Promoting Alternative Thinking Skills (PATHS)

Wil je meer weten over de specifieke programma’s die we in ons onderzoek hebben meegenomen? Wij baseerden ons op onderstaande studies waarin de effectiviteit van dit programma onderzocht is.

Promoting Alternative Thinking Strategies (PATHS)

*Arda, T. B., & Ocak, Ş. (2012). Social competence and promoting alternative thinking Strategies—PATHS preschool curriculum. Educational Sciences: Theory & Practice, 12, 2691-2698.

*Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78, 156-168.

*Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008). Promoting academic and social-emotional school readiness: The head start REDI program. Child Development, 79, 1802-1817.

*Crean, H. F., & 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, 56-72.

*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.

*Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool ‘PATHS’ curriculum. The Journal of Primary Prevention, 28, 67-91.

*Hamre, B. K., Pinata, R. C., Mashburn, A. J., & Downer, J. T. (2012). Promoting young children’s social competence through the preschool PATHS curriculum and MyTeachingPartner professional development resources. Early Education and Development, 23, 809-832.

*Louwe, J. J., Van Overveld, C. W., Merk, W., De Castro, B. O., & Koops, W. (2007). De invloed van het programma alternatieve denkstrategieën op reactieve en proactieve agressie bij jongens in het primair onderwijs: Effecten na één jaar [The effects of the PATHS-curriculum on reactive and proactive aggression]. Pedagogische Studiën, 84, 277-292.

*Riggs, N. R., Greenberg, M. T., Kusché, C. A., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS curriculum. Prevention Science, 7, 91-102.

*Seifer, R., Gouley, K., Miller, A. L., & Zakriski, A. (2004). Implementation of the PATHS curriculum in an urban elementary school. Early Education and Development, 15, 471-485.

Zie ook:

*Bierman, K., Greenberg, M. T., & the Conduct Problems Prevention Research Group. (1996).
Social skills training in the fast track program. preventing childhood disorders, substance abuse, and delinquency. In R. D. Peters, & R. J. McMahon (Eds.), Preventing childhood disorders, substance abuse, and delinquency (pp. 65-89). Thousand Oaks, CA: Sage.

*Greenberg, M. T., & Kusché, C. A. (1993). Promoting social and emotional development in deaf children: The PATHS project. Seattle: University of Washington Press.

*Greenberg, M. T., & Kusché, C. A. (2002). Promoting alternative thinking strategies: Blueprint for violence prevention (2nd ed.). Boulder: Institute of Behavioral Sciences, University of Colorado.

*Greenberg, M. T., Bierman, K. L., Coie, J. D., Dodge, K. A., Lochman, J. E., McMahon, R. J., et al. (2010). The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78, 156-168.