A classroom-based social emotional learning program for elementary school students to reduce aggression and behavior problems.
Blueprints: Promising
Crime Solutions: Effective
OJJDP Model Programs: Effective
SAMHSA : 2.6-3.2
For curriculum and materials:
PATHS® Program
Phone: 1-877-71PATHS or 1-877-717-2847
pathsprogram.com
For training:
PATHS® Training
pathstraining.com
Also see:
SEL Worldwide
selworldwide.org
Contact: Dorothy Morelli
dorothy@selw.org
dorothygm@hotmail.com
Phone: 615-364-6606
Mark Greenberg and Carol Kusché
Co-developers
The PATHS curriculum is a comprehensive program for promoting emotional and social competencies and reducing aggression and behavior problems in elementary school-aged children (grades K-6) while simultaneously enhancing the educational process in the classroom. The evaluation of the preschool version, called Head Start REDI, is treated separately by Blueprints.
The Grade Level PATHS Curriculum consists of separate volumes of lessons for each grade level (K - 6), all of which include developmentally appropriate pictures, photographs, posters, and additional materials. Five conceptual domains, integrated in a hierarchical manner, are included in PATHS lessons at each grade level: self-control, emotional understanding, positive self-esteem, relationships, and interpersonal problem-solving skills. Throughout the lessons, a critical focus of PATHS involves facilitating the dynamic relationship between cognitive-affective understanding and real-life situations. PATHS is designed to be taught two to three times per week (or more often if desired, but not less than twice weekly), with daily activities to promote generalization and support ongoing behavior. PATHS lessons follow lesson objectives and provide scripts to facilitate instruction, but teachers have flexibility in adapting these for their particular classroom needs. Although each unit of PATHS focuses on one or more skill domains (e.g., emotional recognition, friendship, self-control, problem solving), aspects of all five major areas are integrated into each unit. Moreover, each unit builds hierarchically upon and synthesizes the learning which preceded it.
The PATHS curriculum is designed to be used by educators and counselors in a multi-year, universal prevention model. To encourage parent involvement and support, parent letters, home activity assignments, and information are also provided.
The PATHS curriculum is a comprehensive program for promoting emotional and social competencies and reducing aggression and behavior problems in elementary school-aged children (grades K-6) while simultaneously enhancing the educational process in the classroom.
PATHS is now available by grade level in the following grades: Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, and Grade 5/6. The original multi-year version is also available from the publisher. The grade level versions maintain all key elements of the original version and now organize them more discretely by grade levels. The preschool version of the program, called Head Start REDI, is treated separately by Blueprints.
PATHS targets five major conceptual domains: (1) self control; (2) emotional understanding; (3) positive self-esteem; (4) relationships; and (5) interpersonal problem solving skills. In addition, a 30-lesson non-mandatory supplementary unit reviews and extends PATHS concepts that are covered in other units.
The PATHS curriculum is designed for use by regular classroom teachers. Lessons are sequenced according to increasing developmental difficulty and designed for implementation in approximately 20-30 minutes 2 to 3 times per week. The curriculum provides detailed lesson plans, exact scripts, suggested guidelines, and general and specific objectives for each lesson. However, the curriculum has considerable flexibility so that it can also be integrated with an individual teacher's style. Lessons include such activities as dialoguing, role-playing, story-telling by teachers and peers, social and self-reinforcement, attribution training, and verbal mediation. Learning is promoted in a multi-method manner through the combined use of visual, verbal, and kinesthetic modalities.
Primary Evidence Base for Certification
Study 7 (Malti et al., 2012) found that by the beginning of grade 5 (just over two years after program commencement), the intervention condition, relative to a control group, showed:
Primary Evidence Base for Certification
Of the 19 studies Blueprints has reviewed, one (Study 7) meets Blueprints evidentiary standards (specificity, evaluation quality, impact, dissemination readiness). Study 7 was conducted by independent evaluators.
