This cluster randomized trial evaluated the impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children’s psychological wellbeing, peer social support, and school connectedness. Forty-five schools in England were randomly assigned to implement PATHS or continue their usual provision for 2 years. The trial sample was 5,218 students, aged 7–9 at baseline (M = 8.12, SD = .87). Teachers in PATHS schools received initial training and ongoing implementation support and assistance from trained coaches. Multilevel intent-to-treat (ITT) analysis of outcome data indicated that PATHS led to a small, statistically significantly improvement in children’s psychological wellbeing but had no discernible impact on their peer social support or school connectedness. Multilevel complier average causal effect estimation using dosage as a compliance marker increased the intervention effect size for psychological wellbeing and revealed significant medium to large effects for peer social support and school connectedness. The implications of these findings are discussed, and study limitations are noted. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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实施事项：使用编译器平均因果效应估计来确定促进替代思维策略 (PATHS) 课程对儿童生活质量的影响。

该集群随机试验评估了促进替代思维策略 (PATHS) 课程对儿童心理健康、同伴社会支持和学校连通性的影响。英格兰的 45 所学校被随机分配实施 PATHS 或继续其通常的规定 2 年。试验样本为 5,218 名学生，基线年龄为 7-9 岁（M = 8.12，SD = .87）。PATHS 学校的教师从训练有素的教练那里接受了初步培训和持续的实施支持和帮助。对结果数据的多层次意向治疗 (ITT) 分析表明，PATHS 导致儿童心理健康的小幅、统计学显着改善，但对他们的同伴社会支持或学校联系没有明显影响。使用剂量作为依从性标记的多级编译器平均因果效应估计增加了心理健康的干预效应大小，并揭示了对同伴社会支持和学校连通性的显着中到大影响。讨论了这些发现的含义，并指出了研究的局限性。（PsycINFO 数据库记录 (c) 2020 APA，保留所有权利）