MA in Educational Psychology

The Educational Psychology graduate degree program was devised with the aim of training students to become educational psychologists specializing both in diagnosing, treating and preventing difficulties and in promoting proper development among children and youth. As part of the effort to achieve innovation, creativity and excellence, the program addresses psychological diagnostics and various treatment approaches (psychotherapy), placing an emphasis on emotional, social and scholastic aspects. The program introduces an in-depth study of research models, developmental problems, diagnostic approaches and psychological treatment issues. Students will study approaches for promoting normal and abnormal psychological development and emotional welfare in educational systems, while relating to the evaluation, identification and prevention of functional and emotional difficulties in risk groups. Students acquire methods for locating, diagnosing and treating children and youth. They study developmental, emotional, cognitive, social and motivational processes. In a controlled setting, they experience psychological diagnostics and therapy for children, families and in the educational system. In addition, they are trained to work with a multidisciplinary team.

Why study educational psychology at the Peres Academic Center?

Graduate Degree in Educational Psychology - Curriculum

The curriculum consists of various theoretical and practical courses involving actual work under the practicum.

The program provides an in-depth study of models, studies, developmental problems and approaches to psychological diagnosis and treatment, including various methods for promoting normal and abnormal psychological development, emotional welfare in educational systems, as well as the evaluation, identification and prevention of functional and emotional difficulties in risk groups.

  1. Basic courses include: Psychological Foundations of Learning Disabilities, Reading and Reading Difficulties, Psycho-Diagnostics of Children and Youth, The Psychologist within the Educational System; Psychopathology, Cognitive Behavioral Treatment in Children and Youth, Coping with Crisis Situations, Psychodynamic Therapy for Children and Youth, and more.
  2. Elective courses include: Parenthood and Therapeutic Work with Parents, Positive Psychology, Intro to Family Therapy and Parental Training, Approaches to Emotional Diagnosis and Treatment, Biofeedback Guided Intervention in Educational Psychology and more.
  3. Research seminars include: Early Childhood Parenthood; Development of Self in Early Childhood; Stigma, Stereotypes and Attitudes; Emotional and Social Aspects of Learning Disabilities and Attention Deficit Disorder; and more.
  4. Biofeedback – Students are prepared to practice therapy supported by the biofeedback technology for an efficient therapeutic and systemic intervention in educational settings. Students learn advanced methods for working with parents and their children and for working with teachers and students within the system. The innovative use of biofeedback in educational psychology, enriches the educational psychologists’ toolbox and enables them to provide a more comprehensive solution to complex student problems. Throughout the program, students will complete Stage I toward obtaining the certificate and will be individually mentored in their experience of biofeedback guided therapy as part of the required practicum.

The curriculum will train students toward working as educational psychologists specializing in diagnosing, treating and preventing difficulties, promoting normal development among children and youth while applying an integrative perspective of the role of the educational psychologist in educational, family and community frameworks.

Students will discover the field of diagnosis and learn the unique characteristics of each test used to map and identify the inner world of the person undergoing testing. We will compare the various types of tests – objective, functional, and cognitive – and how they can be integrated with the tools of clinical interviewing, as well as observe how to act during tests to achieve a full, in-depth understanding of the patient’s resources and challenges. During the course students will acquire theoretical and practical knowledge of the system of tests, (including the Bender-Gestalt exam, the HTP image test, the TAT test, WISC-R-95, WAIS-IV, and CAT), in addition to experience in administering, interpreting, analyzing, and writing summary reports of these tests for non-clinical populations.

The course will survey primary topics in the development of normative reading as well as difficulties in the acquisition of reading in order to expand students’ understanding of the processes of reading development. Primary topics in the course will include: Language skills as a basis for mastering reading, developing reading, universal characteristics of written language, the characteristics of the Hebrew alphabet, models for the development of reading and reading comprehension, difficulties and disabilities in reading and writing, and intervention methods.

