Looking beyond challenging student behaviour: Utilising the teacher relationship interview

Abstract

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.