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Direct linkPanayiotou, Margarita; Humphrey, Neil; Hennessey, Alexandra – Journal of Educational Psychology, 2020
This cluster randomized trial evaluated the impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children's psychological wellbeing, peer social support, and school connectedness. Forty-five schools in England were randomly assigned to implement PATHS or continue their usual provision for 2 years. The trial sample was…
Descriptors: Thinking Skills, Social Development, Emotional Development, Interpersonal Competence
Kendra M. Lewis; Samuel Vuchinich; Peter Ji; David L. DuBois; Alan Acock; Niloofar Bavarian; Joseph Day; Naida Silverthorn; Brian R. Flay – Applied Developmental Science, 2016
This study evaluated effects of "Positive Action," a school-based social-emotional and character development intervention, on indicators of positive youth development (PYD) among a sample of low-income, ethnic minority youth attending 14 urban schools. The study used a matched-pair, cluster-randomized controlled design at the school…
Descriptors: Urban Youth, Individual Development, Program Effectiveness, Values Education
Download full textHumphrey, Neil; Barlow, Alexandra; Wigelsworth, Michael; Lendrum, Ann; Pert, Kirsty; Joyce, Craig; Stephens, Emma; Wo, Lawrence; Squires, Garry; Woods, Kevin; Calam, Rachel; Harrison, Mark; Turner, Alex; Humphrey, Neil – Education Endowment Foundation, 2015
Promoting Alternative Thinking Strategies (PATHS) is a school-based social and emotional learning (SEL) curriculum that aims to help children in primary school manage their behaviour, understand their emotions, and work well with others. PATHS consists of a series of lessons that cover topics such as identifying and labelling feelings, controlling…
Descriptors: Thinking Skills, Elementary School Students, Self Management, Student Behavior
Honess, Andrea; Hunter, Deborah – Educational Psychology in Practice, 2014
The research was designed to add to the UK-based literature around the Promoting Alternative Thinking Strategies (PATHS) curriculum, a whole school emotional literacy and social competence intervention. Seven semi-structured interviews were carried out with class teachers and pastoral leads. Questionnaires were designed to explore a number of…
Descriptors: Teacher Attitudes, Curriculum Implementation, Educational Change, Emotional Development
Bierman, Karen L.; Coie, John D.; Dodge, Kenneth A.; Greenberg, Mark T.; Lochman, John E.; McMahon, Robert J.; Pinderhughes, Ellen – Journal of Consulting and Clinical Psychology, 2010
Objective: This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model. Method: The longitudinal analysis involved 2,937 children of multiple ethnicities who remained…
Descriptors: Prosocial Behavior, Intervention, Disadvantaged Schools, Aggression
Seifer, Ronald; Gouley, Kathleen; Miller, Alison L.; Zakriski, Audrey – Early Education and Development, 2004
We examined the effectiveness of the PATHS curriculum in a magnet elementary school serving a distressed urban area. Aspects of social-emotional competence were examined for second graders who had, and had not, received the PATHS intervention. The intervention groups differed, with the control group having lower social-emotional competence than…
Descriptors: Grade 2, Urban Schools, Elementary Schools, Magnet Schools
