PATHS in Croatia: A school‐based randomised‐controlled trial of a social and emotional learning curriculum

Abstract

This study represents the first rigorous evaluation of a social-emotional learning curriculum, PATHS (Promoting Alternative Thinking Strategies; Kusché & Greenberg, 1994), in elementary schools in Croatia. This study randomly assigned 29 schools to receive the universal preventive intervention or continue with usual practices. Within those schools, this study included 57 classrooms and 568 children. Teachers rated nine child behaviours in the middle of first grade (pre-intervention) and near the end of second grade (post-intervention). Hierarchical linear models, nesting children within classrooms, revealed few changes in behaviour across the sample as a whole or among higher risk children. However, there were changes on eight of the nine behaviours for lower risk children. The findings are considered in the context of the classroom culture and teachers' preparation and readiness to implement a social-emotional learning curriculum in Croatia. This study highlights the need to supplement universal preventive interventions with selective preventive interventions that can provide more intensive and targeted skill practice for higher risk children. This study also highlights the nuanced effects of a universal preventive intervention in helping different children in different ways.

Teachers’ perspectives of social and emotional learning in Aotearoa New Zealand primary schools

“…Research shows that implementation of evidence-based SEL interventions and programs can improve both immediate and long-term social-emotional competencies, resulting in direct and measurable academic gains and helping make a meaningful difference in schools and in children's lives Taylor et al, 2017). Studies broadly reflect the meta-analyses findings that SEL programs are accomplishing social-emotional outcomes, improving behavior and increasing academic achievement, most notably at early childhood and elementary level (Bierman et al, 2010;Flook et al, 2015;Haslip et al, 2018;Jones et al, 2011;Martínez, 2016;Novak et al, 2017;Raimundo et al, 2013;Schonert-Reichl et al, 2015;Schonfeld et al, 2015;Zhai et al, 2015). However, challenges and limitations have been found that impede the effectiveness of SEL programs, with findings continuing to be mixed in the literature (Coelho and Sousa, 2018;Zhai et al, 2015).…”

Prevention of Internalized Problems of Children and Youth in Academic Setting

“…The aim of this part of the chapter is to present two studies of empirical evaluation of socialemotional learning curriculum, Promoting Alternative Thinking Strategies (PATHS) [66], conducted in Croatian kindergartens [67] and elementary schools [68] in order to examine the effects on the level of internalized problems such as emotional withdrawal, depressive symptoms, and worry.…”

Introduction to the Special Section: Advances in psychological prevention and treatment interventions to promote children's mental health

“…In this issue, Novak, Mihic, Basic, and Nix () report data from a randomised controlled effectiveness trial of an evidence‐based universal prevention programme, PATHS (Promoting Alternative Thinking Strategies; Kusché & Greenberg, ), adapted for elementary schools in Croatia. This study represents the first rigorous evaluation of a social‐emotional learning programme for youth in Croatian schools, using intent‐to‐treat analysis to examine effects of the programme on 568 children in 57 classrooms and 29 schools in three cities.…”