Margo
R Ross; Sharon Rose Powell; Maurice J Elias
School
Psychology Review; 2002;
31, 1; ProQuest Education Journals
pg.
43
Abstrak : the importance of addressing social and emotional
skills for youth has been well documented within the literature. these skills
are becoming increasingly critical as young people face difficult challenges at school and in their personal lives.
research alsoindicater that
psychologically competent young people are more likely to avoid high-risk actvites that can have dangerous
consequences for their health and well-being. schools have the potential to
reach students with these important life lessons, and scholl psychologists can
provide the leadership to enhance these educational experiences. this article
reviews the literature on scool-based social and emotional skill development
and examines the relevance of ths area to the work of the school psychologist.
suggestons are made for ways in which school psychologists can improve the social
and emotional climates of their school in areas such as prevention and health
promotion, professional development, and collaboration with other profesionals
and organizations. recommendation are also made for ways in which school psychology preparation programs
can batter train students to take on tese new roles.
role and function definitions
for school psychologists have been debated for decades; the topic of
role definitions has even been described as an obsesson by some
(Reynolds,gutkin,Elliott,&witt, 1984). school psychologists have long cited
feelings of frustration, disscimrort, and impotence in their roles and have
long called for a broad reconceptualization of the profession (gutkin&
conoley,1990). recently, Sheridan and gutkin (2000) listed important problems inherent
in the traditional practice of scholl psychology, including the prevalence of a
medical model paradigm, the structure of schoolpsychological services, and the
growing ncidence of problrms facing young people and their families. some have
taken a more alarming position, warning that practicing school psychologists
might end up “exercising our culinary
skills at afast food restaurant if we don’t act differently now”(tapasak and
keller, 1995,p.201)
these and other experts recognize that the needs of schools and
school psychology must also change if it is to sistai and expand its relevance.
the increasing recognition of a need to incorporate social and emotional
learning/emotional intelegence (SEL) into the regular instructional program provides an exciting opportunity for
school psychologists to redefine their roles. the purpose of this article iis
to explore the definition and relevance of SEL within the school system and
make specific recommendations for enhancing school psychologists’ roles to include
attention to these important issues. roles in areas such as prevention
programming, teacher and administrator professional development,
angcillabotarion with other educators
and professional organization are explored, as are recommendations for
changes within professional training programs
emotional intelligence and social and emotional competence :
definitions and relevance
the most serious health and social problems confronting the U.S.
today caused in large part by behavior
patterns established during youth (Kolbe, Collins, &cortese, 1997).these
behaviors nclude alcohol, tobacco, and other drog use; sexual behaviors that
put one at risk for unintended pregnancy and sexually
transmitted diseases, including HIV; and risk behaviors resulting in intentional
or unintentional harm to self or others. recent evidence suggests that at least
half of American children and youth are extremely or moderately vulnerable to
the consequences of concurrent, multiple, high-risk social and health
behaviors(zins&wagner, 1997). behaviors such as these not only contribute
to a variety of serious health problems, but also to poor educational and
social outcomes (Kolbe et al.,1997). the most notable characteristic shared by
all of these behaviors, however, is that they are entirely preventable (Kolbe
et al.,1997).
elias and colleaguse noted that successful development of certain
skills can help prevent these kinds of high-risk behaviors (elias, lantiera,
patti, Walberg, &zins, 1999). these authors included thoughtful decision
making, understanding signs of one’s own and other’s feelings, listening
accurately,communicating effectively, and respecting differences aming the most
important of these skills.encompassing these areas and more, the concept of
emotional intelligence offers a broadcontext for discussing and addressing this
interrelated set of skills and knowledge.
the term “emotional intelligence” (and relatedly, emotional
quotient/EQ) was firs introducedby salovey and mayer (1990). they characterized
it as a combination of the multiple intelligence (mcdowelle& bell, 1997).
salovey and mayer (1990) defined emotional intelligence as “the subset of
social intelligence that involves the ability to monitor one’s own and others’
felling and emotional, to discriminate aming them, and to use this information
to guide one’s thingking and actions” (p.189).this regulatconceptualization of
EQ ncludes attention to the mental processes related to emotional information,
such as (a)appraising and expressing emotions of self or others, (b) regulating
emotion of self or others, and (c) utilizing emotionsiin adaptive ways
(salovey&mayer, 1990). ths model also acknowledges individual differences
in processing styles and abilities related to emotional information.
