Effectiveness of a Universal School-Based Social Competence Program: The Role of Child Characteristics and Economic Factors
Abstract: An evaluation of the effectiveness of a school-based social competence curriculum PATHS (Promoting Alternative Thinking Strategies) on teacher-rated aggressive behavior, ADHD, and prosocial behavior in children. The one-year prevention program was administered to children in 28 of 56 Swiss elementary schools (N = 1,675). Outcomes were assessed at pretest and posttest with a follow-up 2 years later. Moderator interactions involving baseline child characteristics and economic factors were tested. There were significant treatment effects for ADHD/impulsivity and aggression at the follow-up. Baseline development variables predicted higher prosocial behavior as well as lower aggressive behavior and ADHD at the follow-up. Economic risk factors predicted poor behavior outcomes at the follow-up. Development variablesmoderated the impact of PATHS on ADHD and aggression at the follow-up. However, for most outcomes, no main effects or moderation of treatment effects were found. https://www.ijcv.org/index.php/ijcv/article/view/2916
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Bibliographic citation
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Effectiveness of a Universal School-Based Social Competence Program: The Role of Child Characteristics and Economic Factors ; volume:6 ; number:2 ; day:15 ; month:11 ; year:2012
International journal of conflict and violence ; 6, Heft 2 (15.11.2012)
- Creator
- DOI
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10.4119/ijcv-2916
- URN
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urn:nbn:de:101:1-2020062210461794312597
- Rights
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Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
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14.08.2025, 10:54 AM CEST
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Associated
- Malti, Tina
- Denis Ribeaud
- Eisner, Manuel
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