Study 7
Malti et al. (2011, 2012) and Averdijk et al. (2016) used a cluster randomized controlled trial with 56 public primary schools in Zurich assigned to four treatment conditions: PATHS (n = 442), Triple-P (n = 422), PATHS+Triple-P (n = 397), and control (n = 414). The program was implemented with grades K-2, and students were followed for eight years, from ages 7-8 to when the children were 11 years old (grade 4; Malti et al., 2011, 2012) to age 13 and age 15 (Averdijk et al., 2016). Assessments measured externalizing behavior and social competence (Malti et al., 2011, 2012) and delinquency (Averdijk et al., 2016).
Individual: Antisocial/aggressive behavior*, Early initiation of antisocial behavior, Favorable attitudes towards antisocial behavior, Hyperactivity*
School: Low school commitment and attachment, Repeated a grade
Individual: Clear standards for behavior, Problem solving skills, Prosocial behavior, Skills for social interaction
Peer: Interaction with prosocial peers
School: Opportunities for prosocial involvement in education, Rewards for prosocial involvement in school
*
Risk/Protective Factor was significantly impacted by the program
See also: Promoting Alternative Thinking Strategies (PATHS) Logic Model (PDF)
Subgroup differences in program effects by race, ethnicity, or gender (coded in binary terms as male/female) or program effects for a sample of a specific racial, ethnic, or gender group:
Sample demographics including race, ethnicity, and gender for Blueprints-certified studies:
PATHS program training is usually done on site at a school or school district. The initial training workshop consists of two separate days scheduled approximately 4-8 weeks apart. The first day provides teachers/trainees with theory, research background, lessons modeled by the trainer, practice to prepare teachers to use PATHS lessons, and implementation planning. During the 4-8 week period prior to the second day of training, teachers gain initial experience with the curriculum. This leads to a more interactive learning experience on the second workshop day since teachers have had some realistic experiences with lesson implementation. Trainer and teachers discuss advanced curriculum issues, trade ideas and engage in problem solving, and teachers model interactive lessons. Another option is to schedule training for two consecutive days.
For optimal implementation, sites should consider additional training/technical assistance activities each year. Ongoing consultation and booster visits are available and are often desired by comprehensive, long-term implementations. The trainer can provide a booster visit each year (one day in length) to meet with the staff and provide continued professional development. One day of fidelity visits is another option, in which the trainer visits schools, observes lessons, etc. The trainer can also provide ongoing consultation by means of regularly scheduled phone calls/conference calls and on-call email consultation with the school's or agency's PATHS coordinator.
In addition to training for teachers, when a multi-school site implementation is conducted, separate training workshops are also provided to school principals on issues in building-wide use and principal leadership. Additional trainings can be arranged for other school staff.
Training for PATHS coaches-a position often utilized by larger implementations to provide feedback, ideas, and encouragement to classroom teachers implementing the PATHS program-typically involves six on-site trainer visits per year, for training, observation, and continued professional development in social-emotional learning. Every-other-week team conference calls typically take place in between on-site training sessions, with everyone checking in to engage in problem-solving and receive additional professional development.
Training and technical assistance is available from two sources:
PATHS™ Education Worldwide
Dorothy Morelli, CEO
615-364-6606
dorothygm@hotmail.com
Carol A. Kusché, Ph.D.
PATHS® Training LLC
927 10th Ave. East
Seattle, WA 98102
206-323-6688
ckusche@comcast.net
The PATHS Training Program is designed to develop highly experienced, high quality trainers who are fully competent to provide training in the PATHS Curriculum to their local educational entity. Trainers can include staff (teachers, support staff, staff developers) from local school districts/boards, Local Education Agencies (LEAs) and non-profit agencies focused on the promotion of children's mental health and youth development. PATHS Training LLC trains these qualified "educators" to conduct school-based or regional workshops for the preparation of teachers and school support staff who plan to implement PATHS Curricula within these educational entities. Once certified, PATHS Trainers conduct workshops and provide follow-up technical assistance and coaching services for their district or regional personnel in accordance with the PATHS workshop training materials, agenda and guidelines.
