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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 35, 2015 - Issue 4
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Articles

Teacher-reported effects of the Playing-2-gether intervention on child externalising problem behaviour

Caroline VancraeyveldtFaculty of Psychology and Educational Sciences, University of Leuven, KU Leuven, BelgiumCorrespondence[email protected]
,
Karine VerschuerenFaculty of Psychology and Educational Sciences, University of Leuven, KU Leuven, Belgium
,
Sanne Van CraeyeveltFaculty of Psychology and Educational Sciences, University of Leuven, KU Leuven, Belgium
,
Sofie WoutersFaculty of Psychology and Educational Sciences, University of Leuven, KU Leuven, Belgium
&
Hilde ColpinFaculty of Psychology and Educational Sciences, University of Leuven, KU Leuven, Belgium
Pages 466-483 | Received 30 Nov 2012, Accepted 22 Oct 2013, Published online: 29 Nov 2013

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Read on this site (2)

Vera Coelho, Sara Barros Araújo, Manuela Sanches-Ferreira & Caroline Vancraeyveldt. (2023) PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships?. International Journal of Early Years Education 31:2, pages 385-400.
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Claire Blewitt, Amanda O’Connor, Heather Morris, Tamara May, Aya Mousa, Heidi Bergmeier, Andrea Nolan, Kylie Jackson, Helen Barrett & Helen Skouteris. (2021) A systematic review of targeted social and emotional learning interventions in early childhood education and care settings. Early Child Development and Care 191:14, pages 2159-2187.
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Articles from other publishers (9)

R. Aldabbagh, C. Glazebrook, K. Sayal & D. Daley. (2022) Systematic Review and Meta-Analysis of the Effectiveness of Teacher Delivered Interventions for Externalizing Behaviors. Journal of Behavioral Education.
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Karen De Raeymaecker & Monica Dhar. (2022) The Influence of Parents on Emotion Regulation in Middle Childhood: A Systematic Review. Children 9:8, pages 1200.
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Jantine L. Spilt & Helma M. Y. Koomen. (2022) Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes. Frontiers in Education 7.
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Lisa J. Berlin. (2021) The value added of attachment theory, research, and intervention for US child care and early childhood education: Reflecting and carrying forward the legacy of Edward Zigler. Development and Psychopathology 33:2, pages 545-553.
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Hannah Roslyne Wilkinson & Alice Jones Bartoli. (2020) Antisocial behaviour and teacher–student relationship quality: The role of emotion‐related abilities and callous–unemotional traits. British Journal of Educational Psychology 91:1, pages 482-499.
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Tessa Weyns, Hilde Colpin, Maaike C. Engels, Sarah Doumen & Karine Verschueren. (2019) The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development. Early Childhood Research Quarterly 47, pages 259-270.
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Rachel D. McKinnon & Clancy Blair. (2019) Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement: A cross-lagged panel analysis. Early Childhood Research Quarterly 46, pages 152-165.
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Loren Vandenbroucke, Jantine Spilt, Karine Verschueren, Claire Piccinin & Dieter Baeyens. (2017) The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions. Review of Educational Research 88:1, pages 125-164.
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Debora L. Roorda, Karine Verschueren, Caroline Vancraeyveldt, Sanne Van Craeyevelt & Hilde Colpin. (2014) Teacher–child relationships and behavioral adjustment: Transactional links for preschool boys at risk. Journal of School Psychology 52:5, pages 495-510.
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