Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Canadian Journal of School Psychology
This Article
Right arrow Résumé
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
0829573508316597v1
23/1/114    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Brooks, R.
Right arrow Articles by Goldstein, S.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The Mindset of Teachers Capable of Fostering Resilience in Students

Robert Brooks

Harvard Medical School

Sam Goldstein

George Mason University

The assumptions educators possess about themselves, their role as teachers, and their students' capabilities play a significant role in determining expectations, teaching practices, and ultimately student happiness and success. This article provides an overview of the application of resilience principles in the classroom from the perspective of the mindset of effective educators. In their efforts to nurture resilience in their students, effective educators appreciate the life-long impact they have on students, acknowledge that all students want to be successful, and appreciate that the foundation for successful learning in a safe and secure classroom climate is the relationship they forge with students. Ideas and strategies are offered to assist teachers in developing a mindset capable of fostering resilience in students.

Key Words: mindset • resilience • classroom strategies

This version was published on June 1, 2008

Canadian Journal of School Psychology, Vol. 23, No. 1, 114-126 (2008)
DOI: 10.1177/0829573508316597
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Canadian Journal of School PsychologyHome page
L. Baydala, C. Rasmussen, J. Birch, J. Sherman, E. Wikman, J. Charchun, M. Kennedy, and J. Bisanz
Self-Beliefs and Behavioural Development as Related to Academic Achievement in Canadian Aboriginal Children
Canadian Journal of School Psychology, March 1, 2009; 24(1): 19 - 33.
[Abstract] [PDF]

Home page
 Canadian Journal of School PsychologyHome page
S. Prince-Embury
Translating Resiliency Theory for Assessment and Application in Schools
Canadian Journal of School Psychology, June 1, 2008; 23(1): 4 - 10.
[PDF]