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Looking beyond challenging student behaviour: Utilising the teacher relationship interview

Published online by Cambridge University Press:  22 November 2022

Jantine L. Spilt Open the ORCID record for Jantine L. Spilt [Opens in a new window]  and
Helma M. Y. Koomen
Jantine L. Spilt*
Affiliation:
KU Leuven Faculty of Psychology and Educational Sciences, KU Leuven Child and Youth Institute, Belgium
Helma M. Y. Koomen
Affiliation:
Research Institute of Child Development and Education, University of Amsterdam, The Netherlands
*
*Address for correspondence: Dr Jantine Spilt, Division School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Tiensestraat 102 - bus 3717, 3000 Leuven, Belgium. Email: Jantine.Spilt@kuleuven.be
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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.

Keywords

Teacher-student interactionstudent behaviour problemsneeds-based assessmentteacher consultation

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Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 33 , Issue 1 , June 2023 , pp. 124 - 132
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Copyright
© The Author(s), 2022. Published by Cambridge University Press

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