Editing Education reform (section)

==== Social and emotional learning: strengths-based education model ====
This uses a methodology that values purposeful engagement in activities that turn students into self-reliant and efficient learners. Holding on to the view that everyone possesses natural gifts that are unique to one's personality (e.g. computational aptitude, musical talent, visual arts abilities), it likewise upholds the idea that children, despite their inexperience and tender age, are capable of coping with anguish, able to survive hardships, and can rise above difficult times.<ref>Lopez, S.J (2009). "The principles of strengths-based education" (PDF). ''Journal of College and Character''. '''X''': 1–6.</ref><ref>Resiliency Initiatives (2011). "Embracing a strength-based perspective and practice in education". ''The California School Psychologist''. '''9''': 1–24.</ref><ref>Rawana, E. P. & Brownlee, K. (2009). "Making the possible probable: A strength-based assessment and intervention framework for clinical work with parents, children and adolescents." ''Families in Society: The Journal of Contemporary Social Service''s, 90, 255-260</ref><ref>Passarelli, A. (2010). "A strengths-based approach to outdoor and adventure education: Possibilities for personal growth". ''Journal of Experiential Education''. '''33''': 120–135</ref>