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Honors and Awards

2020:  Rutgers University GSEAA Distinguished Service Award

2019:  Center for Supportive Schools Legacy Award

2018:  Recognition and Appreciation from non-profit Board of Trenton Circus Squad

2016:  National Excellence in Mentoring Award; awarded by National Mentoring Partnership

2013:  Outstanding Citizen of Year Award from non-profit Minding our Business

2010:   Alumni Achievement Award from the School of Education, University of North Carolina – Chapel Hill

1999:  Senate and General Assembly Citation, State of New Jersey

1997:  Public Health Recognition Award, New Jersey Department of Health and Senior Services

1968:  Frank Porter Graham Award (for outstanding service as a student leader); University of North Carolina at Chapel Hill

Publications

  • Johnson, V., Holt. L, Bry., B. and Powell S. (2009) Effects of an Integrated Prevention Program on Urban Youth Transition into High School, Journal of Applied School Psychology.
  • Powell, S. R. (2003) Educating for character: A timely focus, NJASA Perspective, Volume XVIII, No. 1, 11-14.
  • Powell, S. R. and Ross, M. (2003) Building capacity from within:  Changing the adult working environment in our schools, M.J. Elias, H. Arnold, and C. Steiger Hussey (Eds.), EQ +IQ = Best Leadership Practices for Caring and Successful Schools, Corwin Press, Inc.
  • Powell, S.R., Ross, M. and Elias, M. (2002) New roles for school psychologists: Addressing the social and emotional learning needs of students, School Psychology Review, Vol. 32, No. 1, 43-52.
  • Powell, S.R. (2001) Employee growth and development: A shared leadership model for changing organizations and people, NJ Psychologist, Spring edition.
  • Powell, Sharon Rose (1995) Peer group handbook, Princeton, NJ: Princeton Center for Leadership Training.
  • Powell, S.R. (1993) The power of positive influence: Leadership training for today’s teens, Special Services in the Schools, Vol. 8, 1, 119-136.  The Haworth Press, Inc.
  • Powell, Sharon Rose (1983) An assessment of a peer-led training project, a dissertation submitted to the faculty of Graduate School of Education of Rutgers, the State University of New Jersey (New Brunswick, NJ).