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Sarit Segal (Hebrew: שרית סגל) born 1954, is an Israeli clinical psychologist and cultural researcher. She deals with the treatment and study of anxiety, teaching and learning in a Community of Thinking, and the study of stress and wellbeing factors and their characteristics among students worldwide.

Biography
Sarit Segal completed her studies in physical education at Wingate College. After her military service, she received a scholarship from the Norwegian government for cultural and folklore studies at the Romerike Folkehøgskole in Norway .She completed her undergraduate and graduate studies in clinical psychology at Bar-Ilan University, Israel, and received a doctorate in psychology from the Eötvös Loránd University (ELTE) in Budapest , Hungary. The subject of his doctoral dissertation was "The Effect of Aerobic Exercise and Epistemic Authority on Psychological Structures", led by Márta Fülöp. Dr. Sarit Segal is an expert in the hypnotic treatment and cognitive therapy in anxiety, and in 2004 she founded the Center for the Study of Psychology and its Applications at the Levinsky College of Education in Israel and headed it until 2013. Her research areas include thinking in teacher training and issues related to emotional influences such as stress, anxiety and wellbeing. In collaboration with Raimo Rajala from Finland, she headed an international research team of the European Union to examine the factors of stress and mental well-being among students in different countries and their impact on learning. She is married to Tal and has three children: Inbar, Adi and Eyal.

Research activity
Sarit Segal deals with psychological therapy and education, and her research combines these fields. The purpose of these studies is to examine the influence of emotional factors on learning and to examine ways to improve learning and quality of life.

Stress in Teacher Training
Sarit Segal headed research teams with Hanna Ezer, Yitzhak Gilat, Nabil Saadah and Raimo Rajala. The teams conducted a series of research studies in a Jewish and an Arab colleges in Israel and in the University of Lapland in Finland. They examined the level of stress and coping with the pressures, and the level of motivation students feel for their future as teachers and educators. Four areas of pressure were identified: academic pressures, fear of public speaking, external pressures and feelings of loneliness. The range of stress areas was different in each culture. For example, Arab students report higher levels of public speaking fear and academic pressure than Jewish and Finnish students. Various coping styles were also identified: Finnish students tend to confront the source of pressure more than their Israeli counterparts, both Jewish and Arab. Israeli students perceive the intensity of loneliness and the intensity of academic pressures at a higher level than their counterparts in Finland. It was also found that the Israeli student perceives his achievements and his ability to teach as higher than that of his colleague in Finland. As a continuation of this study, Sarit Segal and Raimo Rajala of Finland received a research grant from the European Union's Department of Education and Culture  to conduct a series of studies comparing the stress characteristics and modes of coping of students from various European countries, and the factors of happiness and their strengths. There were significant differences among the students in the various countries regarding general satisfaction, personal competence and motivation for teaching. Students from Finland were found to be highest in satisfaction while their colleagues from Portugal were very low in this index. Israeli students were found to have the highest sense of self-efficacy, while students from Scotland were most motivated to teach.

Mental health and happiness among teaching students
Studies from the fields of positive psychology, conducted by Sarit Segal together with Yitzhak Gilat, Gila Zimet and Galit Carmeli, examined the students' sense of happiness and strength. The studies provide recommendations for improving their emotional, personal and professional wellbeing. A striking difference was found between the students in their perception of [happiness]], and yet about seventy percent of Israeli students value their personal happiness as high. Most of the components in the training contribute moderately to three aspects of well-being examined in the study: personal happiness, the desire to be a teacher and success as a teacher. In a study with Raimo Rajala, Maria Flora, and Paula Cohen, these variables were compared with those of European students. Finnish students were found to have the highest level of mental well-being with respect to satisfaction from their lives. Israeli students were most happy with the subjective happiness index and their sense of self-efficacy, while motivation for teaching was highest among students from Scotland. Portugal's students were found to be very low in all emotional welfare measures. It was also found that identifying strengths is not enough to create motivation and satisfaction.

