2025
Beyond discipline: the power of mentalization in reducing disruptive behavior in schools: a mixed-methods analysis of teacher–child interactions
Chelouche-Dwek G, Clark C, Fonagy P. Beyond discipline: the power of mentalization in reducing disruptive behavior in schools: a mixed-methods analysis of teacher–child interactions. Frontiers In Psychology 2025, 16: 1599298. DOI: 10.3389/fpsyg.2025.1599298.Peer-Reviewed Original ResearchTeacher-student interactionDisruptive classroom behaviorMentalization-based interventionsDisruptive behaviorTeacher responsesMixed-methods analysisClassroom behaviorTeacher-child interactionsTeacher-student relationshipEmotion dysregulationDisruptive incidentsThematic analysisMixed-methods designPupil behaviourTeachers’ mentalitySchool classroomsLearning environmentClassroom settingMale pupilsEducational strategiesTeachersClassroomBehavior managementMental health professionalsBehavioral challenges
2018
Validating the Emotion-Focused Interactions Scale for teacher–student interactions
Cipriano C, Barnes T, Kolev L, Rivers S, Brackett M. Validating the Emotion-Focused Interactions Scale for teacher–student interactions. Learning Environments Research 2018, 22: 1-12. DOI: 10.1007/s10984-018-9264-2.Peer-Reviewed Original ResearchTeacher-student interactionClassroom environmentInteraction ScaleOne-factor measureConfirmatory factor analysisAdequate internal consistencyStrong positive loadingsFactor analysisTeachersGood psychometric propertiesPsychometric propertiesStudentsInternal consistencyConcurrent validityAffective expressionNumerous measuresSelf-report measuresNeed
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