Parents and the Preschool PATHS (Promoting Alternative Thinking Strategies) curriculum

Kelly, Barbara; Edgerton, Carole; Graham, Seonaid; Robertson, Elaine; Syme, Barry

doi:10.1108/jcs-03-2015-0012

Cited by 3 publications

(1 citation statement)

References 18 publications

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“…In the USA, the critique of entire programs based on a narrow number of lesser known studies that were inaccurately summarized could impact funding for those programs that, in reality, are producing positive outcomes for parents and children. This is a damaging happenstance, as this work by See and Gorard has already been cited by others, thereby propagating inaccuracies as facts (Australian Research Alliance for Children and Youth, 2015; Earley and Greany, 2017; Girbés-Peco et al , 2015a, b; Goodall, 2015, 2016; Higgins and Katsipataki, 2015; Kelly et al , 2015; Martin et al , 2016; McCluskey, 2017).…”

Section: Discussionmentioning

confidence: 80%

Parent-based early childhood interventions do make a difference! A rebuttal to See and Gorard (2015a)

Goldstein

Vatalaro

Yair

2017

JCS

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Purpose The purpose of this paper is to refute See and Gorard’s paper published in this journal in 2015 which argues that parent-based interventions for school readiness are ineffective. Design/methodology/approach Methods and results from 107 studies that were cited in See and Gorard (2015a) and associated reports were reviewed. Evaluations were made based on comparing the original studies with the summaries of those studies in the publication. Findings In this rebuttal, the authors show how See and Gorard erred to correctly report methods, sample sizes, outcomes measured, and the actual results of prior research. Practical implications The authors suggest that See and Gorard do not provide solid evidence within their article to back up their claims about parent intervention programs. This rigorous review of See and Gorard’s primary sources reveals that the empirical evidence stands contrary to the claims being made. See and Gorard inaccurately reviewed publications which contradict their conclusions, and they relied on a vast amount of unpublished papers by students to support their claims. Originality/value The authors demonstrate how See and Gorard misapplied their own standards of evaluation; the authors claim that their source materials contradict the “finding” they purport to present; and the authors argue that they chose lesser known studies when more reputable ones were available.

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Section: Discussionmentioning

confidence: 80%

Parent-based early childhood interventions do make a difference! A rebuttal to See and Gorard (2015a)

Goldstein

Vatalaro

Yair

2017

JCS

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Validation of the Self-Regulation Scale for Young Children (SRSYC)

Yang¹

2017

internationaljournalofearlychildhoodeducation

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Towards a nurturing city: Promoting positive relations across agencies

Kearney¹,

Williams²,

Doherty³

2016

bpsecp

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Glasgow Psychological Service (GPS), as part of Glasgow Education Services, has redesigned both its service delivery model and the content of that delivery over the past eight years. With reference to the latter, the values that underpin the framework from which the Service works can be noted as being attachment and strengths based, in particular drawing on the concepts of resilience and actively avoiding the inappropriate labelling of children and young people. Importantly Glasgow Education Services has embraced the GIRFEC agenda (Getting it Right for Every Child – Children and Young People (Scotland) Act, 2014) and the legislative drive to work closely and effectively with our partner agencies in Social Work and Health. In this paper, consideration is given both to the nature of that multi-agency working as well as how a Psychological Service delivers a coherent approach which aspires to the principles of nurture to support the mental health of young people, and what that approach looks like in its applied format.

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Parents and the Preschool PATHS (Promoting Alternative Thinking Strategies) curriculum

Cited by 3 publications

References 18 publications

Parent-based early childhood interventions do make a difference! A rebuttal to See and Gorard (2015a)

Parent-based early childhood interventions do make a difference! A rebuttal to See and Gorard (2015a)

Validation of the Self-Regulation Scale for Young Children (SRSYC)

Towards a nurturing city: Promoting positive relations across agencies

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