Motherhood as a Cultural dependent
One of the main tasks of mothers is to make their children feel loved, accepted and valued, regardless of the cultural context. But the specific ways in which mothers do this vary among cultures. The study found that the mother's role in Israel, Norway , and Japan was different. In Norway there is a more egalitarian approach than in Israel and Japan to the role of parenting and the possibility of personal professional advancement and personal fulfillment outside the home. In Israel and Japan, unlike in Norway, the role of women at home is important, although in Israel the role is not central to the woman's life, and in a large part of the population it is not designated or perceived as central to defining the women's' identity. In Japan, starting at childhood, women undergo a path designed to train them as mothers and wives. Women working outside of the home and acquiring knowledge were traditionally perceived negatively, and women who wanted to receive vocational training were perceived as an embarrassment to the family. The long history of woman-centered education of the "good wife and smart woman" role is beginning to change in Japan, in the direction of an approach that strives to promote gender equality, but the change is not yet significant. Since a woman is socially measured in her ability to be a "smart mother", it is found in the study that mothers in Japan try to anticipate their children's needs even before they indicate discomfort. A good Japanese mother initiates, tries to anticipate the needs of her baby and treat them before it cries. In Israel, a good mother is reactionary: she responds to the needs of the child, feeds him or changes something around the baby's environment when he cries. The mother in Israel is waiting for the infant's distress signals and treats them quickly. In Norway, mothers encourage their children to be self-sufficient, and they also provide the baby with more opportunities than in Israel and Japan to make decisions and overcome difficulties. Although the study makes cultural generalizations, and therefore it is necessary to beware of sweeping conclusions, it was found that the difference in mothers' therapeutic responses to their children can be distinguished as part of the cultural diversity and expectations derived from this. When parents treat children in a way perceived as normative in a cultural context, they help children adapt to the cultural environment in which they live.

Emotional and cognitive components in the national and global context
A study comparing the term 'citizenship' among students from Israel, Hungary, England ,Turkey and Spain was carried out with Irit Nassi and Márta Fülöp. A strong emotional connection to the universal concept of citizenship, which connected it immediately to the state through emotional concepts such as "belonging"; "Home"; "Love"; "loyalty" was found only among the Israeli students. Following the treatment of second-circuit victims in the 2011 Norway attacks Sarit Segal and  Uni Christine Hammerstad of Norway studied teenagers' reactions in Norway to a local terror incident compared with the reactions of Israeli youth after the Rabin assassination. Although the murder was essentially different, and despite the different social structure in both countries, similar lines could be identified. However, the conduct, and inevitably the results, were completely different. In Norway there was an experience of strengthening democracy, whereas in Israel the experience is of division. The study showed the role of leaders, educators and the media as proponents of consolidation and division among the future generation. A study conducted by Irit Nassi and David Senesh and Sarit Segal examined if there is a correlation between the conceptions of students of teaching about conflicts and their settlement, between conflicts that are perceived and settled at the level of the microcosm, i.e. in the classrooms vs those at the level of the macrocosm, i.e. in the world in general, or in our region in particular. The three dimensions that represent thought, emotion, and action are not independent: teaching students have a sense of "potency" in their "yard", that is, in the field of educational activity in the classroom, compared to their place in the world, and that peace education, conflict resolution and justice are assimilated in the semantics of teaching at the deepest semantic levels, even if they are not reflected in the circumstances of everyday life, whether in the classroom or outside of it.

books
The book depicts different theories and approaches in psychology that illuminate discipline in the school and offer a variety of ways to solve them. The proposed plan of action is based on the premise that the discipline perception in the classroom depends on the personality of the teacher, the nature of the students and their relationship within the dynamic and changing school and community system. The phenomenon of examination anxiety emphasizes the close connection between feelings and feelings and perception, remembering and thinking. It is a phenomenon that crosses all dimensions of consciousness, and its understanding illuminates the complex connections between these dimensions. The book mainly answers the questions: What is exam anxiety? What are the causes of her appearance? What are the ways of treating it and what can teachers do to reduce the anxiety of exams among their students? The third approach to the organization of knowledge in education, which was developed by the authors, places the focus on the development of students' thinking and understanding. Following this approach, which complemented the recommendations of the Dovrat Committee, some of the curricula in teacher training colleges were changed, which began to teach the various disciplines in education as resources for dealing with educational problems instead of teaching them as a series of separate and unconnected subjects. .
 * Discipline in the classroom - psychological and educational aspects (Hebrew), Mofet Institute, 2000, together with Varda Sharoni and Sara Shimoni.
 * Anxiety of Examinations' - A Model of the Relationship Between Emotions and Learning and its Implications for Teaching (Hebrew), Mofet Institute, 2006; Together with Sara Shimoni
 * The Third Approach and Knowledge Organization: An Outline for Teacher Training fosters thinking (Hebrew), Mofet Institute , 2006, together with Amnon Carmon, Yoram Harpaz and David Koren.

Published works

 * Hoffman S., Segal S. (July 1989) Dialectical Approach in Group Psychotherapy. In: International Journal of Group Psychotherapy.
 * Hoffman S., Segal S. (1994). Group Cotherapy. In: S. Hoffman Cotherapy With Individuals, Families & Groups. Jason Aronson Inc.
 * Segal, S., Hoffman, S., (1997). Both laboratory and incubator: Cotherapy in Group therapy (Hebrew). In: Hoffman, S., Gafni, S., Laub, B., Two are better than one-Cotherapy with individuals, families and groups. Magnes, The Hebrew University of Jerusalem.