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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
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Improving Teacher-Child Relationships Using Relationship-Focused Reflection: A Case Study.

Rianne J Bosman1, Peter F de Jong1, Helma M Y Koomen1

  • 1University of Amsterdam, The Netherlands.

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Summary

The Teacher-Child Interaction Coaching (LLInC) intervention shows promise in improving teacher-child relationships, particularly global perceptions. Further research with larger samples is recommended for day-to-day relationship quality insights.

Keywords:
interventionmultiple-baseline designrelationship-focused reflectionself-efficacyteacher–child relationship

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Area of Science:

  • Educational Psychology
  • Child Development
  • Classroom Management

Background:

  • Teacher-child relationship quality is crucial for student well-being and academic success.
  • Difficulties in teacher-child interactions can negatively impact classroom dynamics.
  • Targeting teachers' mental representations may offer a novel approach to improving these relationships.

Purpose of the Study:

  • To evaluate the effectiveness of the LLInC (Teacher-Child Interaction Coaching) intervention.
  • To assess the impact of LLInC on teachers' mental representations and dyadic teacher-child relationship quality.
  • To explore changes in day-to-day perceptions of conflict, closeness, and self-efficacy in teacher-child dyads.

Main Methods:

  • A single-case study design involving four teachers and eight elementary school children from the Netherlands.
  • Teachers identified two children with whom they experienced challenging relationships.
  • Pretest and posttest assessments were used to measure changes in relationship quality and perceptions.

Main Results:

  • Teachers' global judgments of relationship quality significantly improved from pretest to posttest for most dyads.
  • Improvements in day-to-day perceptions of conflict, closeness, and self-efficacy were observed for some dyads, particularly the second targeted child.
  • The LLInC intervention appears more beneficial when applied to at least two teacher-child dyads.

Conclusions:

  • LLInC demonstrates potential as an intervention to enhance teacher-child relationship quality, especially concerning global perceptions.
  • The intervention's impact on day-to-day perceptions warrants further investigation with larger, representative samples.
  • LLInC may be particularly effective when implemented for multiple challenging teacher-child dyads within a classroom setting.