A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum

Journal of School Psychology

Volumn 58, Issue , 2016, Pages 73-89

  Humphrey, Neil ^a   Barlow, Alexandra ^a   Wigelsworth, Michael ^a   Lendrum, Ann ^a   Pert, Kirsty ^a   Joyce, Craig ^a   Stephens, Emma ^a   Wo, Lawrence ^a   Squires, Garry ^a   Woods, Kevin ^a   Calam, Rachel ^a   Turner, Alex ^a  

^a UNIVERSITY OF MANCHESTER   (United Kingdom)

Author keywords

Elementary school; Mental health; Randomized trial; Social and emotional learning; Universal

Indexed keywords

CHILD; COMPARATIVE EFFECTIVENESS; CONTROL GROUP; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; CURRICULUM; EFFECT SIZE; ENGLAND; HUMAN; LANGUAGE; LEARNING; MAJOR CLINICAL STUDY; MENTAL HEALTH; PRIMARY SCHOOL; QUESTIONNAIRE; RANDOMIZED CONTROLLED TRIAL; SOCIAL ADAPTATION; SPEECH; STATISTICAL MODEL; SYMPTOM; TEACHER; THINKING; CHILD BEHAVIOR; CHILD DEVELOPMENT; FEMALE; MALE; STANDARDS; TEACHING;

CHILD; CHILD BEHAVIOR; CHILD DEVELOPMENT; CURRICULUM; FEMALE; HUMANS; MALE; TEACHING; THINKING;

EID: 84981164457     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2016.07.002     Document Type: Article

References (86)

