The Cultural Adaptation of Interventions to Promote Positive Development: The Preschool Edition of PATHS® in Sweden

Ferrer-Wreder, Laura; Eninger, Lilianne; Olsson, Tina M.; Sedem, Mina; Allodi, Mara Westling; Hau, Hanna Ginner

doi:10.1007/978-3-030-70262-5_27

Cited by 3 publications

(4 citation statements)

References 37 publications

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“…Data reported on in this study are from two cross-sectional data collections. The wider aim of this program of research was to conduct a cultural adaptation of PATHS ( Ferrer-Wreder et al, 2021 ) and test its effectiveness in a Swedish preschool context ( Eninger et al, 2021 ). The SCS-T was part of a wider assessment battery and all data in this analysis were collected as part of the cultural adaptation process ( Ferrer-Wreder et al, 2021 ) or before the intervention trial took place (at pre-test; Eninger et al, 2021 ).…”

Section: Methodsmentioning

confidence: 99%

Children’s social emotional competence in Pakistan and Sweden: Factor structure and measurement invariance of the Social Competence Scale (teacher edition)

Thomas

Kågström²,

Eichas³

et al. 2023

Front. Psychol.

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IntroductionSocial emotional competence is fundamental to the positive development of children and youth. Accurately understanding and assessing children’s social emotional competencies, using psychometrically sound instruments, are essential to global efforts to support children’s social emotional learning, academic achievements, and health. This study examined the psychometric properties of a teacher-reported measure of young children’s social emotional competence, the Social Competence Scale – Teacher edition (SCS-T), in two samples of children growing up with varied economic resources/conditions, cultural norms, and educational experiences, namely Pakistan (N = 396) and Sweden (N = 309).MethodsParticipants were aged 4–6 years old. The study design was cross-sectional.Results and DiscussionUsing structural equation modelling, bi-factor confirmatory factor analysis models implying shared variance, among all items and domain-specific shared variance, among the prosocial items, emotion regulation items, and academic skills items resulted in good fitting models in each respective sample. Invariance testing across samples revealed a subset of items from each factor structure with partial scalar invariance, whereby five items had equal thresholds and could be comparable across the two samples. Thus, results provided partial support for hypotheses 1, 2, and 3, in that the posited three factor model (H1) was not clearly supported and a bi-factor model evidenced the best fit, among tested models, for both samples. Further, partial scalar invariance (H3) was found for five items out of 25 items, concerning social competence and academic skills. In regards, to the posited research question, the results of Z-tests showed significant (p < 0.001) latent mean differences between the samples. Compared to the Swedish sample, the Pakistani sample was 1.80 units lower on social competence (z = −6.41, p < 0.001) and 1.86 units lower on academic skills (z = −7.87, p < 0.001). The implications of these findings in light of efforts to promote positive child development in diverse parts of the world are considered.

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Section: Methodsmentioning

confidence: 99%

Children’s social emotional competence in Pakistan and Sweden: Factor structure and measurement invariance of the Social Competence Scale (teacher edition)

Thomas

Kågström²,

Eichas³

et al. 2023

Front. Psychol.

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“…Prior to the intervention study described here, two years of formative studies were carried out in order to culturally adapt PATHS to a Swedish preschool context. This was done according to a cultural adaptation process called the Planned Intervention Adaptation (PIA) protocol (Ferrer-Wreder et al, 2021). After the cultural adaptation process, a two-wave preposttest cluster randomized controlled trial of PATHS was conducted.…”

Section: Methodsmentioning

confidence: 99%

“…The protocol was registered at ClinicalTrials.gov (NCT04512157) after the trial was completed. As noted, the overview of the PATHS program including details concerning the topics and dosage, as well as the results of the main outcome evaluation for this trial of PATHS and moderation analyses by gender has been reported elsewhere (Eninger et al, 2021;Ferrer-Wreder et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

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Does attending preschool in an economically advantaged or disadvantaged neighborhood moderate the effects of the preschool edition of promoting alternative thinking strategies®?

