Novak Miranda, Mihić Josipa, Bašić Josipa, Nix Robert L
Department of Behavioral Disorders, Faculty of Education and Rehabilitation Sciences, University of Zagreb, Zagreb, Croatia.
Human Development and Family Studies, School of Human Ecology, University of Wisconsin-Madison, WI, USA.
Int J Psychol. 2017 Apr;52(2):87-95. doi: 10.1002/ijop.12262. Epub 2016 Feb 28.
This study represents the first rigorous evaluation of a social-emotional learning curriculum, PATHS (Promoting Alternative Thinking Strategies; Kusché & Greenberg, 1994), in elementary schools in Croatia. This study randomly assigned 29 schools to receive the universal preventive intervention or continue with usual practices. Within those schools, this study included 57 classrooms and 568 children. Teachers rated nine child behaviours in the middle of first grade (pre-intervention) and near the end of second grade (post-intervention). Hierarchical linear models, nesting children within classrooms, revealed few changes in behaviour across the sample as a whole or among higher risk children. However, there were changes on eight of the nine behaviours for lower risk children. The findings are considered in the context of the classroom culture and teachers' preparation and readiness to implement a social-emotional learning curriculum in Croatia. This study highlights the need to supplement universal preventive interventions with selective preventive interventions that can provide more intensive and targeted skill practice for higher risk children. This study also highlights the nuanced effects of a universal preventive intervention in helping different children in different ways.
本研究是对克罗地亚小学中一项社会情感学习课程——PATHS（促进替代性思维策略；库舍和格林伯格，1994年）的首次严格评估。本研究随机分配29所学校接受普遍预防干预或继续常规做法。在这些学校中，本研究纳入了57间教室和568名儿童。教师在一年级中期（干预前）和二年级接近结束时（干预后）对九种儿童行为进行了评分。将儿童嵌套在教室中的分层线性模型显示，整个样本或高风险儿童群体的行为几乎没有变化。然而，低风险儿童的九种行为中有八种出现了变化。本研究在克罗地亚的课堂文化以及教师实施社会情感学习课程的准备情况背景下对这些发现进行了考量。本研究强调需要用选择性预防干预措施来补充普遍预防干预措施，以便为高风险儿童提供更密集、更有针对性的技能训练。本研究还凸显了普遍预防干预以不同方式帮助不同儿童的细微效果。
