Prof. Anat Shoshani

Baruch Ivcher School of Psychology Ph.D., Tel Aviv University

  • Prof. Shoshani is Assistant professor in the Baruch Ivcher School of Psychology at Reichman University (IDC) and academic director of the Maytiv Center for Research and Practice in Positive Psychology at Reichman University . She has developed and directed positive-psychology educational interventions for teachers and for students in preschools and schools, and on methods for coping with exposure to terrorism and war. Her main areas of research are positive psychology, positive education, resilience of at-risk children, and the contribution of children’s, and adolescents’ character strengths and resilience factors in promoting happiness, mental health, and subjective wellbeing. Prof. Shoshani specializes in clinical psychology and holds a PhD degree in psychology from Tel-Aviv University.
  • Shoshani, A. & Kanat-Maymon, Y. (2018). Involvement in care in pediatric cancer patients: implications for treatment compliance, mental health and subjective well-being. Quality of Life Research, 27, 567-575.

    Shoshani, A. (2018). Young children’s character strengths and emotional well-being: Development of the Character Strengths Inventory for Early Childhood (CSI-EC). The Journal of Positive Psychology. doi: 10.1080/17439760.2018.1424925.  

    Shoshani, A., & Slone, M. (2017). Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors. Frontiers in psychology, 8, 1866.‏

    Kanat-Maymon, Y., Kanat-Maymon, Y., Mor, Y., Mor, Y., Gottlieb, E., Gottlieb, E., ... & Shoshani, A.  (2017). Supervisor motivating styles and legitimacy: moderation and mediation models. Journal of Managerial Psychology, 32, 561-580.‏

    Slone, M., & Shoshani, A.(2017). Children affected by war and armed conflict: parental protective factors and resistance to mental health symptoms. Frontiers in psychology, 8, 1397.‏  

    Nakash, O., Luria, I., Shoshani, A., Nagar, M. (2017). The Association between perceived social support and posttraumatic stress symptoms among Eritrean and Sudanese asylum seekers in Israel. International Journal of Culture and Mental Health, 10, 261-275. 

    Eldor, L., & Shoshani, A. (2017). Are You Being Served? The relationship between school climate for service and teachers’ engagement, satisfaction and intention to leave. The Journal of Psychology, 151, 359-378.

    Shoshani, A., & Russo-Netzer, P. (2017). Exploring and assessing meaning in life in elementary school children: Development and validation of the meaning in life in children questionnaire (MIL-CQ). Personality and Individual Differences, 104, 460-465.

      Shoshani, A., &  Slone, M. (2016). Through the looking glass: the role of ethnicity and affiliation in responses to terrorism in the media. Frontiers in Psychology, 7, 1911. doi:10.3389/fpsyg.2016.01911 

    Shoshani, A., &  Eldor, L. (2016). The informal learning of teachers: Learning climate, job satisfaction and teachers’ and students’ motivation and well-being. International Journal of Educational Research, 79, 52-63.‏ doi: 10.1016/j.ijer.2016.06.007 

    Eldor, L., & Shoshani, A. (2016). Caring relationships in school staff: Exploring the link between compassion and teacher work engagement. Teaching and Teacher Education, 59, 126-136. doi:10.1016/j.tate.2016.06.001

    Shoshani, A., Steinmetz, S., & Kanat-Maymon, Y. (2016). Effects of the Maytiv positive psychology school program on early adolescents' well-being, engagement, and achievement. Journal of School Psychology, 57, 73-92. doi:10.1016/j.jsp.2016.05.003 

    Shoshani, A., &  Slone, M. (2016). The resilience function of character strengths in the face of war and protracted conflict. Frontiers in Psychology. 6.  doi: 10.3389/fpsyg.2015.02006 

    Shoshani, A., Nakash, O., Zubida, H., & Harper R. (2016). School engagement, acculturation, and mental health among migrant adolescents in Israel. School Psychology Quarterly, 31(2), 181-197. doi:10.1037/spq0000133

    Shoshani, A., Mifano, K., & Czamanski-Cohen, J. (2015). The effects of the Make a Wish intervention on psychiatric symptoms and health-related quality of life of children with cancer: a randomised controlled trial. Quality of Life Research,  25, 1209-1218. 

    Kanat-Maymon, Y., Benjamin, M., Stavsky, A., Shoshani, A., & Roth, G. (2015). The role of basic need fulfillment in academic dishonesty: A self determination theory perspective. Contemporary Educational Psychology, 43, 1-9.

    Nakash, O., Nagar, M., Shoshani, A., & Lurie, I. (2015). The Association between acculturation patterns and mental health symptoms among eritrean and sudanese asylum seekers in Israel. Cultural Diversity and Ethnic Minority Psychology, 21(3), 468-476.

