Supporting teachers' relationships with disruptive children: The potential of relationship-focused reflection

Attachment and Human Development

Volumn 14, Issue 3, 2012, Pages 305-318

  Spilt, Jantine L ^a   Koomen, Helma M Y ^b   Thijs, Jochem T ^c   van der Leij, Aryan ^b  

^a VU UNIVERSITY AMSTERDAM   (Netherlands)

^b UNIVERSITY OF AMSTERDAM   (Netherlands)

^c UTRECHT UNIVERSITY   (Netherlands)

Author keywords

externalizing behavior; intervention; kindergarten children; teacher reflection; teacher child relationships

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; BEHAVIOR DISORDER; CHILD; CHILD DEVELOPMENT; CHILD PSYCHOLOGY; COMPARATIVE STUDY; EDUCATIONAL MODEL; FEMALE; HUMAN; HUMAN RELATION; MALE; NETHERLANDS; PRESCHOOL CHILD; PROFESSIONAL COMPETENCE; PSYCHOLOGICAL ASPECT; PSYCHOLOGICAL MODEL; PSYCHOLOGICAL THEORY; PSYCHOMETRY; QUESTIONNAIRE; SOCIAL SUPPORT; STATISTICAL MODEL; STUDENT; UNIVERSITY;

ADOLESCENT; ADULT; CHILD; CHILD BEHAVIOR DISORDERS; CHILD DEVELOPMENT; CHILD PSYCHOLOGY; CHILD, PRESCHOOL; FACULTY; FEMALE; HUMANS; INTERPERSONAL RELATIONS; MALE; MODELS, EDUCATIONAL; MODELS, PSYCHOLOGICAL; MODELS, STATISTICAL; NETHERLANDS; PROFESSIONAL COMPETENCE; PSYCHOLOGICAL THEORY; PSYCHOMETRICS; QUESTIONNAIRES; SOCIAL SUPPORT; STUDENTS;

EID: 84860802748     PISSN: 14616734     EISSN: 14692988     Source Type: Journal    
DOI: 10.1080/14616734.2012.672286     Document Type: Article

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