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

J.L. Spilt, H.M.Y. Koomen, J.T. Thijs, A. van der Leij

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

A relationship-focused reflection program (RFRP) was developed that targeted teachers' mental representations of relationships with specific children. Relative effectiveness was examined in a randomized comparative trial with repeated measures. Thirty-two teachers were assigned to the RFRP or the comparison intervention directly aimed at teacher behavior. Per teacher, two children (N = 64) were selected with above-median levels of externalizing behavior. Multilevel growth modeling was used to explore intervention effects on teacherreported Closeness and Conflict, and observed Teacher Sensitivity and Behavior Management Quality. Teaching Efficacy was included as a moderator. The RFRP yielded changes over time in closeness for about half of the teacher-child dyads. In addition, teachers with high efficacy beliefs were more likely to report declines in conflict than low-efficacy teachers. Lastly, significant increases were found in observed sensitivity. These effects were different from those found in the comparison condition and provided preliminary evidence for the potential of in-depth reflection on specific relationships to promote teacher-child relationships. © 2012 Copyright Taylor and Francis Group, LLC.
Original languageEnglish
Pages (from-to)305-318
JournalAttachment and Human Development
Volume14
Issue number3
DOIs
Publication statusPublished - 2012

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