Parents and the Preschool PATHS (Promoting Alternative Thinking Strategies) curriculum
| Date | 21 September 2015 |
| Published date | 21 September 2015 |
| DOI | https://doi.org/10.1108/JCS-03-2015-0012 |
| Pages | 231-241 |
| Author | Barbara Kelly,Carole Edgerton,Seonaid Graham,Elaine Robertson,Barry Syme |
| Subject Matter | Health & social care,Vulnerable groups,Children's services |
Parents and the Preschool PATHS
(Promoting Alternative Thinking
Strategies) curriculum
Barbara Kelly, Carole Edgerton, Seonaid Graham, Elaine Robertson and Barr y Syme
Barbara Kelly is based at
University of Strathclyde,
Glasgow, UK and Glasgow City
Psychological Service,
Glasgow, UK.
Carole Edgerton,
Seonaid Graham, Elaine
Robertson and Barry Syme are
based at Glasgow City
Psychological Service,
Glasgow, UK.
Abstract
Purpose –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.
Design/methodology/approach –This paper reports on an interim evaluation of practitioners’and parents’
experiences of the implementation processes, focusing on the involvement and engagement of parents.
Findings –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.
Originality/value –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.
Keywords Parent engagement, Adaptation and innovation, Implementation science,
Preschool PATHS curriculum, Preschool social and emotional learning
Paper type Case study
Introduction
This paper considers 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. The Preschool PATHS implementation project was developed and
implemented by Glasgow Psychological Service and related preschool specialists. It has run for
over five years, attracting government funding (Fairer Scotland and Lottery Funds) for the
Received 3 March 2015
Revised 26 May 2015
Accepted 1 June 2015
Thanks are extended to Sheena
Boyle, Head of the Specialist
PATHS Preschool Training Team,
Glasgow City.
DOI 10.1108/JCS-03-2015-0012 VOL. 10 NO. 3 2015, pp. 231-241, © Emerald Group Publishing Limited, ISSN 1746-6660
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JOURNAL OF CHILDREN'S SERVICES
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