PROMOTING EMOTIONAL COMPETENCE IN SCHOOL-AGED CHILDREN - THE EFFECTS OF THE PATHS CURRICULUM
PROMOTING EMOTIONAL COMPETENCE IN SCHOOL-AGED CHILDREN - THE EFFECTS OF THE PATHS CURRICULUM
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DOI：
10.1017/s0954579400006374
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发表时间：
1995-12-01
影响因子：
3.3
通讯作者：
QUAMMA, JP
中科院分区：
文献类型：
--
作者：
GREENBERG, MT;KUSCHE, CA;QUAMMA, JP
本研究考察了促进另类思维策略课程对学龄儿童情感发展的效果。PATHS是一种基于学校的预防干预模式，旨在提高儿童讨论和理解情绪和情绪概念的能力。干预现场试验采用随机设计，包括30个教室，对286名二年级和三年级的儿童进行了评估。大约30%的儿童在独立的特殊需要教室，其余的在普通教育中。在一学年的大部分时间里，教师接受了干预模式的培训，并提供了path课程。结果表明，干预对低风险和特殊需要儿童都有效，提高了他们的词汇范围和讨论情绪体验的流利程度，他们对情绪管理的功效信念，以及他们对情绪某些方面的发展理解。在某些情况下，精神病理学老师评分较高的孩子表现出更大的改善。讨论集中在以学校为基础的预防试验变化的性质上。
This study examined the effectiveness of the PATHS (Promoting Alternative Thinking Strategies) curriculum on the emotional development of school-aged children. PATHS, a school-based preventive intervention model was designed to improve children's ability to discuss and understand emotions and emotion concepts. The intervention field trial included 30 classrooms in a randomized design and involved the assessment of 286 children from grades 2 and 3. Approximately 30% of the children were in self-contained special needs classrooms, with the remainder in regular education. Teachers were trained in the intervention model and provided PATHS lessons during most of the one school year, Results indicated that the intervention was effective for both low- and high-risk (special needs) children in improving their range of vocabulary and fluency in discussing emotional experiences, their efficacy beliefs regarding the management of emotions, and their developmental understanding of some aspects of emotions. In some instances, greater improvement was shown in children with higher teacher ratings of psychopathology. Discussion focused on the nature of change in school-based prevention trials.