| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adolescent Internalizing Problems and Social Support: Contextual Compensation Between Sources and Settings
|
Coyle, Samantha
|
|
|
14 |
2 |
p. 294-305
|
artikel
|
| 2 |
An Examination of the Associations Among Teacher Secondary Traumatic Stress, Teacher–Student Relationship Quality, and Student Socio-Emotional Functioning
|
Simon, Kathryn
|
|
|
14 |
2 |
p. 213-224
|
artikel
|
| 3 |
A Scoping Review of Police Involvement in School Crisis Response for Mental Health Emergencies
|
Choi, Kristen R.
|
|
|
14 |
2 |
p. 431-439
|
artikel
|
| 4 |
Changes in Character Virtues are Driven by Classroom Relationships: A Longitudinal Study of Elementary School Children
|
Thomas, Kendra J.
|
|
|
14 |
2 |
p. 266-277
|
artikel
|
| 5 |
Educators Need More Than a Strong Belief in the Importance of Student Relationships
|
Keels, Micere
|
|
|
14 |
2 |
p. 225-237
|
artikel
|
| 6 |
Evaluating the Effects of Family–School Engagement Interventions on Parent–Teacher Relationships: A Meta-analysis
|
Smith, Tyler E.
|
|
|
14 |
2 |
p. 278-293
|
artikel
|
| 7 |
Gauging Perceptions and Attitudes About Student Anxiety and Supports Among School-Based Providers
|
Conroy, Kristina
|
|
|
14 |
2 |
p. 374-390
|
artikel
|
| 8 |
Heterogeneity Among Moderate Mental Health Students on the Mental Health Continuum-Short Form (MHC-SF)
|
Chan, Mei-ki
|
|
|
14 |
2 |
p. 416-430
|
artikel
|
| 9 |
Implementing Banking Time with Teachers and Preschoolers Displaying Disruptive Behaviors: Links Between Consultant-Teacher Relationship Quality, Implementation Fidelity and Dosage, and Dyadic Teacher–Child Interactions
|
Partee, Ann
|
|
|
14 |
2 |
p. 341-356
|
artikel
|
| 10 |
Implementing Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) in a Low-Income School
|
Chugani, Carla D.
|
|
|
14 |
2 |
p. 391-401
|
artikel
|
| 11 |
Peer Aggression and Conflictual Teacher-Student Relationships: A Meta-Analysis
|
Krause, Amanda
|
|
|
14 |
2 |
p. 306-327
|
artikel
|
| 12 |
Predicting Teacher Use and Benefit from Virtual Training in Classroom-Level Positive Behavioral Supports
|
Shernoff, Elisa S.
|
|
|
14 |
2 |
p. 357-373
|
artikel
|
| 13 |
Predictors of Friendship Quality in Adolescents with and without Attention-Deficit /Hyperactivity Disorder
|
Rokeach, Alan
|
|
|
14 |
2 |
p. 328-340
|
artikel
|
| 14 |
“Teachers Often See the Red Flags First”: Perceptions of School Staff Regarding Their Roles in Supporting Students with Mental Health Concerns
|
Dimitropoulos, Gina
|
|
|
14 |
2 |
p. 402-415
|
artikel
|
| 15 |
Tender Shoots: Effects of a Preschool Shared Book Reading Preventive Intervention on Parent–Child Reading and Parents’ Involvement in the First Year of School
|
Timperley, Sarah
|
|
|
14 |
2 |
p. 238-253
|
artikel
|
| 16 |
The Evaluation of Boost Camp: A Universal School-Based Prevention Program Targeting Adolescent Emotion Regulation Skills
|
Volkaert, Brenda
|
|
|
14 |
2 |
p. 440-453
|
artikel
|
| 17 |
The Impact of Student–Teacher Relationships on Black Middle School Boys
|
Leverett, Patrice
|
|
|
14 |
2 |
p. 254-265
|
artikel
|
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