many others have helped to develop and enhance salovey and mayer’s
original concept. in his best-selling book, Emotionnal Intelligence : Why It
Can Matter More Than IQ (1995), Daniel Goleman described in detail the
specific sklls involved in social and emotional competence. these include, but
are not limited to:monitoring and controlling emotons and behaviors; coping
with frustration and stress; social problrm solving and decision
making;communicating effectively verbally and nonverbally; controlling impulses
and delaying gratification; working cooperatively with others; and
intiating and maintaining friendship and
other significant relationships. social and emotional intelligence, then,
involves a multidimensional and multifaceted set of knowledge, sklills,
attitudes, and behaviors that enable the successful management of a wde variety
of important life tasks (elias et
al.,1997).
though recently introduced into the popular culture byGoleman
(1995), research into the importance of this complex set of knowledge, skill,
and behaviors is nothing new. for example, the ability to from an maintain
healthy relationships is a critical component oof SEL and involves many of the
skills described above. the importance of peer relationships in chidhoodhas
long been recognized in the psychological literature as one of the primary
aspects of a child’s development (Gresham & Elliott, 1993). in face studies
on the significanceof peer relationship in childhood have appearedwithin the
psychological literature since the 1938s (asher&cpie, 1990).there are clear
indications that a lack of peer acceptance inchildhood is significantly related
to a variety of high-risk and maladaptive behaviors (master, Morrison,
&pellingrini, 1985). children who are unn popular or rejected by their peer
group perceive themselves to be less socially competent, have less positive
expetations for social success, feel more depressed, and report more social
anxiety and social avoidance than their peers (parker &asher, 1993). these
factors can seriously affect children’s fellings of well-being and may predict significant long-term
negative outcomes (parker &asher, 1993). research clearly indicates that
successful interactions with prees represents a critical developmental
accomplishment that predicts long-term life adjustment (Gresham,1995).
another critical component of social and emotional competence that has
received mush attention in the literature involves effective social problem
solving and decision making. the primary skills necessary for success in these
areas include: noticing and understanding fellings, determining and selecting
goals,generating alternative solutions, selecying appropriate solutions, and
reflecting in the process (elias&tobias, 1996). research has shown that
definiencies in these skill areas are common among young people who experience
a variety of academic, social, and health-related problems (elias&
tobias,1996)
coping effectively with stress is another important and
well-researched component of socisl and emotional competence. life stress in
children and adolescents has beenfound to be related to a varietlyof negative
health consequences, such as report of diagnosed illnesses, self-reports of
physical health problems, absences from school, and visits to the doctor
(forman,1993). headaches, stomach aches, and chest pain have all been linked to
stressful life events, as has the exacerbation of serious illnesses such as
anxiety, depression, eating disorders, and suicidal behavior have also been
linked to stress in children and adolescents (forman, 1993). effective coping
skill improve one’s ability to handle stress and increase one’s sense of
personal competence (forman, 1993).
the link between social and emotional intelligence and risk
prevention has also been examined within
the literature. young people who are psychologically competent tend to avoid
high-risk activites and maintain behaviors that lead to positive oucomes
(zins&wagner, 1997). social and emotional
learning can be directed toward the reduction, elimination, or mitigation
of risk fsctors by intervening before the problem occurs (zins&wagner,
1997).for example, skills in areas such as social interaction, conflict
resolution, stress management, and assertiveness are all associated with lower
levels of interpersonal violence (zins&wagner, 1997).the promotion of
prosocial, caring behaviors and the associated prevention of negative and
destructive behaviors is a critical component in the development of social and
emotional competence for youth.
it is clear, then, that the importance of a variety of social and emotional skills has long been recognized
within the psychological literature. a growing body of data suggests that
emotional intelligence can be an equal or even more powerful predictor of life success than IQ(Goleman,1995). as a
result, the study of the effect og emotions on performance in the classroom,
workplace, and in personal relationship has ben gaining credibility since the
mid-198s (mcdowelle&bell, 1997). theevidence that has accumulated indicates
that people who are socially and emotionally competent are at an advantage in
all domains (Goleman,1995). the evidence also indicates that emotional and
social intelligence is not fixed ay birth, and can be systematically developed
in individuals through learning and experience (pasi, 1997). coordinated,
ongoing education to enhance these skills is bot possible and desirable, and
the school system can play a critical role in such efforts.
