Impact of the socio-emotional learning program (PATHS) on preschool children's strengths and difficulties

Temeljni cilj diplomskog rada jest utvrditi učinkovitost predškolskog PATHS programa u prevenciji mentalnih, emocionalnih i ponašajnih problema djece predškolske dobi. Istraživački problemi biti će usmjereni na ispitivanje utjecaja PATHS programa na prosocijalno ponašanje, kontrolu emocija, probleme u vršnjačkim odnosima, simptome problema u ponašanju, poremećaja pažnje i hiperaktivnosti te agresije na polju interpersonalnih odnosa kod djece uključene u istraživanje. Istraživanje radu je provedeno u okviru projekta „Primjena predškolskog PATHS programa u Zagrebu i Labinu“ (provedenog od strane Edukacijsko-rehabilitacijskog fakulteta, Sveučilište u Zagrebu) unutar kojega je program implementiran u 4 predškolske ustanove tijekom 2012. i 2013. godine. Ovaj projekt ujedno je dio velikog istraživačkog programa „Implementacija znanstveno utemeljenih prevencijskih programa usmjerenih na socijalno i učenje kroz znanstvenu evaluaciju i aplikaciju u hrvatskim školama i vrtićima“. Rezultati provedenog istraživanja ukazali su kako su na 3 od 4 dimenzije upitnika Snaga i poteškoća kod djece predškolske dobi postoje statistički značajne razlike s obzirom na njihovu uključenost u PATHS-RASTEM program u vrtićima. Temeljem dobivenih podataka možemo potvrditi kako je hipoteza djelomično potvrđena s obzirom da su statistički značajne razlike pronađene na dimenzijama emocionalnih simptoma, problema u ponašanju i problema s vršnjacima s obzirom na uključenost djece predškolske dobi u PATHS-RASTEM program u vrtićima. Statistički značajna razlika nije pronađena na dimenziji hiperaktivnosti s obzirom na uključenost djece predškolske dobi u PATHS-RASTEM program u vrtićima. Zaključno, usmjeravanje na mentalno zdravlje djece, mladih i njihovih obitelji u Republici Hrvatskoj mora postati nacionalni prioritet. Kako bismo prevenirali probleme mentalnog zdravlja u ranom djetinjstvu, intervencije se trebaju usmjeriti ne samo na smanjenje stope agresivnosti, ometajućeg ponašanja i introvertiranog ponašanja kod djece, već i na osnaživanje njihove socijalno-emocionalne kompetencije koja ima ulogu zaštitnog faktora koji je važan u vrtićkom prijelaznom razdoblju.The main goal of this paper is to determinate PATHS preschool program effectiveness in mental, emotional and behavioral problems prevention considering preschool children. Research problems will be focused on the PATHS`s program impact on prosocial behavior, emotion control, peer problems, behavioral problems symptoms, hyperactivity and attention disorder and aggression in interpersonal relationship with children involved in research. The research was carried out within "Application of preschool PATHS program in Zagreb and Labin" project (implemented by Faculty of Education and Rehabilitation Sciences, University of Zagreb) where this program was implemented in 4 pre-school institutions during 2012. and 2013. This project is also part of a large research program "Implementation of science-based prevention programs focused on social learning through scientific evaluation and application in Croatian schools and kindergartens". The results of the conducted research indicate that there are statistically significant differences in 3 of the 4 dimensions of the Strengths and Difficulties Questionnaire for pre-school children, given their involvement in the PATHS-RASTEM program in kindergartens. Based on the obtained data we can confirm that the hypothesis is partially confirmed because statistically significant differences are found on the dimensions of emotional symptoms, behavioral problems and peer problems considering pre-school children incidence in PATHS-RASTEM program in kindergartens. A statistically significant difference was not found in the dimension of hyperactivity due to the incidence of pre-school children in the PATHS-RASTEM program in kindergartens. To conclude, directing the mental health of children, young people and their families in Croatia must become a national priority. In order to prevent mental health problems in early childhood, interventions should be directed not only to reduce the rate of aggression, disruptive behavior and introverted behavior in children, but also to empower their socio-emotional competence that has the role as a protective factor that is important in the nursing transitional period