1. Allen, G., Early intervention: The next steps. 2011, H. M. Government, London.
2. Arda, T.B., Ocak, S., Social; competence and promoting alternative thinkings strategies — PATHS preschool curriculum. Educational Sciences: Theory & Pratice 12 (2012), 2691–2698.
3. Belfer, M.L., Child and adolescent mental disorders: The magnitude of the problem across the globe. Journal of Child Psychology and Psychiatry, and Allied Disciplines 49 (2008), 226–236, 10.1111/j.1469-7610.2007.01855.x.
4. Berry, V., Axford, N., Blower, S., Taylor, R.S., Edwards, R.T., Tobin, K.,.. Bywater, T., The effectiveness and micro-costing analysis of a universal, school-based, social–emotional learning programme in the UK: A cluster-randomised controlled trial. School Mental Health, 2015, 10.1007/s12310-015-9160-1 (Online First).
5. Bierman, K.L., Nix, R.L., Heinrichs, B.S., Domitrovich, C.E., Gest, S.D., Welsh, J.A., Gill, S., Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts. Child Development 85 (2014), 140–159, 10.1111/cdev.12117.
6. Bonell, C., Humphrey, N., Fletcher, A., Moore, L., Anderson, R., Campbell, R., Why schools should promote students' health and wellbeing. BMJ (Clinical Research Edition), 348, 2014, g3078, 10.1136/bmj.g3078.
7. Campbell, M., Framework for design and evaluation of complex interventions to improve health. BMJ 321 (2000), 694–696, 10.1136/bmj.321.7262.694.
8. Castro, F.G., Barrera, M., Martinez, C.R., The cultural adaptation of prevention interventions: Resolving tensions between fidelity and fit. Prevention Science 5 (2004), 41–45.
9. Center for Mental Health, The economic and social costs of mental health problems in 2009/10. 2010, Center for Mental Health, London.
10. Center for the Study and Prevention of Violence, Blueprints for healthy youth development., 2016 Retrived from http://www.blueprintprograms.com.
11. Cohen, J., A power primer. Psychological Bulletin 112 (1992), 155–159.
12. Conduct Problems Prevention Research Group, The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology 78 (2010), 156–168, 10.1037/a0018607.
13. Cooper, C., Children's mental healthcare in crisis, Care Minister Norman Lamb admits. 2014, August 20, The Independent (Retrieved from http://www.independent.co.uk/life-style/health-and-families/health-news/exclusive-childrens-mental-healthcare-in-crisis-care-minister-norman-lamb-admits-9679098.html).
14. Crean, H.F., Johnson, D.B., Promoting Alternative Thinking Strategies (PATHS) and elementary school aged children's aggression: Results from a cluster randomized trial. American Journal of Community Psychology 52 (2013), 56–72, 10.1007/s10464-013-9576-4.
15. Curtis, C., Norgate, R., An evaluation of the Promoting Alternative Thinking Strategies curriculum at key stage 1. Educational Psychology in Practice 23 (2007), 33–44, 10.1080/02667360601154717.
16. Davies, S.C., Our children deserve better: Prevention pays (annual report of the Chief Medical Officer 2012). 2012, Department of Health, London.
17. Deighton, J., Humphrey, N., Wolpert, M., Patalay, P., Belsky, J., Vostanis, P., An evaluation of the implementation and impact of England's mandated school-based mental health initiative in elementary schools. School Psychology Review 44 (2015), 117–139.
18. Department for Education, Schools, pupils and their characteristics. 2010, Department for Education, London.
19. Department for Education, Children with special educational needs: An analysis. 2012, Department for Education, London.
20. Department for Education, National curriculum assessments at key stage 2: 2012 to 2013. 2013, Department for Education, London.
21. Department for Education, Mental health and behaviour in schools. 2014, Department for Education, London.
22. Department for Education, Pupil absence in schools in England: 2012 to 2013. 2014, Department for Education, London.
23. Domitrovich, C.E., Cortes, R.C., Greenberg, M.T., Improving young children's social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention 28 (2007), 67–91, 10.1007/s10935-007-0081-0.
24. Durlak, J.A., How to select, calculate, and interpret effect sizes. Journal of Pediatric Psychology 34 (2009), 917–928, 10.1093/jpepsy/jsp004.
25. Durlak, J.A., DuPre, E.P., Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology 41 (2008), 327–350, 10.1007/s10464-008-9165-0.
26. Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development 82 (2011), 405–432, 10.1111/j.1467-8624.2010.01564.x.
27. Dvorsky, M., Girio-Herrera, E., Owens, J.S., School-based screening for mental health in early childhood. Weist, M.D., (eds.) Hadnbook of school mental health, 2014, Springer, New York, NY, 297–310, 10.1007/978-1-4614-7624-5.
28. Eisner, M., No effects in independent prevention trials: Can we reject the cynical view?. Journal of Experimental Criminology 5 (2009), 163–183, 10.1007/s11292-009-9071-y.
29. EPIS Center, Promoting Alternative Thinking Strategies., 2014 Retrieved from http://www.episcenter.psu.edu/ebp/altthinking.
30. Evans, R., Scourfield, J., Murphy, S., The unintended consequences of targeting: Young people's lived experiences of social and emotional learning INTERVENTIONS. British Educational Research Journal 41 (2014), 381–397, 10.1002/berj.3155.
31. Faria, A.M., Kendziora, K., Brown, L., O'Brien, B., Osher, D., PATHS implementation and outcome study in the Cleveland Metropolitan School District: Final report. 2013, American Institutes for Research, Washington, DC.
32. Goodman, R., The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry 38 (1997), 581–586, 10.1111/j.1469-7610.1997.tb01545.x.
33. Goodman, R., Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Child and Adolescent Psychiatry 40 (2001), 1337–1345, 10.1097/00004583-200111000-00015.