addressing
social competence in schools
goals 2000: educate America act of 1994(goals 2000,1994)is
one of several federal initiatives acknoeledging the importance of school and
school-community partnership for providing quality services to American youth
(short & talley,1997). the education reform movement emboding by goals 2000
and other such legislation (e.g., improving america’s school act of
1994;health security act of 1994) comprises a broad pattern of
comprehensive services that address health, social needs, and mental health, as
well as traditional education standards for youth (short & talley,1997).
goals 2000 emphasizes the priority of providing students with
skills to prepare them for responsible citizenship, productive employment, and
the avoidance of drugs and violence. goals 2000 also reflects the recent shift
in emphasis from the teaching of traditional basiv skills to instruction that recognizes the relevance og higher cognitive processes, including problem
solving, analytical thinking, and decision making (short & talley,1997).the
assumption implicit in these reform movements is that a clear and definite link
exists among education, social issues, and health (short & talley,1997).
on a state level, the New Jersey Core Curriculum Content
Standards mandate that “our school need to produce both excellent thinkers
and excellent doers” (new jersey department of education, 1996, p.i). new
jersey department of education identified five cross-content standards tp be
applied to all areas of instruction. these include requerements that all
student will demonstrate skills in areas such an critical thinking,
decision making, problem solving, and
self-management. the individuals involved in the development of the standards,
a cross-section of educators, parents, and business and community leaders,
acknowledged the importance of addressing the student as a whole person, due to
the link between intellectual growth and emotional health. the standards
further state that teachers, administrators, and others in the community have a
responsibility to develop the values and skills young people need to secceed
both academically and socially.
these national and local efforts acknowledge the importance of
coordinating school and community-based service and emphasize the critical role
of the school within a larger hetwork of intergrated service delivery. schools
alone cannot and should not be expected to address all of the nation’s most
serious health and social problems;responsibility for promoting psychological
competence belongs to families, communities, and schools (Kolbe et al.,1997;
zins& wager, 1997). schools do however, provide a sommon setting for
chniildren and their families in the united states. the American school system
provides an infrastructure that reaches
nearly 48 milion public and private school students every school day during the
mist formative years of their lives (Kolbe et al.,1997). in school across the
country, children and adults work, play, eat, and live together for 6 hours a
day, 5 days a week, 180 days ayear, totaling a minimum of 5,400 hours per year
(Gresham,1995).schools, therefore, represent an ideal environment for teaching
social behavior (Gresham,1995).
effectively untilizing the school system to affect the health and
well being of students means paying explicit attention to their social and
learning needs. schools offer a place to reach children with basic and
essential life lessons they may not receive otherwise (Goleman,1995). these
lessons are directly related to the basic mission of the schools, to prepare
young people to function effectively as citizens within a society (forman,
1993).more directly, “there is no school without a moral or mandated imperative
to prevent students’ behavior problems, substance abuse, AIDS, and related
difficulties” (elias&tobias, 1996, p.vii).
although educators are increasingly acknowledging the importance of
addressing social and emotional issues is school, many believe that it can be
fostered “intuitively” (elias et al.,1997). researchers, however, note that
social and emotional skills must be taught with the same effort and attension
as “tradisional” subjects such as math and science, by trained professionals in
a structured, sequenced, coordinated manner (elias et al., 1997). Goleman
(1995) noted the danger of leaving the emotional lessons children learn to
chance; in doing so, we “risk largely wasting thr opportunity preseted…. to
help children cultivate a healthy emotional repertoire” (p.286).
researchoneffective school also supports the concept of
strategically and systematically addressing SEL/EQ. Levine and lezotte (1990)
described the characteristics of “unusually effective school,” which included
educational programs specifically designed to promote sensitivity in students
as well as personal and social skill development. efforts at fostering a
positive school climate and culture, such as developing a shared mission and
striving towards cohesion, collaboration, and collegiality among faculty, were
emphasized. these schools also stressed problem solving, decision making, and
recognition of positive performance. the skills of the school psychologist are
incaluable in an environment dedicated to making social and emotional skill
development a priority for students and staff .
relevance
to school psychology
according to zins and wagner (1997), opportunities for psychological
competence though social and emotional learning are virtually limitless. school
psychologists have developed expertise in several areas that are essential in
effectively addressing SEL/EQ and related issues. to being, school
psychological training is grounded in the study of the developmental, social,
emotional, and educational needs and behaviors of young people, as well as
methods for addressing them effectively.an understanding of the complexities of
working within the context of the school and training services to school
personnel are also necessary. finally, training and expertise in the
foundations of needs assessment, program design, implementation, and evaluation
are all crucial. within the school system, this set of knowledge, skills, and
abitities is unique to the school psychologist.
