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| Published: September 25, 2020

Promoting Alternative Thinking Strategies (PATHS) in India

Vagisha Sureka

Student, Masters in Psychology, Indian Institute of Psychology and Research (IIPR), Bengaluru, India Google Scholar More about the auther

, Hema. M. A.

Assistant Professor, Indian Institute of Psychology and Research (IIPR), Bengaluru, India Google Scholar More about the auther

DIP: 18.01.142/20200803

DOI: 10.25215/0803.142

ABSTRACT

Education is a process-oriented system which continuously reinvents to align its path towards the goal of mediating evolution. The pedagogy of education is a progression of igniting a combination of cognitive, behavioural and emotional development among children. Based on well-established theories, the relationship between social-emotional functioning and cognitive outcomes implies that the development of better interpersonal, intrapersonal and emotional skills among children can improve academic outcomes. Contextualising in this background, PATHS (Promoting Alternative Thinking Strategies) is a curriculum based on the ABCD (Affective-Behavioural-Cognitive-Dynamic) model, designed to be used with children between Kindergarten and Grade 5. With an aim to improve social-emotional functioning along with neurocognitive functioning, PATHS caters to access and enhance five core domains, which include, self-control, emotional understanding, positive self-esteem, relationships and interpersonal problem-solving skills. The model was primarily developed and employed in the western context. However, evidence-based studies conducted in developing countries like Croatia, Turkey and Pakistan have proven the effectiveness of various cultural adaptations of this curriculum. In this context, the current paper aims to examine the efficacy of PATHS as a facilitator of social-emotional learning among children and proposes its adoption in the Indian context. The concept of ‘Alternative Education’ for holistic development of children has been prevalent in India since time immemorial. However, the inclusion of the alternative vision and possibilities as a system of mainstream education is yet to find light. In such a context, the PATHS model can be a bridging factor which requires to be incorporated in the already established formal education system. Thus, research directed towards the implementation of programmes such as PATHS in the Indian schooling system can aid in empowering education and enhancing the learning experiences of children.

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Vagisha Sureka @ vagisha214@gmail.com

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ISSN 2348-5396

ISSN 2349-3429

18.01.142/20200803

10.25215/0803.142

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Published in   Volume 08, Issue 3, July-September, 2020