Strength-based perspective (2) - connection

Think of a conversation you had that involved a person you deeply respected. How were you responding - listless and bored or eager and attentive?

Why does positive feedback or praise mean alot to us when it comes from someone we love or respect?

Our responses are often linked with how we think or relate to the other person.

It is the power of connection. We innately infer a sense of value - of ourselves and others - through our relationships. In other ways, we flourish and nourish by being in positive relationships with others.

I'm veering off to the second principle of connection because the strength-based approach and connection are complementary and synergistic.

The vital teacher-student relationship in the classroom is similar to the therapist-client relationship or the therapeutic alliance that is foundational for PCT. Research has shown that positive teacher-student relationship (TSR) or what I term 'connection' is critical for a variety of reasons from students' wellbeing to academic performance. See the previous post for more details on positive TSR as intervention.

Moreover, positive TSR provides students a sense of connection or relatedness. When this intrinsic need is met, it engages students and facilitates the growth of intrinsic motivation. Self-determined or intrinsically motivated students are characterised by their sustained effort and persistence.

For educators who want to establish a trauma-sensitive classroom, positive TSR is of paramount importance. Emotional recovery will not begin out of the setting of a safe and trusting relationship. Hence a positive classroom climate with strong connections between teacher-student or student-student can reduce re-triggering trauma and even promote recovery in students. Recovery starts from that first positive connection with someone who cares (i.e congruence or genuineness and empathy) and will not give up on them (i.e. unconditional positive regard). These 3 are also the ingredients for inclusion or a strength-based approach.

In the classroom of life, we might sometimes cross paths with hurting individuals who might just need that connection.

Will you be that game changer in your classroom?