This paper examines whether Power PATH, an integrated classroom and parent social-emotional curriculum, can be successfully implemented in Head Start settings, and whether it leads to significant improvements in child school-readiness and family well-being. Power PATH combines the Promoting Alternative Thinking Strategies (Preschool PATHS) social-emotional classroom curriculum for children (Domitrovich, Greenberg, Cortes, & Kusche, 1999) with the Coping Power parent program (Wells, Lochman & Lenhart, 2008). The curricula each have an existing evidence-base for improving social-emotional functioning in children (Bierman et al., 2008; 2012; Domitrovich & Greenberg, 2007; Morris et al., 2014) and parents (e.g., Lochman & Wells, 2003, 2004; Lochman et al., 2006), respectively. The coordinated parent-child curriculum is designed to: create positive, consistent home and classroom environments; improve child and parent emotional self-regulation and interpersonal skills; and increase natural social supports. While Power PATH does not directly target parent employment or financial income, it is designed to enhance their social-emotional skills and resources, which are foundational to educational and financial attainment. The large, experimental study is being conducted in collaboration with a community action program that administers Head Start preschools in seven counties in Alabama. The study sample is predominantly Black/African American (75%) and from rural to semi-rural areas. Twenty-six classrooms across nine Head Start centers were randomly assigned (by center) to receive Power PATH or Head Start-as-usual. Initial pilot testing yielded evidence of strong, positive impacts. This paper will present findings from the first intervention cohort (n=117) in the following domains: implementation of Power PATH in Head Start preschools; program effects on children (cognitive and executive function skills, emotional and behavioral self-regulation, stress physiology) and parents/families (parental stress and mental health, emotional self-regulation, executive function, social support, educational and employment status, and financial well-being); and participant perceptions of Power PATH, including its sustainability in Head Start settings. Experimental impact findings will provide compelling evidence of whether Power PATH can serve as a valuable resource for improving low-income parent and child social-emotional functioning in an integrated way. (author abstract)
Power PATH: Integrated two-generation social emotional intervention for Head Start preschoolers and their parents
The SSRC is here to help you! Do you need more information on this record?
If you are unable to access the full-text of the article from the Public URL provided, please email our Librarians for assistance at firstname.lastname@example.org.
In addition to the information on this record provided by the SSRC, you may be able to use the following options to find an electronic copy from an online subscription service or your local library: