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This paper describes a collaborative action research project in one primary school that arose from a mutual interest in applying the concept of “Emotional Intelligence”. It involves an exploratory qualitative study of the Promoting Alternative Thinking Strategies (PATHS) curriculum. This is an approach aimed at promoting emotional competence in children and young people. The PATHS curriculum was chosen because of its clear conceptualisation of emotion, its emphasis upon cognitive and developmental aspects and its research history. One class of 9 and 10 year olds took part in the project. Target children were selected from within this group for closer monitoring. The outcomes suggest that PATHS was rated very positively by class teachers, pupils and other staff involved in the project. Positive emotional, social and behavioural changes at a class and individual level were attributed to the effects of PATHS. Finally, the importance of developing a positive school ethos was highlighted as promoting these effects.
Kelly et al. (Fri,) studied this question.