Letter to Editor
Identifying the Disconnect: Examining the Role of Connectedness in Cognitive Remediation for ChildrenMcBride Y and Frates EP*
Clinical Assistant Professor at Harvard Medical School, Boston, MA USA
- *Corresponding Author:
- Elizabeth Pegg Frates
Clinical Assistant Professor at Harvard Medical School
Boston, MA USA, Tel: (617) 496-8750
E-mail: [email protected]
Received date: October 29, 2015 Accepted date: October 30, 2015 Published date: October 31, 2015
Citation: McBride Y, Frates EP (2015) Identifying the Disconnect: Examining the Role of Connectedness in Cognitive Remediation for Children. Int J Sch Cog Psychol S2: 014. doi:10.4172/2469-9837.S2-014
Copyright: © 2015 McBride Y et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
At a time when it appears that many facets of the therapist-client relationship have been incrementally replaced by the efficiency and convenience of online applications and computerized neuropsychological assessments, one wonders what role, if any, connectedness plays in cognitive remediation for children. Some may argue that the domain of positive relationships and social functioning is that of psychotherapy, and that it is this therapy that provides the outlet for meeting the need to connect. However, connectedness research indicates that increasing children’s feelings of belonging will only serve to enhance the effects of cognitive remediation therapy.