To be considered as an Affiliate Trainer requires meeting the following prerequisites:
After meeting the pre-requisites above, the requirements to be certified as a trainer include participation in the following four-step training/certification process. The AT candidate(s) receive four days of coaching from a PATHS Senior Trainer in addition to participation in an Observation Workshop and two Shared Workshops. The first day of coaching follows the Observation Workshop. The second day precedes the Shared Workshop. The third day follows the Shared Workshop in preparation for the second Shared Workshop. The fourth day follows the second Shared Workshop in preparation for certification as a PATHS trainer. The primary purpose of the coaching days are to provide detailed and personalized instruction in how to conduct the PATHS workshop and to observe and provide feedback on candidates' training skills. Candidates who successfully complete the program are certified as Affiliate Trainers.
Program Benefits (per individual):
$10,772
Program Costs (per individual):
$439
Net Present Value (Benefits minus Costs, per individual):
$10,332
Measured Risk (odds of a positive Net Present Value):
63%
Source: Washington State Institute for Public Policy
All benefit-cost ratios are the most recent estimates published by The Washington State Institute for Public Policy for Blueprint programs implemented in Washington State. These ratios are based on a) meta-analysis estimates of effect size and b) monetized benefits and calculated costs for programs as delivered in the State of Washington. Caution is recommended in applying these estimates of the benefit-cost ratio to any other state or local area. They are provided as an illustration of the benefit-cost ratio found in one specific state. When feasible, local costs and monetized benefits should be used to calculate expected local benefit-cost ratios. The formula for this calculation can be found on the WSIPP website.
$4,000 + trainer travel costs for initial two-day teacher training for up to 40 teachers. There is usually another day for training set up and meeting with the school administration at $2,000.
$350 to $600 per classroom, depending on the grade level.
Materials Available in Other Language: Parent and home materials have been translated to Spanish and are free of charge with the curriculum.
PATHS is available in the following languages:
German
British English (http://www.pathseducation.co.uk/what-is-paths-across-the-uk)
Croatian (some grades)
Chinese (some grades)
Swedish (preK and K)
Dutch
Welsh
Portuguese
French (under development as of 9/20/17)
For these translations, interested persons can contact Mark Greenberg or Channing-Bete.
None.
None.
$100 per year per classroom for photocopying activity sheets, poster replacement and books.
Qualifications: None required but typically delivered by classroom teachers or school counselors.
Ratios: None required. Program designed for classroom delivery with typical classroom ratios of 15 - 25 students per teacher, depending on grade level.
Time to Deliver Intervention: Curriculum is taught three times per week for a minimum of 20 - 30 minutes and ideally should be taught throughout the school year from kindergarten through grade five.
A local coach is recommended for at least the first year. Coaches are usually teachers with special PATHS training. Whether a full- or part-time coach is needed depends upon how many teachers need the support.
Technical assistance by email and phone is available from PATHS Training, LLC. While coaches are used, funds should be budgeted for annual site visits by national trainers at a cost of $4,000 plus travel.
Local coach takes the lead in fidelity monitoring. If site does not have a coach, a local coordinator responsible for fidelity monitoring should be designated.
None.
No information is available
The size of implementation is key to lowering costs. Training many teachers at one time is most cost effective.
This example will be to implement PATHS in two elementary schools using 20 teachers and their classes of 25 students each. Schools can expect to incur the following costs:
With 500 students participating, the cost per student is $119.
It is relatively inexpensive to get PATHS started in schools, with districts only needing to identify funds for initial training and curriculum purchase. To be most effective, the ongoing implementation of PATHS requires a relatively significant commitment of classroom time in grades K-5. District and school administrators must view the development of social and emotional competence and reduction of disruptive behavior as a priority in order to commit the time.
Sustaining this program requires the ongoing allocation of existing classroom teaching time for the intervention to be delivered by teachers or counselors. To the extent that existing interventions in schools aimed at fostering the development of social and emotional competence and the reduction of disruptive behavior are not evidence-based, funding for these interventions can be considered for re-direction to PATHS.
State and local funds, most typically from school budgets, are often allocated to purchase the initial training and curriculum. State departments of education or health may also allocate state funds toward prevention programs, and administer them to school districts competitively or through formula. Some states have put in place legislative set-asides requiring a certain portion of state agency budgets be dedicated to evidence-based programs and/or prevention programs.
Formula Funds:
Discretionary Grants: There are relevant federal discretionary grants administered by SAMHSA (Department of Health and Human Services), OJJDP (Department of Justice), and the Department of Education that could support the PATHS program.
