Geertje Leflot

Expertise

Geertje Leflot completed her doctoral thesis (“The role of teachers and peer for children’s adjustment to elementary school. An intervention study with the Good Behavior Game”) in 2010 at the Centre for School Psychology of the Catholic University of Leuven, Belgium. There, her passion for (effectivity) research and prevention programs in the school context developed. Meanwhile, she is lecturer and researcher in School Psychology and Pedagogy and research leader of the expertise unit Education and Pedagogy at Thomas More University College. She continues her research and supports colleagues in their research. Together with and/or commissioned by professionals in the field she has studied various (preventive) interventions in educational and pedagogical settings (f.e., TOPspel (with de Sleutel and CULeuven), KiVa (with CULeuven), Schoolondersteuning Arktos, Opvoedingsondersteuning +16 jaar…).She strives to set up research that meets the specific problem at hand and organization.

Domains of Expertise

Effectivity research

Prevention in educational and pedagogical settings

 

Education

Methoden van Psychologisch onderzoek 2
Family and School based Prevention
Klasmanagement en Communicatie (Specifieke lerarenopleiding Handelswetenschappen KUL@Antwerpen en KUL@Brussel)

Contact

Geertje.leflot@thomasmore.be
https://www.researchgate.net/profile/Geertje_Leflot/


Publications

Onder andere:

Leflot, G. (2010). The role of teachers and peers for children’s adjustment to elementary school: An intervention study with the Good Behavior Game. Unpublished doctoral dissertation, University of Leuven, Leuven.

Leflot, G., Bossaert, G., Onghena, P., & Colpin, H. (2008, July). Effect and mediating mechanisms of the Good Behavior Game: A study in Flanders, Belgium. Invited symposium School-based intervention for disruptive behavior problems: What Works, when, for whom, and why? (chair: B. Orobio de Castro, discussant: M. Greenberg), 30th Conference of the International School Psychology Association, Utrecht, the Netherlands.

Leflot, G., Bossaert, G., van Lier, P., Onghena, P., & Colpin, H. (2009, April). Impact and mediating mechanisms of the Good Behavior Game: Enhancing social adaptation and psychological well-being in class. Biennal Meeting of the Society for Research in Child Development, Denver, CO.

Leflot, G., & Colpin, H. (2011). Effectieve preventie van storend gedrag in de klas: Onderzoek over het programma Taakspel. Welwijs, 22, 28-31.

Leflot., G., De Groof, M., Onghena, P., & Colpin; H. (2006). Adapted Dutch version of the Self-Perception Profile for Children. Internal report, K.U.Leuven, School psychology and Development of Child and Adolescent, Leuven, Belgium.

Leflot, G., & Liekens, I. (2016). Positief omgaan met Regels en afspraken. De Sleutel Magazine, 45, 3-5.

Leflot, G., Liekens, I., & Colpin, H. (in preperation). Competent omgaan met storend gedrag in de klas, Caleidoscoop.

Leflot, G., Onghena, P., & Colpin, H. (2007, november). Leerkrachtstijl: Determinanten en gevolgen. Relatie met zelfwaardering en houding t.a.v. de school bij basisschoolleerlingen. Presentatie op de Studiedag VFO: Steunpunt Studie- en Schoolloopbanen.

Leflot, G., Onghena, P., & Colpin, H. (2010). Teacher-child interactions.

Relations with children’s self-concept in second grade. Infant and Child Development, 19, 385-405.

Leflot, G., van Lier, P., Onghena, P., & Colpin, H. (2011). The role of teacher behavior management in the development of disruptive behavior symptoms: An intervention study with the Good Behavior Game. Journal of Abnormal Child Psychology, 38, 869-882.

Leflot, G., van Lier, P., Onghena, P., & Colpin, H. (sept. 2013). : Rol van taakgericht gedrag in de preventie van agressie: Onderzoek met de Good Behavior Game in het tweede en derde leerjaar in Vlaanderen. Symposium: Preventie van probleemgedrag op school. 9de Vlaams Congres Kinder- en Jeugdpsychiatrie en –psychotherapie, Antwerpen.

Leflot, G., van Lier, P., Verschueren, K., Onghena, P., & Colpin, H. (2011). Transactional associations among teacher support, peer social preference, and child externalising behavior: a four-wave longitudinal study. Journal of Clinical Child and Adolescent Psychology, 40, 87-99