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ERIC Number: EJ859102
Record Type: Journal
Publication Date: 2009-Oct
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1532-8759
Repairing Discordant Student--Teacher Relationships: A Case Study Using Emotion-Focused Therapy
Lander, Itzhak
Children & Schools, v31 n4 p229-238 Oct 2009
This article describes the use of emotion-focused therapy (EFT) to reduce conflict in the student-teacher relationship. A case study of a homeroom teacher and a sixth-grade student is presented. This innovative family treatment model is demonstrated to be a useful tool for improving the student-teacher relational system, resulting in amelioration of classroom behavior problems and positive teacher outcomes. The study emphasizes the compelling influence of emotion on interaction and attachment. A parallel process of maladaptive affective expression is demonstrated to maintain a rigid negative interactional cycle and preclude the development of a functional student-teacher bond. The study asserts an important role for the school social worker in promoting positive student-teacher relationships by using the principles and procedures of EFT and suggests the possibility of using this approach to strengthen teacher-parent relationships.
National Association of Social Workers (NASW). 750 First Street NE Suite 700, Washington, DC 20002. Tel: 800-227-3590; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A