Since the initial training and curriculum purchases, while inexpensive, may still be prohibitive to districts interested in implementing the program, a public-private partnership in which private foundations or local education funds provide funding for initial training and curriculum and schools agree to commit staff time to implementation can be an effective approach for financing PATHS.
New revenue streams are not typically created for this program, though the program is so low-cost that interested schools could potentially consider community fundraising through Parent Teacher Associations, student civic societies, or partnerships with local businesses and civic organizations as a means of raising dollars to support the initial training and curriculum purchases.
All information comes from the responses to a questionnaire submitted by the developer of the program, Mark Greenberg, to the Annie E. Casey Foundation.
Mark Greenberg and Carol Kusché Co-developersPrevention Research CenterPenn State UniversityUniversity Park, PA 16802-6504(814) 863-0112mxg47@psu.educkusche@comcast.net
A classroom-based social emotional learning program for elementary school students to reduce aggression and behavior problems.
PATHS is implemented with elementary school age youth (grades K-6). A modified version to be age-appropriate for preschool students (called Head Start REDI) is treated separately by Blueprints. PATHS has been shown to be effective for both males and females, different ethnic and socio-demographic populations, and a wide variety of populations, including students in regular education and special needs settings.
Subgroup differences in program effects by race, ethnicity, or gender (coded in binary terms as male/female) or program effects for a sample of a specific racial, ethnic, or gender group:
Sample demographics including race, ethnicity, and gender for Blueprints-certified studies:
Risk: poor self-control, lack of commitment to school, favorable attitudes toward problem behavior and early initiation, impulsiveness, and peer rejection.
Protective: prosocial orientation, positive peer relations, bonding to school.
Individual: Antisocial/aggressive behavior*, Early initiation of antisocial behavior, Favorable attitudes towards antisocial behavior, Hyperactivity*
School: Low school commitment and attachment, Repeated a grade
Individual: Clear standards for behavior, Problem solving skills, Prosocial behavior, Skills for social interaction
Peer: Interaction with prosocial peers
School: Opportunities for prosocial involvement in education, Rewards for prosocial involvement in school
*Risk/Protective Factor was significantly impacted by the program
The PATHS curriculum is a comprehensive program for promoting emotional and social competencies and reducing aggression and behavior problems in elementary school-aged children (grades K-6) while simultaneously enhancing the educational process in the classroom. The evaluation of the preschool version, called Head Start REDI, is treated separately by Blueprints.
The Grade Level PATHS Curriculum consists of separate volumes of lessons for each grade level (K - 6), all of which include developmentally appropriate pictures, photographs, posters, and additional materials. Five conceptual domains, integrated in a hierarchical manner, are included in PATHS lessons at each grade level: self-control, emotional understanding, positive self-esteem, relationships, and interpersonal problem-solving skills. Throughout the lessons, a critical focus of PATHS involves facilitating the dynamic relationship between cognitive-affective understanding and real-life situations. PATHS is designed to be taught two to three times per week (or more often if desired, but not less than twice weekly), with daily activities to promote generalization and support ongoing behavior. PATHS lessons follow lesson objectives and provide scripts to facilitate instruction, but teachers have flexibility in adapting these for their particular classroom needs. Although each unit of PATHS focuses on one or more skill domains (e.g., emotional recognition, friendship, self-control, problem solving), aspects of all five major areas are integrated into each unit. Moreover, each unit builds hierarchically upon and synthesizes the learning which preceded it.
The PATHS curriculum is designed to be used by educators and counselors in a multi-year, universal prevention model. To encourage parent involvement and support, parent letters, home activity assignments, and information are also provided.
The PATHS curriculum is a comprehensive program for promoting emotional and social competencies and reducing aggression and behavior problems in elementary school-aged children (grades K-6) while simultaneously enhancing the educational process in the classroom.
PATHS is now available by grade level in the following grades: Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, and Grade 5/6. The original multi-year version is also available from the publisher. The grade level versions maintain all key elements of the original version and now organize them more discretely by grade levels. The preschool version of the program, called Head Start REDI, is treated separately by Blueprints.