The course will form a theoretical foundation for understanding the primary issues in the field of learning disabilities. These issues include historical aspects, the various definitions of learning disabilities, classifications of specific learning disabilities, and models for understanding the nature and mechanisms of learning disabilities. The course will survey the cognitive and developmental aspects of the etiology of learning disabilities as well as models for diagnosis and intervention. The course will discuss the various characteristics of children and adolescents with learning disabilities and how these characteristics present themselves in familial and educational contexts.

Course topics:

  1. What is educational psychology? The professional identity of an educational psychologist. Job definition, client profile. What kinds of services are required?
  2. Educational psychology in Israel and the world – legal issues, an outline of psychological-educational services in Israel (the Services Basket).
  3. Systematic aspects – diagnosis and evaluation of the educational system, planning systematic interventions, work with the educational psychologist’s partners at school and kindergarten, and prevention.
  4. Individual aspects – diagnosis, evaluation, and treatment of students.
  5. Special education – The various special education institutions, the work of an educational psychologist in special education by law and in accordance with the needs of the children and the system.
  6. Work in emergencies and crisis situations.

The course will focus on learning and understanding research methodologies and advanced statistical methods. The first semester will begin with a short review of the statistics material taught in the Bachelor’s program and the principles of research methods. During this semester, we will also study topics connected to analyses of variance between and of subjects, post hoc analyses (contrasts analysis and post hoc analyses), partial interaction analysis, MANOVA, and ANCOVA. Later, we will focus on research systems including the analysis of various continuous variables: correlations and partial correlations, single-variable and multivariable regressions, factor analysis, cluster analysis, and structural equation modeling (SEM).

This annual course focuses on developmental patterns and psychopathologies in childhood and adolescence. We will present basic models of development, health, and illness, as well as findings on stress and trauma in childhood and adolescence. Later, we wil present psychopathologies and development as they appear in four age groups: infancy (0-3), pre-school (3-6), elementary school (6-12), and adolescence (12-18). Finally, we will discuss common disorders and their unique presentations at each stage of development. Particular attention will be paid to the link between scientific and clinical knowledge on the subject.

Development of the concept of the self in early childhood

In this seminar, we will investigate the development of the self, focusing on the concept of the self in the childhood years, the mental template that regulates the meaning an individual assigns to his/her “I”, relationships with others, and understanding of reality. Investigations will be performed from psychological, philosophical, anthropological, and educational perspectives.

Emotional and social aspects of learning disabilities and ADD

This seminar will deal with selected issues and primary dilemmas in researching the development of children and adolescents with learning disabilities, and emphasize their difficulties and their fields of competency and functioning. Likewise, discussions will focus on children’s emotional and social functioning when faced with the challenges of their age in the various systems – the family and educational system.

Guidance for this practicum will include two parts: personal guidance at the site of the practicum (at educational-psychological services) given by educational psychologists as well as group guidance given in the framework of a course at the Peres Academic Center. As part of the group training, students’ experiences in their practical work at those psychological services will be examined. Students will receive tools (theoretical and practical) for coping with a range of situations and dilemmas typical of an educational psychologist’s work. The practical work in the practicum will follow accepted framework for educational psychology residencies (schools and educational-psychology services [EPS]) (1 two days a week for the duration of the 2 years of study, or about 400 hours.) Students will participate in the work of the EPS, assist an educational psychologist, and observe their work, and gradually perform interventions under the supervision and responsibility of their mentoring psychologist.

The systematic consideration of individual development and functioning is an approach that has accumulated results in recent years and yielded a variety of theoretical models and creative treatment methods,. The course will permit students to discover the field of family therapy and systematic thinking in therapy.

The course will include in-person lectures in which we will study the characteristics of the systematic-familial approach and the background of its development, key theoretical concepts, familiarity with various therapeutic techniques, and how they can be implemented when working with parents, children, and educational systems, during the work of an educational psychologist.

The course focuses on students with learning disabilities from early childhood and on.

In this course, we will examine how learning disabilities present in psychological examinations and didactic tests, based on the theoretical knowledge that lies at the root of the field of learning disabilities.

