jews. Polls pose three recurring questions regarding peace. We selected eight polls conducted within a week or less following a severe terror attack, and matched each to a “control” poll, taken at the nearest available time and not preceded by terror. Findings showed that during the 1990s, hawks' opinions regarding peace became less favorable following terror, whereas doves exhibited minimal opinion change. During 2001–2002, however, doves' opinions regarding peace became less favorable following terror, whereas hawks' support for peace increased while their belief in peace did not change. This suggests that the effect of terror on opinions regarding peace varies according to ideological orientations and the transitional context in which terror occurs, implying that contextual factors from multiple levels may interact to affect individuals' opinions. Copyright © 2009 John Wiley & Sons, Ltd.     

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

Abstract

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.