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Project

The effect of closeness and conflict in the teacher-child relationship on the course and malleability of externalising problem behaviour among preschoolers: An intervention study.

Theory and research increasingly point to the role of the teacher-child relationschip for children's adjustment in general, and externalizing problem behavior (EPB) in particular. Several studies have shown that teacher-child conflict is a risk factor and teacher-child closeness a protective factor for children's EPB. Most studies, however, use observational designs and do not allow drawing conclusions about causality. The main aim of the current study is to further investigate the nature of the link between teacher-child closeness and conflict, on the one hand, and child EPB, on the other. By incorporating an indicated preventive intervantion in an experimental, longitudinal design, the study aims to test causal relationships between the teacher-child relationship and children's EPB. Moreover, by studying several hypothesized intervening variables, this study aims to increase insight in the mechanisms through which teacher-child relationships impact the risk status of children with EPB.
Date:1 Oct 2009 →  30 Sep 2015
Keywords:School, Intervention, Externalizing problem behavior, Attachment, Prevention, Development, Teacher-child relationship
Disciplines:Parenting and family education, Specialist studies in education, Developmental psychology and ageing, Psychiatry and psychotherapy, Nursing, Other paramedical sciences, Clinical and counselling psychology, Other psychology and cognitive sciences