Toward Empirical Evidence for Teachers' Mental Representations of Dyadic Relationships With Students: Two Priming Experiments.

The attachment-based perspective on teacher-student relationships assumes that teachers internalize experiences with specific students into mental representations of dyadic relationships. Once activated, mental representations are believed to influence teachers' affective and cognitive social information processing. Two priming experiments with 57 elementary school teachers were conducted to test these assumptions.

The socio-behavioral development of children with symptoms of attachment disorder: An observational study of teacher sensitivity in special education.

Background: Children with Reactive Attachment Disorder (RAD) have serious socio-behavioral problems and often rely on socially abnormal, aggressive, and manipulative forms of communication. Little is known, however, about the influence of teachers on the socio-behavioral development of children with symptoms of RAD.

Aims: This longitudinal study examined the influence of teacher sensitivity on the socio-behavioral development of children with symptoms of RAD across one school year.