PATHS targets five major conceptual domains: (1) self control; (2) emotional understanding; (3) positive self-esteem; (4) relationships; and (5) interpersonal problem solving skills. In addition, a 30-lesson non-mandatory supplementary unit reviews and extends PATHS concepts that are covered in other units.
The PATHS curriculum is designed for use by regular classroom teachers. Lessons are sequenced according to increasing developmental difficulty and designed for implementation in approximately 20-30 minutes 2 to 3 times per week. The curriculum provides detailed lesson plans, exact scripts, suggested guidelines, and general and specific objectives for each lesson. However, the curriculum has considerable flexibility so that it can also be integrated with an individual teacher's style. Lessons include such activities as dialoguing, role-playing, story-telling by teachers and peers, social and self-reinforcement, attribution training, and verbal mediation. Learning is promoted in a multi-method manner through the combined use of visual, verbal, and kinesthetic modalities.
PATHS incorporates seven factors considered critical for effective, school-based SEL curricula. These included the use of:
PATHS is based on five conceptual models. The first, the ABCD (Affective-Behavioral-Cognitive-Dynamic) Model of Development focuses on the promotion of optimal developmental growth for each individual. The ABCD model places primary importance on the developmental integration of affect (i.e., emotion, feeling, mood) and emotion language, behavior, and cognitive understanding to promote social and emotional competence. The second model incorporates an eco-behavioral systems orientation and emphasizes the manner in which the teacher uses the curriculum model and generalizes the skills to build a healthy classroom atmosphere (i.e., one that supports the children's use and internalization of the material they have been taught). The third model involves the domains of neurobiology and brain structuralization/organization. PATHS incorporates strategies to optimize the nature and quality of teacher-child and peer-peer interactions that are likely to impact brain development as well as learning. The fourth paradigm involves psychodynamic education (derived from Developmental Psychodynamic Theory) which aims to coordinate social, emotional, and cognitive growth. Finally, the fifth model includes psychological issues related to emotional awareness, or as it is more popularly labeled, emotional intelligence. As such, a central focus of PATHS is encouraging children to discuss feelings, experiences, opinions, and needs that are personally meaningful, and making them feel listened to, supported, and respected by both teachers and peers. As a result, the internalization of feeling valued, cared for, appreciated, and part of a social group is facilitated, which, in turn, motivates children to value, care for, and appreciate themselves, their environment, their social groups, other people, and their world.
Primary Evidence Base for Certification
Of the 19 studies Blueprints has reviewed, one (Study 7) meets Blueprints evidentiary standards (specificity, evaluation quality, impact, dissemination readiness). Study 7 was conducted by independent evaluators.
Study 7
Malti et al. (2011, 2012) and Averdijk et al. (2016) used a cluster randomized controlled trial with 56 public primary schools in Zurich assigned to four treatment conditions: PATHS (n = 442), Triple-P (n = 422), PATHS+Triple-P (n = 397), and control (n = 414). The program was implemented with grades K-2, and students were followed for eight years, from ages 7-8 to when the children were 11 years old (grade 4; Malti et al., 2011, 2012) to age 13 and age 15 (Averdijk et al., 2016). Assessments measured externalizing behavior and social competence (Malti et al., 2011, 2012) and delinquency (Averdijk et al., 2016).
Primary Evidence Base for Certification
Study 7
Malti et al. (2012) found that, relative to students in the control schools, students in the intervention schools had significantly fewer externalizing behaviors (e.g., aggression) and ADHD symptoms by the beginning of grade 5 (more than two years after program commencement).
Primary Evidence Base for Certification
Study 7 (Malti et al., 2012) found that by the beginning of grade 5 (just over two years after program commencement), the intervention condition, relative to a control group, showed:
In Study 7 (Malti et al., 2012), the effect sizes of significant results were small to moderate. Specifically, compared to a control group, PATHS significantly reduced aggressive behavior (effect size = 0.42) and ADHD symptoms (effect size = 0.46).
One study Blueprints standards for high-quality methods with strong evidence of program impact (i.e., "certified" by Blueprints): Study 7 (Malti et al., 2011, 2012; Averdijk et al., 2016). The study examined a sample of elementary schools in Zurich, Switzerland, in which the treatment group was compared to a business-as-usual control group.