Learning will include experience in performing psychological tests and writing a summary report including an interpretation and analysis of the data, as well as recommendations for intervention.

The course is intended to educate students about the theories and models of the neurological factors that form the basis of learning disabilities and attention deficit disorders. The course deals with the neurocognitive factors at the root of normative learning as well as disabilities in reading and writing. The course will focus on the neurological causes of the various forms of dyslexia and attention deficit disorder and present treatment approaches.

The course deals with the systematic approach to diagnosis and intervention at educational institutions and in the community – taking the perspective that the system is a focal point in the work of an educational psychologist. This approach emphasizes the use of psychological-educational knowledge to promote such objectives as optimal development and well-being of all visitors to the school, preventing harm to basic needs, promoting caring and ethical community life, improving learning and management processes, creating the best possible atmosphere, and more. During this course, we will discover terms, concepts, and basic tools related to the evaluation of schools and communities as well as to the systematic interventions therein.

The acquisition of knowledge for coping with high-stress situations and crises in daily life and traumatic situations for individuals, the family, and the community, throughout the life cycle, focusing on children and youth. Coping with crises and stressful situations is part of the work of an educational psychologist. We will learn the basic concepts and characteristics of traumatic stress or crisis situations, trauma and loss, and coping methods for each based on currently-accepted approaches in the mental health fields, while focusing on treatment of children and youth as well as positive approaches.

The course complements students’ practical experiences at the Educational Psychology Services they have been assigned to. At the practicum sites (EPS locations), students will receive guidance on their work in person and in pairs, for 1-2 hours a week. The training will deal with common issues faced by educational psychologists, as well as ethics, cognitive-behavioral therapy, and psychodynamic therapy – topics studied extensively this year as part of the stream.

Cognitive-behavioral therapy is based on empowering children and youth as a basis for change, development, and progress, instead of treating pathologies. The development of skills making it possible to cope effectively with crises, stressful situations, painful emotions, and intrusive thoughts. The goal is for students to acquire the fundamental concepts via a familiarity with the basic theories needed to understand the therapeutic/therapeutic-educational processes and to acquire practical experience in therapy, emphasizing the unique roles of caregiver and patient in the process.

The thesis project will be written on the basis of empirical research work and under the supervision of a faculty member from the student’s field (learning disabilities or trauma and early childhood education). Assignments must deal with research on typical issues in educational psychology, issues in psychology that arise at pre-educational stages of development, and the psychology of children, adolescents, and young adults with learning disabilities and attention deficits. In certain cases, we will authorize joint supervision of the project by a specialist outside of the College faculty together with a member of the College faculty. Theoretical work or work based on case descriptions and analyses will not be accepted. Assignments must be written in accordance with the standard rules of structure and composition in the professional literature (APA style).

Training students for a Master’s in Educational Psychology and Psychophysiological Work (Biofeedback) in the educational system. The course meets the requirements for biofeedback certification. Students will receive a Biofeedback – Phase I certificate upon completion. Additionally, students who choose to may submit an assignment for extra credit as part of their biofeedback practicum requirements.

The goal of the course is to expand and enhance students’ theoretical and practical knowledge of psychotherapy for children and youth, as well as supervised therapeutic interventions in the framework of the practicum.

The course will present the theoretical background needed to understand the treatment process (psychoanalytical theories of development: Freud, theories of the ego, object relationships, psychology of the self, and the referential approach) of child and adolescent. Examining the therapeutic practicum, focusing on children and youth, we will discuss such topics as the assessment process, the therapeutic contract, movements and counter-movements, the characteristics of adolescence, the special challenges involved in treating adolescents, and the conclusion of therapy.

The course will be supplemented by weekly drills in smaller groups intended for course participants to present cases. The goal of the practice is for students to increase their sensitivity to events during treatment, to learn how to handle elements in the therapy room such as movement, counter-movements, and resistance, and to acquire an in-depth holistic understanding of the therapeutic process in light of the theories and concepts covered in class.

