Naslov
Examining the Relationship between Risk Indicators and Effectiveness of PATHS Program

Autori
Novak, Miranda ; Mihić, Josipa ; Bašić, Josipa ; Nix, Robert

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo

Izvornik
4th ENSEC COnference: Social and Emotional Competence in a changing world / Miljević-Riđički, Renata - Zagreb : QuoVadis, 2013, 35-35

Skup
4th ENSEC COnference: Social and Emotional Competence in a changing world

Mjesto i datum
Zagreb, Hrvatska, 03.07.2013. - 07.07.2013

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
socio-emotional learning; prevention in school; PATHS program; universal preventive programs

Sažetak
Children who enter school with cognitive and social-emotional delays are at risk for behaviour problems, negative relationships with teachers and peers, academic underachievement and other behavioural problems (La Paro & Pianta, 2000 ; Vitaro et al., 2005). Social and emotional skills buffer these types of risk factors by enabling children to engage in school, follow classroom rules, and relate effectively to teachers and peers (Zins et al., 2004). PATHS program - Promoting Alternative Thinking Strategies (authors: Mark Greenberg and Carol Kusche) is one of the most successful school-based programs of universal prevention focused on development of social-emotional competencies in children and prevention of behavioral and emotional problems. The study whose results will be presented in this paper was conducted during the project "Implementation of scientifically-based prevention programs focused on social and emotional learning through scientific evaluation and application in Croatian schools and kindergartens". Project was financed by the World Bank’s funds and led by the University of Zagreb, Faculty of Education and Rehabilitation Sciences (project leader: Josipa Basic, PhD). During the project PATHS was implemented in 30 first grade classrooms in Croatia. In the period from June 2010 until June 2012 control randomized study of school PATHS curriculum was conducted and its results will be presented in this paper. Impact of PATHS program was checked on a sample of 600 students for whom information on their socio-emotional competencies, adaptation, behavior and cooperation among peers in the classroom was collected by their teachers and through the direct interviews. The paper will present the results of PATHS program effectiveness study, with the special accent on the analysis of the program impact on the “higher risk” children. Data analysis has show that children who were involved in a program have better learning behaviours, express more prosocial behaviours, have better emotion regulation and less depressive/withdrawn symptoms comparing to children from the control condition. However, the analysis has also shown that children who are at the “lower” risk benefit more from a program than “higher” risk children. Within the sample, 36% of assessed children were detected as being at the “higher” risk (express more hyperactivity symptoms and inattention, lower learning behaviours, victimization, more internalizing symptoms, more conduct problems and aggression, less socio- emotional skills and weaker emotion regulation). Concerning these results, possibilities of universal prevention programs in developing socio- emotional skills of “high” risk children will be problematized. Recommendations for improving the socio-emotional skills of higher risk children will be presented.

Izvorni jezik
Engleski

Znanstvena područja
Javno zdravstvo i zdravstvena zaštita, Psihologija, Pedagogija

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