Additional Studies (not certified by Blueprints)
Studies 1-2 (Greenberg et al., 1995; Riggs et al., 2006)
Sample attrition in the first year of implementation was high and reduced the sample size significantly, thus reducing the power to accurately detect differences. High levels of student mobility further limited comparisons between students receiving one or two years of the intervention. No analysis of differential attrition or mobility was conducted for the full sample (although this was done for the regular classroom subsample), which would further inform the interpretations of the analyses.
Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117-136.
Riggs, N. R., Greenberg, M. T., Kusché, C. A., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS curriculum. Prevention Science, 7, 91-102.
Studies 3-6 (Kam et al., 2004; Greenberg & Kusche, 1998; Kam et al., 2003; Curtis & Norgate, 2007)
Small sample sizes within treatment groups make it difficult to generalize the outcomes to larger, more diverse populations. No analyses of differential attrition were performed.
Kam, C., Greenberg, M. T., & Kusché, C. A. (2004). Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education. Journal of Emotional and Behavioral Disorders, 12, 66-78.
Greenberg, M. T., & Kusche, C. A. (1998). Preventive intervention for school-aged deaf children: The PATHS curriculum. Journal of Deaf Studies and Deaf Education, 3,49-63.
Kam, C., Greenberg, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using PATHS curriculum. Prevention Science, 4,55-63.
Curtis, C., & Norgate, R. (2007). An evaluation of the Promoting Alternative Thinking Strategies curriculum at key stage 1. Educational Psychology in Practice, 23, 33-44.
Study 8 (Seifert et al., 2004)
Seifert, R., Gouley, K., Miller, A. L., & Zabriski, A. (2004). Implementation of the PATHS curriculum in an urban elementary school. Early Education & Development, 15(4), 471-486.
Study 9 (Bierman et al., 2010)
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156.
Study 10 (Crean & Johnson, 2013; SCDRC, 2010)
Crean, H. F., & Johnson, D. B. (2013). Promoting Alternative THinking Strategies (PATHS) and elementary school aged children's aggression: Results from a cluster randomized trial. American Journal of Community Psychology, 52, 56-72.
Social and Character Development Research Consortium (SCDRC) (2010). Efficacy of schoolwide programs to promote social and character development and reduce problem behavior in elementary school children (NCER 2011-2001). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
Study 11 (Little et al., 2012; Berry et al., 2016)
Little, M., Berry, V., Morpeth, L., Blower, S., Axford, N., Taylor, R., . . . Tobin, K. (2012). The impact of three evidence-based programmes delivered in public systems in Birmingham, UK. International Journal of Conflict and Violence, 6(2), 260-272.
Berry, V., Axford, N., Blower, S., Taylor, R. S., Edwards, R. T., Tobin, K., . . . Bywater, T. (2016). The effectiveness and micro-costing analysis of a universal, school- based, social-emotional learning programme in the UK: A cluster-randomised controlled trial. School Mental Health, 8, 238-256.
Study 12 (Schonfeld et al., 2015)
Schonfeld, D. J., Adams, R. E., Fredstrom, B. K., Weissberg, R. P., Gilman, R., Voyce, C., ... & Speese-Linehan, D. (2015). Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning. School Psychology Quarterly, 30(3), 406.
Study 13 (Fishbein et al., 2016)
Fishbein, D. H., Domitrovich, C., Williams, J., Gitukui, S., Guthrie, C., Shapiro, D., & Greenberg, M. (2016). Short-term intervention effects of the PATHS curriculum in young low-income children: Capitalizing on plasticity. Journal of Primary Prevention, 37, 493-511.
Study 14 (Goossens et al., 2012)
Goossens, F., Gooren, E., Orobio de Castro, B., Overveld, K., Buijs, G., Monshouwer, K., … Paulussen, T. (2012). Implementation of PATHS through Dutch municipal health services: A quasi-experiment. International Journal of Conflict and Violence, 6, 234-248.
Study 15 (David, 2014)
David, M. D. (2014). The effect of Promoting Alternative THinking Strategies on social competence and reading achievement in elementary school children. Master's Thesis. Halifax, Nova Scotia: Mount Saint Vincent University.
