An evaluation of the preschool PATHS curriculum on the development of preschool children

Educational Psychology in Practice

Volumn 31, Issue 1, 2015, Pages 73-85

  Hughes, Cerian ^a   Cline, Tony ^b  

^a HAMPSHIRE COUNTY COUNCIL   (United Kingdom)

^b UNIVERSITY COLLEGE LONDON   (United Kingdom)

Author keywords

early years; evaluation; preschool children; preschool PATHS; prevention; social emotional behavioural development

Indexed keywords

EID: 84922197348     PISSN: 02667363     EISSN: 14695839     Source Type: Journal    
DOI: 10.1080/02667363.2014.988327     Document Type: Article

References (22)

1. Barnes, J., & Richman, N. (2003). Early years behaviour checklist handbook. London: NferNelson.
2. Curtis, C., & Norgate, R. (2007). An evaluation of the promoting alternative thinking strategies curriculum at Key Stage 1. Educational Psychology in Practice, 23, 33–44.
3. Denham, S. (1986). Social cognition, prosocial behaviour, and emotion in preschoolers: Contextual validation. Child Development, 57, 197–201.
4. Department for Children Schools and Families (DCSF). (2008). Social and emotional aspects of development. SEAD practitioner booklet. London: Author.
5. Domitrovich, C., Cortes, R., & Greenberg, M. (2007). Improving young children’s social and emotional competence: A randomised trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28, 67–91.
6. Domitrovich, C., Gest, S., Jones, D., Gill, S., & DeRousie, R. (2010). Implementation quality: Lessons learned in the context of the Head Start REDI trial. Early Childhood Research Quarterly, 25, 284–298.
7. Domitrovich, C., Greenberg, M., Kusché, C., & Cortes, R. (2004). PATHS promoting alternative thinking strategies preschool. South Deerfield, MA: Channing Bete Company.
8. Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586.
9. Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire (SDQ). Journal of the American Academy of Child and Adolescent Psychiatry, 40, 1337–1345.
10. Goodman, R., & Scott, S. (1999). Comparing the Strengths and Difficulties Questionnaire and the child behavior checklist: Is small beautiful? Journal of Abnormal Child Psychology, 27, 17–24.
11. Izard, C., King, K., Trentacosta, C., Morgan, J., Laurenceau, J., Krauthamer-Ewing, S., & Finlon, K. (2008). Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behaviour. Development and Psychopathology, 20, 369–397.
12. Kusché, C. (1984). The understanding of emotion concepts by deaf children: An assessment of an affective education curriculum (Unpublished Doctoral Dissertation). University of Washington, Seattle, WA.
13. Lynch, K., Geller, S., & Schmidt, M. (2004). Multi year evaluation of the effectiveness of a resilience based prevention program for young children. The Journal of Primary Prevention, 24, 335–353.
14. National Institute for Health and Clinical Excellence (NICE). (2012). Social and emotional wellbeing: Early years draft guidance. London: Author.
15. Pahl, K., & Barrett, P. (2010). Preventing anxiety and promoting social and emotional strength in preschool children: A universal evaluation of the Fun FRIENDS program. Advances in School Mental Health Promotion, 3, 14–25.
16. Pope, C., Ziebland, S., & Mays, N. (2000). Qualitative research in health care: Analysing qualitative data. British Medical Journal, 320, 114–116.
17. Sanford DeRousie, R., & Bierman, K. (2012). Examining the sustainability of an evidence based preschool curriculum: The REDI program. Early Childhood Research Quarterly, 27, 55–65.
18. Schultz, B., Richardson, R., Barber, C., & Wilcox, D. (2011). A preschool pilot study of connecting with others: Lessons for teaching social and emotional competence. Early Childhood Education Journal, 39, 143–148.
19. Shure, M., & Spivack, G. (1982). Interpersonal problem solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10, 341–356.
20. Webster-Stratton, C., & Reid, M. (2010). The incredible years parents, teachers and children training series: A multifaceted treatment approach for young children with conduct disorders. In J. Weisz & A. Kazdin (Eds.), Evidence based psychotherapies for children and adolescents. New York, NY: Guilford Publications.
21. Webster-Stratton, C., Reid, M., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: Evaluation of the incredible years teacher and child training programs in high risk schools. Child Psychology and Psychiatry, 49, 471–488.
22. Wingspan, L. (1999). Al’s Pals: Kids making healthy choices. Richmond, VA: Author.