an understanding of schoolsetting is a critical area of expertise
for the competent school psychologist. implicit in the mindset of school
psychology is the belief that psychological issues are best addressed within
the client’s matural environment (Reynolds et al.,1984). as a member of the
school system, schoolpsychologists develop a thorough, firsthand understanding
of the dhild’s natural environment. this understanding is also a critical
component of working with adults in the school, such as teachers and
administrators.
due to the indirect service nature of the role, school
psychologists must receive training and practice in providing comprehencive
services to school personnel. the success of psychological interventions is
dependent on the adults who interact directly with students, rather than the
school psychological himself pr herself. the true administration and execution
of school psychologicsl treatment is most often in the hands of teachers,
parents, and administrator (Reynolds et al., 1984). a special strength of the school psychologist
is the undrestandingshe or he brings of human behavior, of children as well as
adults, and his or her understanding of the fundamentals of working in
consultative and training roles with adults in this contesxxt (Curtis &
stellar, 1995).
finally, school psychologists have learned and practiced the skills
involved in effective assessment and evaluation. assessment skills are basic to
school psychological training, and school psychologists learn tu use theseskillatu
understand a varienty of levels within the school system. needs assessment may involve one individual student, teacher,
or administrator. it may involve a classroom, grade level, school, or district.
assessing the needs of educators and administrators with respect to
professional development and training is a natural extension of those skills
that addresses the “higher calling”of school psychologists to begin creating
healthy environmental systems (conoley& gutkin,1995). accordingly, “school
psychologists are the best trained mental healthy and educational specialists
in the school today,” and “should be the primary facilitators of…. organization
change and stratedic planning processes” (knoff, 1995,p.211).
recommendation
for school psychologists
manyauthours have responded to longstanding demands for role and
function changes within school psychology with wide variety of recommendations
for action. for example, Sheridan and gutkin (2000) proposedaparadigm shift for
the field in 21 centur, including changes in theory and practice on individual,
group, and organizational levels. these authors discussed the need to develop a
more ecological model for the field, interpreting behavior as a function of
interactions between the individual and environment. Sheridan and gutkin began
with recommendations for strong connections between school psychologist and
schools, families, and communities. at the some time, a gap exists between
theory and practice relatetd to addressing social and emotional learning in
schools; although the importance of SEL/EQ has become increasingly well
established and accepted, no nodiscipline has stepped up to lead the process.
the remainderof this article will be devoted to examining ways in which school
psychological practice can change, not only to addres general concerns within
the discipline about finding more innovative roles, but to lead the mecessary
efforts to addreEL/EQ and related issues in schools today.
promoting
healthy and reducing risk behavior
in their recent article examining the school psychology paradigm,Sheridan
and gutkin (2000) began their recommendations with a call to reduce school
psychologists’ involvement in identifying and measuring problems and to
increaseinvlovement in prevention and the promotion of wellness.accroding to
these authors, “there is every reason to belive that school psychologists can
be at the forefront in estabilishing primary and secondary prevention programs”
designed to help students achieve life success (p.490). the present authors
agree and believe that this is the first step tp expanding school
psychologists’ roles in relation to promoting SEL/EQ in schools.
to begin, school psychologists should ne the premiere experts in
their schools and districts on effective programs and curricula available to
address SEL/EQ. much of the groundwork to support this role has been done and
continues to be done by the collaborative for academic, social, and emotion al
learning(CASEL). CASEL is cuuently conducting a comprehencive review of over 80
nationally available SEL programs (collaborative for academic, social, and
emotional learning, 2000). school psychologists should take an acctertive role
in learning about the programs available to their schools and also of the
funding sources available to support such initiatives. for example, the new
jersey character education partnership initistivewas developed to assist
public school climate (New jersey department of education, 2000).funding is
available for every school district and charter school in the state to
implement such programs. not only should school psychologists be the primary
advocates for initiating effective programming in their schools, they should
personally be leading these efforts at the school level.
