1. CAN UNIVERSAL SOCIAL-EMOTIONAL CURRICULUM AFFECT INTERNALIZED SYMPTOMS?
Novak, M., Mihic, J. Basic, J., Nix, R.L.
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
INTRODUCTION
PATHS (Kusché & Greenberg, l994) is one of the most successful social-emotional learning curriculum for children. In multiple randomized-controlled trials implemented in distinct settings, PATHS has produced positive changes in children’s understanding of emotions, self-control, social competence, and behaviour problems in USA (e.g., Conduct Problems Prevention Research Group, 1999; Riggs et al., 2006) as well as around the world (Malti, Ribeaud & Eisner, 2011; Goossens et al., 2012). There also is evidence that PATHS has changed children’s depressive symptoms.
Aim of this poster is to describe two empirically validated studies of PATHS curriculum in Croatia conducted in school and pre-school settings in order to examine the effects of social-emotional curriculum on the level of symptoms of internalized problems such as emotional withdrawal, depressive symptoms and worry. Two described studies represent the first attempt to test an SEL curriculum in Croatia.
METHODOLOGY
School PATHS study randomly assigned 29 schools to receive the universal preventive intervention or continue with usual practices. Within those schools, this study included 568 children, 47% of whom were girls. Teachers rated child behaviours at pre-intervention, in the middle of first grade, and at post-intervention, in the middle of second grade.
Preschool study involved a quasi-experimental design, evaluating the short-term outcomes of curriculum implemented in 12 kindergarten groups. Impact of PATHS program was tested within the sample of 443 children (age 3 to 6).
RESULTS
To test intervention effects, hierarchical linear models were estimated. In school study, models revealed small to moderate changes on withdrawn/depressed behaviour in subgroup of low risk children but no changes for high-risk group.
In preschool study, analyses have shown the impact of PATHS on the reduction of emotional symptoms. The change score for emotional symptoms was -.14, p < .0001, d = .41.
SCHOOL STUDY
Complete Sample
(N = 568)
High Risk Children
(n = 223)
All
Low Risk Children
(n = 335)
with Social Difficulties
(n = 81)
Low Risk Children without Social Difficulties
(n = 254)
Emotion regulation
.18+
.06
.38**
.65**
.32*
Withdrawn behaviour
-.09
-.26+
-.52*
-.19
CONCLUSIONS
In contrast to selective or indicated preventive interventions, universal preventive interventions are delivered to all children. Sometimes universal preventive interventions are chosen because of the belief that all children will benefit. This study has shown that participating in universal social-emotional curriculum has a potential to diminish emotional symptoms, withdrawal, depressed symptoms and worry, but depends upon child’s capacities and needs i.e. subgroups of population need different dosage of intervention.