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EAP-SEL PROJECT – Continuation of PATHS Implementation in Croatian Schools
Mihic, J., Novak, M., Basic, J., University of Zagreb, Croatia
PATHS IN CROATIA - PILOT STUDY
• 2007 – 2011
• 2 cities in Istria
• 1th to 4th grade
• Follow up – 2015
• 8th grade
• 2010 – 2012
• Three regions in Croatia
• „Implementation of evidence-based prevention program of socio-emotional learning through science evaluation and its application into Croatian kindergartens and primary schools (PATHS -RASTEM)”
• Funded through Unity Through Knowledge Fund
• Faculty of Education and Rehabilitation Sciences, University of Zagreb in collaboration with The Prevention Research Center
Penn State University
PATHS IN CROATIA - UKF PROJECT
• School PATHS-RASTEM was implemented in 15 schools (30classrooms) in three sites – Zagreb, Rijeka and Istria County
• Program was delivered in 1st and 2nd grade which included 31 lessons of 1st grade PATHS and 32 lessons of 2nd grade PATHS curriculum
• Preschool PATHS-RASTEM curriculum was implemented in 2 preschools in each of three sites (6 preschools alltogether)
• In each preschool 2 classrooms were chosen and PATHS was delivered to 12 preschool classrooms
• Delivered preschool PATHS contained 37 lessons
PATHS IN CROATIA - UKF PROJECT
PATHS PRESCHOOL RESULTS - UKF PROJECT
HYPERACTIVITY
INATTENTION
OPPOSITIONAL BEHAVIOUR
AGRESSIVE BEHAVIOUR
EMOTIONAL DIFFICULTIES
INTERNALIZING SYMPTOMS
LEARNING BEHAVIOUR
EMOTION REGULATION
PATHS SCHOOL RESULTS - UKF PROJECT
-0.2
-0.1
0
0.1
0.2
High Risk Low Risk
Learning Behaviors
Intervention Control
-0.4
-0.2
0
0.2
0.4
High Risk Low Risk
Prosocial Behavior
Intervention Control
PATHS SCHOOL RESULTS - UKF PROJECT
-0.2
-0.1
0
0.1
0.2
High Risk Low Risk
Emotion Regulation
Intervention Control
-0.2
-0.1
0
0.1
0.2
High Risk Low Risk
Depressive/Withdrawn Symptoms
Intervention Control
• 2013 – 2015
• 20 CLASSROOMS IN ZAGREB (10 EX. – 10 CONTR.) - a pairing was used to select 5 experimental and 5 control schools
• 100 children assessed in experimental and 100 assessed in control conditions
• 1ST TO 2ND GRADE
PATHS IN CROATIA - EAP_SEL PROJECT
TEACHERS ASSESSMENTS OF STUDENTS (10 in each class)
SDQ, Child activity scale, Peer relations questionnaire (Head start Ladd and Profilet, 1996), Child behaviour questionnaire (Rothbart et al., 2001).• SCHOOL CLIMATE - Teacher self report (Collective efficacy,
Burnout, Positive feelings, Professionalism)• STUDENT DEMOGRAPHY• PATHS TEACHER RATINGS – perception of PATHS curricula
PRETEST,
October
2013
PATHS-
CURRICULUM
1st grade
POSTTEST,
June
2014
PATHS-
CURRICULUM
2nd grade
POSTTEST,
June
2015
Ex. group
10 classrooms O1 X O2 X O3
Contr. group
10 classrooms O1 O2 O3
• IMPLEMENTATION RATING FORM
– COACHING, CONSULTATION AND IMPLEMENTATION
– MODELING AND GENERALIZATION
– FIDELITY OF TEACHING AND SUPPORT CHILDREN
– FIDELITY OF PROGRAMMATIC ACTIVITIES
PATHS IN CROATIA - EAP_SEL PROJECT- Teachers experience
Project was very interesting and useful, but program itself takes a lot of time and it is sometimes hard to fit it into the curricula and great
amount of quality depends upon teacher. Greater support from school and its employees is needed.
I have learned to calm myself and my pupils down– that is the biggest benefit of this project. Children have become more connected and more relaxed among each other, especially regarding the SEL activities
I feel that support groups and hanging out with other teachers are helpful for me since we ventilate our experiences and get support,
ideas and suggestions from each other. That reduces my stress and I would recommend such anti-stress workshops.
Experience with PATHS has opened my eyes about the importance of expanding competencies of
teachers and what is possible to achieve in order to become more knowledgeable and persistent teacher that appreciates children’s’ needs.
This two years have been quite success. I would be very happy if PATHS would continue during next 2 years also since children in my classroom
are more calm and satisfied. Parents see changes and report on behaviour improvement.
Workshops and regular meetings within project offered me many new ideas and approaches how
to deal with my classroom. I am very satisfied.
• Josipa Mihić – [email protected]
• Miranda Novak - [email protected]
• Josipa Bašić - [email protected]
• Faculty of Education and Rehabilitation Sciences, University of Zagreb
http://www.erf.unizg.hr/
