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ERIC Number: EJ945409
Record Type: Journal
Publication Date: 2011-Sep
Pages: 3
Abstractor: ERIC
Reference Count: 5
ISSN: ISSN-0164-775X
School Psychology Awareness: Making Connections
Cohn, Andrea; Cowan, Katherine C.
Communique, v40 n1 p1, 27-28 Sep 2011
A day in the life of a student at school is filled with potential connections (relationships, linkages in learning, behavioral choices, etc.). Friendships with peers, relationships with teachers, acknowledgements from administrators, encouragement from coaches: These are all interpersonal connections that are essential not only to making school an enjoyable place to be, but also to building a child's resilience and ability to overcome challenges and adversity. Time and again, research points to the central role of meaningful connections in children's adjustment. Having a trustworthy adult in their lives will help children overcome challenges or major life crises. School psychologists are in a unique role that allows them to facilitate students' connections while they are at school through direct work with students and groups of students, consultation and collaboration with colleagues, and development of programming to forge linkages. Helping students and schools focus on strengthening positive relationships and increasing positive connections is at the heart of national School Psychology Awareness Week, November 14-18, 2011. The authors encourage school psychologists to use School Psychology Awareness Week as an opportunity to forge positive relationships among students and staff throughout the broad school community. It is one opportunity to concentrate activities among school psychologists across the country. The authors suggest activities that are worthwhile any time.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A