one way school psychologists can take the lead is to be involved
directly as facilitator of social and emotional education and related
activities for student. as noted earlier, the teaching of social and emotional
skills shou;d be execuated in asystematic and coordinated manner thad mirrors
the teaching of more traditional subjects. lessons should include a clearly
stated purpose and objectives and structured, step-by-step activities designed
with attention to multiple intelligences and varied learning styles. social and
emotional skills education, however, requires a specific set of knowledge and
skills not necessarily common o traditional classroom teachers. instructors
mush have a thorough knowledge of child and adolescent development in order to
affect behavior, and klowledge of learning styles and behavior change methodologies
are critical. SEL/EQ educator must know how to facilitated discussions on
sensitive topics such as anger management, violence, building healthy
relationship, substance abuse, sexuality, and risk behaviors. training often
utilizes small group, cooperative learning methods, and these educators must
understand group dynamics and group stage development to have true impact on
students. as the most well-trained mental healthprofessional in schools
(Sheridan &gurkin, 2000), school psychologists should already prossess the
knowledge and skills necessary to engage in this sort of innovative
programming. CASEL has delineated acomprehensive pre-K through grade 12 “scope
and sequence” for SEL skills and the instructional methodologies and classroom
environments most facilitative of skill development (elias et al., 1997).
some school psychologists have already begun to expand their roles
to include a youth these acticities. for example, several middle-school-based
school psychologists are currently working with one of the present authors to
implement leadership development program designed to reduce the incidence of
substance use among seventh and eighth grade students.the program, new jersey
department of healty and senior services and coordinated by the Princeton
center for leadership training. these school psychologists have taken the lead
in initiating program efforts at their schools by gaining the support of critical
stakeholders including administrators, faculty, and parents. they have
recruited teams of school and community-based professionals to work with them
on the development and management of the project. these teams have received
comprehencive training in all of the areas listed above as necessary. to this
type of education. and most importantly, these school psychologists meet regularly
with groups of students who receive intensive, experiential training in areas
such as reducingrisk behavior, problem solving decision making, conflict
resolution, stress and angermanagement, talking witth parents and peers about
substance abuse, and other related isses.
the skills displayed by these school psychologists can also be strategically
applied to creating professional development opportunities for other professionals
around social an emotional learning and emotional intelligence.
professional
development for teacher and administrators
critical roles exist for school psycholigistsst every stage of the
profrssional development process for educators. school psychologists should
take responsibility for informing administrators of the importance of
incorporating SEL/EQ into learning opportunities for student. they could then
work directly with administrators and staff to develop personal learning goals
for training based on observations of school climate and student needs.
school psychologists could also provide training directly to
faculty and staff around SEL/EQ-related issues. the new jersey association of
school psychologists has undertaken an initiative to bring social and emotional
learning to school psychologists and related professionals in the state’s 30
highest risk districts,many of which are in urban areas. that association has
also conducted professional development sessions at annual and regional conference
of the new jersey educational association and other forums beyond those
attended primarily by school psychologists. school psychologists in leadership
roles at the Princeton center for leadership training (PCLT), a new
jersey-based nonprofit development programs for students, educator, and
parents, frequently provide professional development for other educators.
recently, PCLT conducted a converence for over 450 teachers and administrators
to explore options in instruction and programming related to character
education and SEL.
as a regular presence in the school psychologist can be available
to assist theacers and administrators. in integrating information and skills
learned in training into practice at school with their training in
consultation, assessment, and evaluation, school psychologists could monitor
implementation efforts and design and execute a broad-based evaluation of the
impactcany changes have had on school climate and student outcomes. this is
just one way that school psychologists can take the lead in initiating
collaborative efforts across all fields involved in the social and emotional
educational of school children.
collaborative
efforts with other educators
to be recognized as leaders of significant change efforts, school
psychologists must convience teachers, administrators, parents, and community
members of the value of their new roles.this is criticala because school
psycholohists most often work within system controlled by nonpsycologists.
importantly, “if we school psychologists our own ideas then we willnot be
involved in systems-wide efforts ro change our roles and functions”
(tapasak&keller, 1995, p. 202).
the practical action needed here begins with collaborative efforts
with other educators. school psychology professional organizations(e.g.,
NAPS,APA division 16) should collaborate with those of teachers, supervisors
and administrators to cosponsor conventions and professional development
seminars around SEL/EQ. school
psychologists also need to become familirar with the research and philosophies
fo these groups, and publish in the journals and magazines that are supportive
of alternative roles and of improved service to children (tapaska & keller,
1995). CASEL is an example of an organization that is actively involved in
convening multidisciplinary collaborators to advance theory and practice in the
school-based promotion of social and emotional learning.