Study 16 (Barlow et al., 2015; Hennessey & Humphrey, 2020; Humphrey et al., 2016; Humphrey, Barlow, & Lendrum, 2018; Humphrey, Hennessey et al., 2018; Panayiotou et al., 2020)
Barlow, A., Wigelsworth, M., Lendrum, A., Pert, K., Joyce, C., Stephens, E., . . . Humphrey, N. (2015). Promoting Alternative Thinking Strategies (PATHS): Evaluation report and executive summary. The Education Endowment Fund. Available online: https://files.eric.ed.gov/fulltext/ED581278.pdf.
Hennessey, A., & Humphrey, N. (2020). Can social and emotional learning improve children's academic progress? Findings from a randomised controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum. European Journal of Psychology of Education, 35(4), 751-774.
Humphrey, N., Barlow, A., & Lendrum, A. (2018). Quality matters: Implementation moderates student outcomes in the PATHS curriculum. Prevention Science, 19, 197-208.
Humphrey, N., Barlow, A., Wigelsworth, M., Lendrum, A., Pert, K., Joyce, C., . . . Turner, A. (2016). A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum. Journal of School Psychology, 58, 73-89.
Humphrey, N., Hennessey, A., Lendrum, A., Wigelsworth, M., Turner, A., Panayiotou, M., . . . Calam, R. (2018). The PATHS curriculum for promoting social and emotional well-being among children aged 7-9 years: A cluster RCT. Public Health Research, 6(10), 1-116.
Panayiotou, M., Humphrey, N., & Hennessey, A. (2020). Implementation matters: Using complier average causal effect estimation to determine the impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children's quality of life. Journal of Educational Psychology, 112(2), 236-253.
Study 17 (Novak et al., 2017)
Novak, M., Mihic, J., Bašic, J., & Nix, R. L. (2017). PATHS in Croatia: A school-based randomised-controlled trial of a social and emotional learning curriculum. International Journal of Psychology, 52(2), 87-95.
Study 18 (Hindley & Reed, 1999)
Hindley, P., & Reed, H. (1999). Promoting alternative thinking strategies: Mental health promotion with deaf children in school. In S. Decker, S. Kirby, A. Greenwood, & D. Moore (Eds.), Taking children seriously (pp. 113-130). London: Cassel Publications.
Study 19 (Ross, Sheard et al., 2011; Ross, Cheung et al., 2011)
Ross, S. M., Cheung, A., Slavin, R., Sheard, M. K., & Elliott, L. (2011). Promoting primary pupils' social-emotional learning and pro-social behaviour: Longitudinal evaluation of the Together 4 All Programme in Northern Ireland. Effective Education, 3, 61-81.
Ross, S. M., Sheard, M. K., Slavin, R., Elliott, L., Cheung, A., Hanley, P., & Tracey, L. (2011). Evaluation of Together 4 All programme for schools. Institute for Effective Education, The University of York.
A preschool version of PATHS called Head Start REDI is treated as a separate program in Blueprints.
Blueprints: Promising
Crime Solutions: Effective
OJJDP Model Programs: Effective
SAMHSA : 2.6-3.2
Denine Goolsby
Executive Director Humanware
Cleveland Public Schools
1111 Superior Avenue
Cleveland, OH 44114
PH: 216-838-0107
Flavia Hernandez, Principal
McCormick Elementary School
Chicago Public Schools
2712 S. Sawyer Avenue
Chicago, IL 60623
PH: 773-535-7252
Carmen Navarro, Principal
Mariano Azuela Elementary School
Chicago Public Schools
3707 W. Marquette Road
Chicago, IL 60629
PH: 773-535-7395
Caroline Boxmeyer, Associate Professor University of Alabama
Hale County/Sawyerville Head Start Center
850th 5th Avenue East
Box 870326
Tuscaloosa, Alabama
PH: 205-348-1325
For curriculum and materials:
PATHS® Program
Phone: 1-877-71PATHS or 1-877-717-2847
pathsprogram.com
For training:
PATHS® Training
pathstraining.com
Also see:
SEL Worldwide
selworldwide.org
Contact: Dorothy Morelli
dorothy@selw.org
dorothygm@hotmail.com
Phone: 615-364-6606