34. Goodman, R., Scott, S., Comparing the SDQ and the CBCL: Is small beautiful?. Journal of Abnormal Child Psychology 27 (1999), 17–24.
35. Goodman, A., Joshi, H., Nasim, B., Tyler, C., Social and emotional skills in childhood and their long-term effects on adult life. 2015, Early Intervention Foundation, London.
36. Goossens, F., Gooren, E., de Castro, B.O., Overveld, K.V., Buijs, G., Monshouwer, K.,.. Paulussen, T., Implementation of PATHS through Dutch municipal health services: A quasi-experiment. International Journal of Conflict and Violence 6 (2012, November 8), 234–248.
37. Gorard, S., The propagation of errors in experimental data analysis: A comparison of pre- and post-test designs. International Journal of Research & Method in Education 36 (2013), 372–385, 10.1080/1743727X.2012.741117.
38. Green, H., McGinnity, A., Meltzer, H., Ford, T., Goodman, R., Mental health of children and young people in Great Britain. 2005, Office for National Statistics, Newport.
39. Greenberg, M.T., School-based prevention: current status and future challenges. Effective Education 2 (2010), 27–52.
40. Greenberg, M.T., Kusche, C.A., Promoting social and emotional development in deaf children: The PATHS project. 1993, University of Washington Press, Seattle.
41. Greenberg, P., Kusche, C., Preventive intervention for school-age deaf children: The PATHS curriculum. Journal of Deaf Studies and Deaf Education 3 (1998), 49–63.
42. Greenberg, M.T., Kusche, C.A., Cook, E.T., Quamma, J.P., Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology 7 (1995), 117–136.
43. Gresham, F.M., Elliot, S.N., Social skills improvement system: Rating scales manual. 2008, Pearson, Minneapolis, MN.
44. Gupta, S.K., Intention-to-treat concept: A review. Perspectives in Clinical Research 2 (2011), 109–112, 10.4103/2229-3485.83221.
45. Hallgren, K.A., Computing inter-rater reliability for observational data: An overview and tutorial. Tutorial in Quantitative Methods for Psychology 8 (2012), 23–34, 10.1016/j.biotechadv.2011.08.021.Secreted.
46. Hedges, L.V., Hedberg, E.C., Intraclass correlation values for planning group-randomized trials in education. Educational Evaluation and Policy Analysis 29 (2007), 60–87, 10.3102/0162373707299706.
47. Hoffmann, T.C., Glasziou, P.P., Boutron, I., Milne, R., Perera, R., Moher, D.,.. Michie, S., Better reporting of interventions: Template for Intervention Description and Replication (TIDieR) checklist and guide. BMJ (Clinical Research Edition), 348, 2014, g1687, 10.1136/bmj.g1687.
48. Hsueh, J., Lowenstein, A.E., Morris, P., Mattera, S.K., Bangser, M., Impacts of social–emotional curricula on three-year-olds' exploratory findings from the Head Start CARES demonstration. OPRE report 2014-78, 2014, Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, Washington, DC.
49. Hughes, C., Cline, T., An evaluation of the preschool PATHS curriculum on the development of preschool children. Educational Psychology in Practice 31 (2014), 73–85, 10.1080/02667363.2014.988327.
50. Humphrey, N., Social and emotional learning: A critical appraisal. 2013, Sage Publications, London.
51. Humphrey, N., Barlow, A., Lendrum, A., Wigelsworth, M., PATHS to success: Early findings of a major randomised controlled trial of the Promoting Alternative THinking Strategies curriculum in Manchester, England. Paper presented at Third Biennial Conference of the European Network for Social and Emotional Competence in Children (ENSEC), 2013 (Zagreb, Croatia).
52. Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J., Wolpert, M., Measures of social and emotional skills for children and young people: A systematic review. Educational and Psychological Measurement 71 (2011), 617–637, 10.1177/0013164410382896.
53. Johar, M., Truong, J., Direct and indirect effect of depression in adolescence on adult wages. Applied Economics 46 (2014), 4431–4444, 10.1080/00036846.2014.962227.
54. Johnston, C., Gowers, S., Routine outcome measurement: A survey of UK Child and adolescent mental health services. Child and Adolescent Mental Health 10 (2005), 133–139, 10.1111/j.1475-3588.2005.00357.x.
55. Kam, C.-M., Greenberg, M.T., Kusche, C.A., Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education. Journal of Emotional and Behavioral Disorders 12 (2004), 66–78, 10.1177/10634266040120020101.
56. Kam, C.-M., Greenberg, M.T., Walls, C.T., Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Prevention Science 4 (2003), 55–63, 10.1023/A:1021786811186.
57. Kelvin, R., Mental health help “needed in schools”. 2014, BBC News Health (Retrieved from http://www.bbc.co.uk/news/health-26685550).
58. Kusche, C., Greenberg, M.T., The PATHS curriculum. 1994, Developmental Research and Programs, Seattle, WA.
59. Lendrum, A., Wigelsworth, M., The evaluation of school-based social and emotional learning interventions: Current issues and future directions. Psychology of Education Review 37 (2013), 70–74.
60. Little, M., Berry, V., Morpeth, L., Blower, S., Axford, N., Taylor, R.,.. Tobin, K., The impact of three evidence-based programmes delivered in public systems in Birmingham, UK. Journal of Children's Services 6 (2012), 338–350.
61. Liu, J., Minimum effective dose. Chow, S.C., (eds.) Encyclopedia of biopharmaceutical statistics, 2010, Informa, London, 799–800.
62. Malti, T., Berry, V., Morpeth, L., Blower, S., Axford, N., Taylor, R.,.. Lehtonen, M., Effectiveness of a universal school-based social competence program : The role of child characteristics and economic factors effectiveness of a universal school-based social competence program: The role of child characteristics and economic factors. International Journal of Conflict and Violence 6 (2012), 249–259.
