Parents and the Preschool PATHS (Promoting Alternative Thinking Strategies) curriculum. Issue 3 (21st September 2015)

• Record Type: Journal Article
• Authors: Tracey Bywater, Dr; Kelly, Barbara; Edgerton, Carole; Graham, Seonaid; Robertson, Elaine; Syme, Barry
• Is Part Of: Journal of children's services. Volume 10:Issue 3(2015)
• Page Start: 231
• Page End: 241
• Publication Date: 2015-09-21
• Subjects: Child care services -- Great Britain -- Periodicals; Social work with children -- Great Britain -- Periodicals; Child care services -- Periodicals; Child development -- Periodicals; Social work with children -- Periodicals; 362.705
• DOI: 10.1108/JCS-03-2015-0012
• Languages: English
• ISSNs: 1746-6660

Abstract

<abstract> <title> <x content-type="archive" xml:space="preserve">Abstract</x> </title> <sec> <title content-type="abstract-heading">Purpose</title> <p> – The purpose of this paper is to consider evidence on the effectiveness of preschool social and emotional interventions in preschool contexts and focuses on the application of an implementation framework described in relation to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum. Active parent involvement and engagement were not included in the implementation but preschool establishments spontaneously involved parents or parents sought involvement, creating innovations in delivery and context. The need for structured parent involvement and its impact are considered in relation to evidence on integrated programmes and different models of parent involvement. </p> </sec> <sec> <title content-type="abstract-heading">Design/methodology/approach</title> <p> – This paper reports on an interim evaluation of practitioners' and parents' experiences of the implementation processes, focusing on the involvement and engagement of parents. </p> </sec> <sec> <title content-type="abstract-heading">Findings</title> <p> – Evidence for the rationale for parent engagement in this context is substantiated. The Preschool PATHS curriculum is known to impact on children's social competence, problem behaviour and, in the early school context, attainment. However the programme does not target parent skill directly or address parent behaviours that may affect children's social competence and behaviour. It is suggested that the programme needs to be extended to provide structured input for parents via training and information similar to that provided for practitioners. A pilot study using integrated parent training material and supported by an implementation framework is advised. </p> </sec> <sec> <title content-type="abstract-heading">Originality/value</title> <p> – The paper describes a flexible, evidence-based framework supporting replicable processes useful to service providers across programmes and contexts. An "innovation" (a term used to describe deviations from programme fidelity or implementation standards) is explored which affected the creation of parallel parent involvement strategies but not the delivery of the programme itself which was carefully monitored. While adaptations and deviations are inevitable, some flag up areas where development or issues of contextual fit need to be addressed and might, as in this case, inform better integration of evidence and practice development.</p> </sec> </abstract>