et al. 2022

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Early interventions that foster the participation, engagement, and development of children attending preschools, including those in economically disadvantaged (low-income) neighborhoods, are of high priority. One such intervention is a universal socioemotional learning (SEL) program called Promoting Alternative Thinking Strategies (PATHS®) which aims to promote social emotional competence and positive adjustment in children, in general, and may have unique benefits for children attending preschool in low incomes areas. In the SEL field, areas in need of exploration include the possible role that neighborhood income level (i.e., all residents’ income in a postal code that a preschool is located in) could have for children’s social emotional competence and positive adjustment and how neighborhood income level may relate to benefits of an intervention such as PATHS. The study aims were to investigate 1) the baseline group differences in social emotional competence and adjustment depending on the neighborhood income level and 2) to determine if neighborhood income level moderated the effects of PATHS on children’s social emotional competence and adjustment from pre to posttest. Participants were 275 children aged four to five years old, from the preschools randomized into an immediate intervention (n = 145 children) or a wait-list control group (n = 130 children). Overall, 42.9% (n = 118) of the children attended preschools in economically disadvantaged neighborhoods and 57.1% (n = 157) of the children attended preschools in economically advantaged neighborhoods. Children’s social emotional competence and adjustment were assessed through child tasks, child observations and teacher reports. The moderation of intervention effects by the preschools’ neighborhood income was tested in a series of just-identified structural equation models (SEM) that explored interaction effects (income*PATHS interactions). At baseline, relative to children attending preschool in economically advantaged preschools, children attending preschool in economically disadvantaged neighborhoods showed lower levels of inhibitory control, working memory, task orientation and higher levels of inattention. Children attending preschools in economically disadvantaged neighborhoods participating in PATHS also showed reductions in inattention, social withdrawal and anxiety compared to control group children also attending preschool in disadvantaged neighborhoods. Additionally, PATHS children from advantaged neighborhoods improved their prosocial behavior, but not their social independence, relative to control group children who also attended preschool in advantaged neighborhoods. Offering PATHS as an SEL intervention in early childhood education and care settings could help to reduce disparities among children in a number of key outcomes.

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Insights gained from a cultural adaptation of preschool promoting alternative thinking strategies©: the importance of teachers’ cultures as an implementation driver

Norman,

Sedem,

Ferrer-Wreder

et al. 2024

Front. Psychol.

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IntroductionCultural adaptation of interventions is complex and yet vital to achieving the intended benefits of interventions with new populations. However, little is known regarding deliverers’ perceptions of cultural adaptation and when a cultural adaptation process can be considered complete. The purpose of this study was to explore aspects of cultural adaptation that need further attention in an intervention that had undergone an initial cultural adaptation.MethodsFour focus groups (FGs) were conducted with preschool teachers who had worked with a culturally adapted version of preschool Promoting Alternative Thinking Strategies (PATHS©) in Sweden for approximately 6 months. In total, 16 teachers from eight preschools were included, with 3–5 teachers in each group. All FGs were audio-recorded and transcribed verbatim. Thematic analysis with an inductive approach was applied to the transcribed data.ResultsThree themes were identified where teachers described the need for further cultural adaptation for the intervention to align with personal and societal fundamental cultural values and be useful for their work as teachers in the Swedish preschool setting. The themes pertained to culturally adapting a manual-based intervention to a foundational, value-based approach, such as the practical application of core values and the steering documents of the Swedish preschool. Furthermore, the practical function of the culturally adapted intervention in the new cultural context revealed a further need to adjust materials and activities in interaction with the children. Finally, the prerequisites within the Swedish cultural setting, including resources and collaboration with parents as part of the work structure for preschool teachers in Sweden, needed further attention in relation to the intervention.ConclusionThe findings of this study highlight the importance of the deliverer in the cultural adaptation process in addition to adaptations that focus on end users (children in the case of preschool PATHS). Furthermore, the study indicates a need for a more open-ended view of the cultural adaptation process for interventions than perhaps previously described in models of cultural adaptation of interventions.

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The Cultural Adaptation of Interventions to Promote Positive Development: The Preschool Edition of PATHS® in Sweden

Cited by 3 publications

References 37 publications

Children’s social emotional competence in Pakistan and Sweden: Factor structure and measurement invariance of the Social Competence Scale (teacher edition)

Children’s social emotional competence in Pakistan and Sweden: Factor structure and measurement invariance of the Social Competence Scale (teacher edition)

Does attending preschool in an economically advantaged or disadvantaged neighborhood moderate the effects of the preschool edition of promoting alternative thinking strategies®?

Insights gained from a cultural adaptation of preschool promoting alternative thinking strategies©: the importance of teachers’ cultures as an implementation driver

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