63. Malti, T., Ribeaud, D., Eisner, M.P., The effectiveness of two universal preventive interventions in reducing children's externalizing behavior: A cluster randomized controlled trial. Journal of Clinical Child and Adolescent Psychology 40 (2011), 677–692, 10.1080/15374416.2011.597084.
64. Mathers, C.D., Loncar, D., Projections of global mortality and burden of disease from 2002 to 2030. PLoS Medicine, 3, 2006, e442, 10.1371/journal.pmed.0030442.
65. Morris, P., Mattera, S.K., Castells, N., Bangser, M., Bierman, K., Raver, C., Impact findings from the Head Start CARES demonstration: National evaluation of three approaches to improving preschoolers' social and emotional competence. OPRE report 2014-44, 2014, Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, Washington, DC.
66. Murphey, D., Barry, M., Vaughn, B., Mental health disorders. Child Trends, 2013, 1–10.
67. Nelson, M.C., Cordray, D.S., Hulleman, C.S., Darrow, C.L., Sommer, E.C., A procedure for assessing intervention fidelity in experiments testing educational and behavioral interventions. Journal of Behavioral Health Services and Research 39 (2012), 374–396, 10.1007/s11414-012-9295-x.
68. O'Connell, M., Boat, T., Warner, K.E., Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. 2009, The National Academies Press, Washington, DC.
69. O'Donnell, C.L., Defining, conceptualising, and measuring fidelity of implementation and its relationship to outcomes in K-12 curriculum intervention research. Review of Educational Research 78 (2008), 33–84.
70. O'Hara, M., Teachers left to pick up pieces from cuts to youth mental health services. 2014, April 25, The Guardian (Retrieved from http://www.theguardian.com/education/2014/apr/15/pupils-mental-health-cuts-services-stress-teachers).
71. PATHS to Success Research Team, Promoting Alternative Thinking Strategies (PATHS): Evaluation report and executive summary. 2015, Education Endowment Foundation, London.
72. Petticrew, M., Tugwell, P., Kristjansson, E., Oliver, S., Ueffing, E., Welch, V., Damned if you do, damned if you don't: Subgroup analysis and equity. Journal of Epidemiology and Community Health 66 (2012), 95–98, 10.1136/jech.2010.121095.
73. Puffer, S., Torgerson, D.J., Watson, J., Cluster randomized controlled trials. Journal of Evaluation in Clinical Practice 11 (2005), 479–483, 10.1111/j.1365-2753.2005.00568.x.
74. Ross, S.M., Sheard, M.K., Cheung, A., Elliott, L., Slavin, R., Promoting primary pupils' social–emotional learning and pro-social behaviour: Longitudinal evaluation of the Together 4 All Programme in Northern Ireland. Effective Education 3 (2011), 61–81, 10.1080/19415532.2012.665773.
75. Schonfeld, D.J., Adams, R.E., Fredstrom, B.K., Weissberg, R.P., Gilman, R., Voyce, C.,.. Speese-Linehan, D., Cluster-randomized trial demonstrating impact on academic achievement of elementary social–emotional learning. School Psychology Quarterly 29 (2014), 1–15.
76. Seifer, R., Gouley, K., Miller, A., Zakriski, A., Implementation of the PATHS curriculum in an urban elementary school. Early Education & Development 15 (2004), 471–486, 10.1207/s15566935eed1504_6.
77. Shucksmith, J., Mental wellbeing of children in primary education (targeted/indicated activities). 2007, University of Teeside, Teeside.
78. Sklad, M., Diekstra, R., De Ritter, M., Ben, J., Gravesteijn, C., Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students' development in the area of skills, behavior and adjustment?. Psychology in the Schools 49 (2012), 892–909, 10.1002/pits.
79. Social and Character Development Research Consortium, Efficacy of school-wide programs to promote social and character development and reduce problem behavior in elementary school children. 2010, Social and Character Development Research Consortium, Washington, DC.
80. Stallard, P., Sayal, K., Phillips, R., Taylor, J.A., Spears, M., Anderson, R.,.. Montgomery, A.A., Classroom based cognitive behavioural therapy in reducing symptoms of depression in high risk adolescents: Pragmatic cluster randomised controlled trial. BMJ (Clinical Research Edition), 345, 2012, e6058, 10.1136/bmj.e6058.
81. Steventon, A., Bardsley, M., Billings, J., Dixon, J., Doll, H., Hirani, S.,.. Newman, S., Effect of telehealth on use of secondary care and mortality: Findings from the Whole System Demonstrator cluster randomised trial. BMJ (Clinical Research Ed.), 344, 2012, e3874, 10.1136/bmj.e3874.
82. Stewart-Brown, S., Anthony, R., Should randomised controlled trials be the ‘gold standard’ for research on preventive interventions for children ?. Journal of Children's Services 6 (2011), 228–235, 10.1108/17466661111190929.
83. Sullivan, G.M., Getting off the “gold standard”: Randomized controlled trials and education research. Journal of Graduate Medical Education 3 (2011), 285–289, 10.4300/JGME-D-11-00147.1.
84. Treasure, T., MacRae, K.D., Minimisation: The platinum standard for trials? Randomisation doesn't guarantee similarity of groups; minimisation does. BMJ (Clinical Research Edition) 317 (1998), 362–363.
85. Weare, K., Nind, M., Mental health promotion and problem prevention in schools: What does the evidence say?. Health Promotion International 26 (2011), i29–i69, 10.1093/heapro/dar075.
86. Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., Ten-Bokkel, I., Tate, K., Emery, C., The influence of trial stage, developer involvement and international transferability on the outcomes of universal social and emotional learning outcomes: A meta-analysis. Cambridge Journal of Education, 2016 (EarlyView).