超越挑战学生行为:利用教师关系访谈

IF 1.4 4区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Psychologists and Counsellors in Schools Pub Date : 2022-11-22 DOI:10.1017/jgc.2022.14

J. Spilt, H. Koomen

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引用次数: 1

摘要

干预被认为是诊断过程的最终目标。然而，当诊断性评估主要集中在学生(不良)适应上，当教师的角色和观点没有得到系统评估时，评估可能无法为干预或教师咨询提供有用的建议。基于一个描述性的案例报告，教师关系访谈在使评估阶段与干预更相关方面的潜在贡献被概述和说明。

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Looking beyond challenging student behaviour: Utilising the teacher relationship interview

Abstract Intervention is considered the ultimate goal of the diagnostic process. However, when diagnostic assessment is largely focused on student (mal)adjustment and when the role and perspective of the teacher is not systematically evaluated, the assessment may fail to generate useful recommendations for intervention or teacher consultation. Based on a descriptive case report, the potential contribution of the Teacher Relationship Interview in making the assessment phase more relevant to intervention is outlined and illustrated.

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来源期刊

Journal of Psychologists and Counsellors in Schools Multiple-

CiteScore

2.20

自引率

7.70%

发文量

期刊介绍： Contributors to the Journal of Psychologists and Counsellors in Schools are from diverse backgrounds and focus on both educational and psychological topics. Articles address theoretical, practical and training issues that impact upon guidance and counselling professionals today.