Social and Character Development
Promoting Alternative Thinking Strategies
Description:
Co-Principal Investigator(s): Crean, Hugh
Purpose: In this study, the researchers evaluated the impact of the Promoting Alternative Thinking Strategies (PATHS) program, which was designed to strengthen all kindergarten through fifth grade students' emotional literacy, positive peer relations, and social problem-solving. The researchers evaluated the effects of PATHS in New York and Minnesota.
Structured Abstract
THE FOLLOWING CONTENT DESCRIBES THE PROJECT AT THE TIME OF FUNDING
Setting: The schools are located on the fringe of stressed urban communities in two states: New York and Minnesota.
Intervention: PATHS consists of volumes of lessons on self-control, emotional understanding, self-esteem, healthy relationships, and interpersonal problem-solving skills. The program also includes training for all school staff on social and character development. The researchers are evaluating the effects of the randomly assigned PATHS program in schools already implementing an indicated kindergarten through second grade program designed to enhance school adjustment and build social and emotional competencies (the Primary Mental Health Project; PMHP).
Research Design and Methods: In a complementary research study, the researchers are comparing changes in behavior for high-risk students who participated in the PMHP program in kindergarten through grade 2 (grades K–2) and later received the PATHS intervention with changes in behavior for high-risk students who participated in the PMHP program in grades K–2 but did not later receive the PATHS intervention. The researchers also are testing whether changes in social problem-solving abilities and hostile attribution biases relate to changes in problem behavior.
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Journal articles
Crean, H.F., and Johnson, D.B. (2013). Promoting Alternative Thinking Strategies (PATHS) and Elementary School Aged Children's Aggression: Results From a Cluster Randomized Trial. American Journal of Community Psychology, 52(1): 56–72.