PATHS (Promoting Alternative THinking Strategies) is a classroom-based violence-prevention and life-skill building curriculum that promotes social-emotional development, character development, and bullying prevention for youth from kindergarten through sixth grade. The program is designed to improve children’s self-control and problem-solving skills, and help children learn to choose effective conflict-resolution strategies and reject aggressive responses to frustrating situations. The program accomplishes these goals by increasing children’s emotional understanding, self-esteem, positive relationships, and interpersonal problem-solving skills.
- Peer influences (Proximal Influence)
- Effective Schools (Proximal Influence)
- Cognitive development (Primary Outcome)
- Social and emotional competence (Primary Outcome)
- Absence of psychological and problem behaviors (Primary Outcome)
Channing Bete Company One Community Place South Deerfield, MA 01373
Phone: 1-800-628-7733 / Fax: 360-876-5263 / Email: firstname.lastname@example.org
How it Operates
The PATHS curriculum can be integrated into any elementary (K-6) curriculum. The curriculum includes six manuals divided into two units: (1) the PATHS Turtle Unit for kindergartners and (2) the PATHS Basic Kit for children in grades 1-6. Together, these six manuals contain over 100 lessons to ensure continual learning and development throughout the kindergarten and elementary years. Program lessons can be implemented approximately three to five times per week for a minimum of 20-30 minutes per day. Conceptual topics covered in the PATHS curriculum include: (1) Readiness and Self Control, (2) Feelings and Relationships, (3) Problem Solving, and (4) Supplementary lessons. The program utilizes classroom lessons, pictures, photographs, activity sheets, and home-based activities to foster children’s learning and skill development. Program materials are available in multiple languages (e.g., Spanish, French).
Training workshops for delivering the PATHS program are led by certified, experienced trainers who help participants gain in-depth knowledge of the program's contents and intended goals. For training information contact:
Dorothy Morelli PATHS Training LLC Telephone: (615) 364-6606 E-mail: email@example.com or
Carol A. Kusche, Ph.D. PATHS Training LLC Telephone: (2006) 323-6688 Email: firstname.lastname@example.org.
The Complete PATHS Program, available from the Channing Bete Company, includes both the PATHS Turtle Unit and PATHS Basic Kit and comes with an Instructor’s Manual, four posters, and other materials. The PATHS Turtle Unit and PATHS Basic Kit can also be purchased separately from the Channing Bete Company. For up-to-date cost information, please contact the PATHS program administrators or check current pricing online.
Sampling of Key References Supporting Evidence Base for the Program
Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children's social and emotional competence: A randomized trial of the PATHS Preschool(R) curriculum.The Journal of Primary Prevention 28, 67-91. ↩
Bierman, K.L., Domitrovich, C.E., Niz, R.L., Gest, S.D., Welsh, J.A., Greenberg, M.T., Blair, C., Nelson, K.E., & Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79, 1802-1817. ↩
Greenberg, M. T., Kusché, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Developmental Research and Psychopathology, 7, 117-36. ↩
Greenberg, M. T. (1997). Improving peer relations and reducing aggressive behavior: The classroom level effects of the PATHS curriculum. Paper presented at Society for Research on Child Development. Washington, D.C. ↩
Greenberg, M. T., & Kusché, C. A. (1998) Preventive intervention for school-age deaf children: The PATHS curriculum."" Journal of Deaf Studies and Deaf Education, 3, 49-63. ↩
Greenberg, M. T. (1997). Promoting social and emotional competence: The PATHS Curriculum and the CASEL Network. Reaching Today’s Youth, 49-52. ↩
The Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track revention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648-57. ↩
Kam, C. M., Greenberg, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Prevention Science, 4, 55-63. ↩
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. ↩
Kelly, B., Longbottom, J., Potts, F., & Willamson, J. (2004). Applying emotional intelligence: Exploring the Promoting Alternative Thinking Strategies curriculum. Educational Psychology in Practice, 20, 221-240. ↩