a system perspective to school psychologists intervention is also
necessary to ensure a place for school psychologists in the implementation of
SEL/EQ-related activites and programs for children and youth. all members of
the school and community system must understand and value system improvement if
school psychologists wish to adopt new roles. one practical means to this end
takes the from of psychoeducation, a skill at which all
schoolpsychologists should be
proficient. system participants must be educated as to the importance of
supportive human relations, clear communication, and positive school climate
(schmuck,1990). this process involves training members of the system in active
assessment, diagnosis, and transformation of their own organization
(schmuck,1990). the school psychologist as educator, then, can enhance the
potential for the school psychologist as trainer, consultant, organizational
developer, designer, and evaluator.
it is important to note, however, that until new roles are
available, many professionally trained school psychologists who are interested
in pursuing these activities will choose to do so outside of the school system.
the Princeton center for leadership training currently employs several
doctoral-level school psychologists, including one of the present authors, as
directors of statewide prevention education programs. these school
psychologists cite frustrations with the limitations of traditional
school-based roles coupled with a strong desire to be involves in systems-level
social and emotional education efforts as important reasons for working in a
non school setting. they also note that their school psychology training, in
areas such as assessment, consultation, programs development, and evaluation,
has prepared them well for their current activities. regardless of setting,
school psychologists will never be able to enhance the potential for new and
exciting roles without the training to master new challenges effectively.
Recommendations
for school psychology training
it is clear that school psychology training programs must assume a
great deal of responsinility witin the role change prosess (tapaska &
keller, 1995). for many current students , however, training programs involve
“traditional and….. unenlightened approaches to service delivery” while
ignoring more progressive philosophise (conoley &gutkin, 1995, p. 214).
effective initiation and maintenance of change,however, depends on these
progressive ideas.
to address the social and emotional needs of students on a broad
and comprehencive scale, school psychologists must be trained differently. in
addition to courses on basic child psychology and development, core coursework
for all school psychologists should include community psychology, or
gsnizational psychology, and health psychologiy. assessment courses should
include attention to systems-wide needs and risk assessment, not just
individual intellectual assessment, system-level skills and models should also
be emphasized in consultation courses; consultaion models that involve one
teacher, parent, or chuld are not necessarily relevant to te school
psychologist primarily interested in organizational intervention. according to
colonely and gutkin (1995), “without expertise in the psychology of system
change, it is highly unlikely that graduates will be able to impel local,
state, and national systems to change “(p.211). training programs need enough
flexibility to accommodate the changing demands of the field and the changing
needs of students.
organizational collaboration could take place between training
programs in school psychology and those in education.courses in school
organizational development and theory could be co-taught by factulty across
disciplines. coursework and practice in system level change in schools would
gain new relevance id student from different specialties worked together as
colleagues.
applied training experiences could change with relative ease, as
well.instead of individual students seeing individual clients in a clinical
setting, student teams could be developed that consult to classrooms, schools,
and districts to tackle system-level concerns related to school climate, adult
working relationship, professional development, and other SEL/EQ-related
issues.such a team could be hired out for projects in local areas, forming an
internal practicum experience for student. these experiences would provide
exciting and innovative approaches to school psychological training and
practice and would procide schools with a valuable internal resource n the
professional school psychologist.
conclusions
we
have attempted to build on the recommendation of other in the filed that roles
for school psychologists be changed to encompass broader, more innovative
functiobs by exploring the need to address social and emotionallearning issues
in schools. te importance of addressing the social and emotional learning needs
of students has been well-researched and clearly articulated in the literature.
a variety of ecent national tragedies have made it all too clear that many
young people have not developed the basic social and emotional skills needed to
maintain healthy relationship and become productive members of the community.
it
is also clear that these important skills include problem solving, decision
making, communication, coping with frustration and stress, and controlling
emotional. finally, it is evident that these skills can be taught consistenly
and comprehencively so children learn and benefit from them. with appropriate
training and efforts toward changing roles, school psychologists can be
effective advocates and practitioners of this work. they are in a pivotal
position to take the lead in addressing the social and emotional needs of youth
through prevebtion and healthy promotions programs, professional development
for techers and administrators, and collaborativeefforts with other educators. we
hope these effors will not only expand opportunities for school psychologists
but that they also will engage teachers, parents, adminitrators, and other
aduls in the critical work of addressing the social and emotional needs of
young people.
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