In this course, students will learn how to perform a preliminary evaluation and differential diagnosis for a variety of cognitive difficulties in childhood and adolescence, as well as discover up-to-date findings from the field. Additionally, students will learn a range of therapeutic strategies and interventions that will help them build intervention plans as well as advise staff and parents.

The course will discuss the primary ethical principles that form the foundation of the profession. The objective of the course is to develop and deepen the understanding and ethical/professional thinking of students who intend to become educational psychologists, via developing awareness of the subject of ethics and appropriate professional conduct and acquisition and enrichment of knowledge in the field of ethics: laws, regulations, and ethical codes related to the professional work of a psychologist and the ethical and legal aspects of psychology. Students will discover the various ethical dilemmas and professional/ethical conflicts and learn how to cope with them.

*EOE. The details of the program are subject to change.
**The list of courses may be updated in accordance with the curriculum at the start of the year.
***This is a structured system; optional courses are liable to be dispersed automatically and subject to change
based on available offerings only. The number of available courses is subject to the structure of the program.
****Courses will be opened subject to a minimum number of registered participants.

Registration and admission

Applicants who meet the following conditions will be admitted into the programme:

*In this program, 10% of candidates will receive exceptional acceptance on the basis of extraordinary life circumstances.

Please attach the following to the application:

  • Two recommendations (at least one of which is to be an academic recommendation given by an academician on the basis of acquaintance with the applicant in an academic setting such as participation in an empirical seminar, workshop, guided research, etc. Non-academic recommendations can be  made by persons from the profession working in a higher education institution or in the field, who know the applicant and are able write a personal reference about them. Do not submit references from therapists, relatives, etc.) The letters of recommendation are to be sent directly by the recommenders to the Peres Academic Center.
  • A letter of intent that explains the reasons for choosing to study educational psychology and specialize in the selected field (Learning Disabilities or Pre-and Early School).
  • Curriculum Vitae.
  • The Admissions Committee shall review the documents (grades, recommendations, and curriculum vitae) and summons applicants who meet the criteria for a personal interview. Each applicant will be interviewed by two interviewers separately.

When registering, the applicant is to submit the following documents:

  • Completed and signed registration form
  • Two passport photos
  • Photocopy of ID Photo including ID addendum
  • Original recognised bachelor’s degree certificate, or an authentic copy
  • Original report card and average achieved in bachelor’s degree
  • MITAM (Entrance Test for Advanced Degrees in Psychology) test results
  • Declaration of intent
  • Curriculum Vitae
Read more about Registration and admission

Academic staff

לחץ למידע נוסף אודות Michal Einav, PhD
Michal Einav, PhD
Head of Department
לחץ למידע נוסף אודות Prof. Malka Margalit
Prof. Malka Margalit
School dean
לחץ למידע נוסף אודות Dr. Sharon Lipshatz Eshwege
Dr. Sharon Lipshatz Eshwege
לחץ למידע נוסף אודות Dr. Roni Rot
Dr. Roni Rot
לחץ למידע נוסף אודות Dr. Hili Kohavi
Dr. Hili Kohavi
לחץ למידע נוסף אודות Dr. Varda Sharoni
Dr. Varda Sharoni
לחץ למידע נוסף אודות Yossi Ehrenreich
Yossi Ehrenreich
לחץ למידע נוסף אודות Dr. Rina Eshel
Dr. Rina Eshel
לחץ למידע נוסף אודות Dr. Arik Alon
Dr. Arik Alon
לחץ למידע נוסף אודות yossi gwetta
yossi gwetta
לחץ למידע נוסף אודות Prof. Golan Shahar
Prof. Golan Shahar
לחץ למידע נוסף אודות Dr. Adi Mana
Dr. Adi Mana
לחץ למידע נוסף אודות Dr. Sivan George-Levi
Dr. Sivan George-Levi
לחץ למידע נוסף אודות Hana Ben-Zion
Hana Ben-Zion

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