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This paper describes a pilot study of a reduced version of the PATHS Curriculum, a USdeveloped evidence-based SEL program, among schools in Hong Kong SAR (China).
Three hundred and sixteen 12th grade students in three elementary schools participated
in the study. A limited number of first grade PATHS lessons were adapted and translated
into Chinese. Twelve teachers learned and adopted these lessons in their teaching.
Students in these classrooms learned about different emotions and practiced self-control.
The intervention lasted four months. After the intervention, students showed
improvement in emotion understanding, emotion regulation and prosocial behavior. No
change was observed in the level of children’s problem behaviors. Over 65% of the
teachers reported a high degree of satisfaction and willingness to adopt the intervention.
The effects of the intervention varied among schools, with variations in the level of
intervention and principal support, but not in the quality of implementation. Discussion
is focused on the factors that could shape the adoption and implementation of SEL
programs, especially the role of the difference in school systems between Hong Kong
and the United States.peer-reviewe
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