    Slone, M. & Shoshani, A. (2014). Psychiatric effects of protracted conflict and political life events exposure among adolescents in Israel: 1998-2011. Journal of Traumatic Stress, 27(3), 353-360.

    Slone, M. & Shoshani, A. (2014). The centrality of the school in a community during war and conflict. In Ruth Pat-Horenczyk, Danny Brom, Claude Chemtob, & Juliet Vogel (Eds.) Helping Children Cope with Trauma: Individual Family and Community Perspectives. London: Routledge.

    Slone, M. & Shoshani, A. (2008). The War against psychological warfare. In R. Burke and C. L. Cooper (Eds.), International terrorism and threats to security: Managerial and organizational challenges (Ch. 8).  Northampton, MA: Edward Elgar Press.

    Slone, M. & Shoshani, A. (2006). Feeling safe: An Israeli intervention program for helping children cope with exposure to political violence and terrorism. (pp. 173 -182). In J. Kuriansky (Ed.), Terror in the Holy Land. Westport, Connecticut, USA: Praeger Press.

    Shoshani, A., Nakash, O., Zubida, H., & Harper R. (2014). Mental health and engagement in risk behaviors among migrant adolescents in Israel: The protective functions of secure attachment, self-esteem, and perceived peer support. Journal of Immigrant & Refugee Studies, 12(3), 233-249.

    Shoshani, A., & Guttmann-Steinmetz, S. (2014). Positive Psychology at School: A School-Based Intervention to Promote Adolescents' Mental Health and Well-Being. The Journal of Happiness Studies, 15, 1289-1311. doi:10.1007/s10902-013-9476-1

    Zubida, H., Lavi, L., Harper R. A., Nakash, O., &  Shoshani, A. (2013).  Home and away: hybrid perspective on identity formation in 1.5 and second generation adolescent immigrants in Israel. Glocalism: Journal of Culture, Politics and Innovation, 1, 1-28.

    Shoshani, A., &  Slone, M. (2013). Middle school transition from the strengths perspective: Young adolescents' character strengths, subjective well-being, and school adjustment. The Journal of Happiness Studies, 14(4), 1163-1181.

      Slone, M., Shoshani, A., & Lobel, T. (2013). Helping youth immediately following war exposure: A randomized controlled trial of a school-based intervention program. The Journal of Primary Prevention34, 293-307.‏ doi:10.1007/s10935-013-0314-3

    Shoshani, A. & Aviv, I. (2012). The pillars of strength for first-grade adjustment –Parental and children's character strengths and the transition to elementary school. The Journal of Positive Psychology, 7(4), 315-326.

    Nakash, O., Nagar, M., Shoshani, A., Zubida, H., Harper R. (2012). The effect of acculturation and discrimination on mental health symptoms and risk behaviors and among adolescent migrants in Israel. Cultural Diversity & Ethnic Minority Psychology, 18(3), 228-238.

    Guttmann-Steinmetz, S., Shoshani, A., Farhan, K., Aliman, M., & Hirschberger, G. (2011). Living in the crossfire: Effects of exposure to political violence on Palestinian and Israeli mothers and children. International Journal of Behavioral Development. 36(1), 71–78.

      Slone, M. & Shoshani, A. (2010). Prevention rather than cure? Primary or secondary intervention for dealing with media exposure to terrorism. Journal of Counseling and Development, 88(4), 440-448.

    Slone, M., Shoshani, A., & Paltieli, T. (2009). Psychological consequences of forced evacuation on children: Risk and protective factors. Journal of Traumatic Stress, 22(4), 340-343.

    Slone, M. & Shoshani, A. (2008). Indirect victimization from terrorism: A proposed post-exposure intervention. Journal of Mental Health Counseling, 30(3), 255-266.

    Slone, M., Shoshani, A., & Baumgarten – Katz, I. (2008). The relation between actual exposure to political violence and preparatory intervention for exposure to media coverage of terrorism. Anxiety, Stress and Coping, 21(3), 243-261.

      Shoshani, A. & Slone, M. (2008). Efficacy of clinical interventions for indirect exposure to terrorism. International Journal of Stress Management, 15(1), 53-75.

      Slone, M. & Shoshani, A. (2008). Efficacy of a school-based primary prevention program for coping with exposure to political violence. International Journal of Behavioral Development, 32(4), 348-358.

    Shoshani, A. & Slone, M. (2008). The drama of media coverage of terrorism: Emotional and attitudinal impact on the audience. Studies in Conflict and Terrorism. 31(7), 627-640.

    Slone, M. & Shoshani, A. (2006). Evaluation of preparatory measures for coping with anxiety raised by media coverage of terrorism. Journal of Counseling Psychology, 53(4), 535-542.