| Sumario: | Conation is the little-studied component of human action that each person uses to achieve goals. In partnership with affective and cognitive components, knowledge of a student's conative profile (method of approaching a learning problem) allows school personnel to tailor educational strategies that use the individual's personal strengths. In this article we report results of an empirical study of a conative intervention in a middle school. The conative profiles of both teachers and students whom the teachers identified as problematic were assessed. Teachers learned conative strategies, including how to work with students whose conative profiles differed from their own. We report the teachers' evaluation of the utility of the new information, introduce school social workers to the concept of conation to show how this concept is compatible with the strengths perspective, and help school social workers understand how to assess conative abilities. Such assessment can contribute to students' self-esteem and improve the teacher-pupil relationship. Reprinted by permission of the publisher.
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