Promoting Alternative Thinking Strategies (PATHS)
The PATHS (Promoting Alternative Thinking Strategies) program is a research-based violence prevention program that gives children in grades K–6 the skills they need to find positive, nonviolent solutions to social problems. PATHS is designed to facilitate the development of selfcontrol, emotional awareness, and interpersonal problem-solving skills in elementary school children. The purpose of the PATHS curriculum is to enhance the social competence and social understanding of children, as well as to facilitate educational processes in the classroom. The PATHS program teaches children how to change behaviors and attitudes that contribute to violence and bullying, how to express and control their emotions, and how to develop effective conflict-resolution strategies.
Preschool through elementary school children (grades K–6)
PATHS has been translated into Dutch, French, and Hebrew. It is used in a variety of schools for normal, deaf, and other special needs children in The Netherlands, Belgium, Great Britain, Wales, Norway, Canada, Australia, and Israel.
PATHS is taught by a classroom teacher three times a week for at least 20 minutes. The program content becomes more complex as the students grow older. The Kindergarten program begins by emphasizing respect for self and others, motor control over behaviors, and giving compliments. Later stages of the program work toward solving social problems in groups and using self-control though cognition.
The curriculum consists of an instructional manual, six volumes of lessons, pictures and photographs, and additional materials. A research book is available, as well as materials to involve parents. PATHS covers five conceptual domains, including self-control, emotional understanding, positive self-esteem, relationships, and interpersonal problem-solving skills.
The curriculum consists of three major units:
- Readiness and Self-Control Unit: 12 lessons that focus on readiness skills and developing basic self-control
- Feelings and Relationships Unit: 56 lessons that focus on teaching emotional and interpersonal understanding
- Interpersonal Cognitive Problem-Solving Unit: 33 lessons that cover 11 formal steps to interpersonal problem solving
Training for K–5 teachers who plan to implement PATHS is optional, but strongly recommended. An on-site workshop for up to 30 participants lasts two days, either consecutively or with time in-between, if desired. PATHS also offers on-site workshops to train individuals in schools who will go on to train others in their system. The program succeeds best with strong principal and administrative support. Parent and teacher support for the curriculum is also critical. Teachers must read and mentally prepare for each lesson as they would with any new curriculum. Preparation can take extra time in the beginning with teachers that don’t have past training in social and emotional learning.
Mark T. Greenberg, PhD
Email: mxg47@psu.edu
Website: www.prevention.psu.edu/projects/PATHS.html
For information on training and technical assistance, please contact:
PATHS Training, LLC
Carole A. Kusché, PhD
Phone and FAX: (206) 323-6688
ckusche@comcast.net
Dorothy Morelli
dorothygm@hotmail.com
(615) 364-6606
The PATHS curriculum may be obtained from:
Channing Bete Company
One Community Place
South Deerfield, MA 01373-0200
Phone: (877) 896-8532
Fax: (800) 499-6464
E-mail: PrevSci@channing-bete.com
Website: www.channing-bete.com
- Complete PATHS Program (Basic Kit and Turtle Unit) $799
- PATHS Basic Kit (Grades 1-6) $699
- PATHS Turtle Unit (Kindergarten) $209
- Preschool Program $399
A training workshop for up to 30 people costs $3,000, plus transportation, hotel stay, and per diem for the trainer. Additional costs may include space rental and teacher in-service pay. Technical assistance is available over the phone, by email, or with on-site visits by a PATHS staff member. Technical assistance is offered at $50 per hour over the phone or via on-site visits for $1,500 per day plus travel expenses.
Four clinical trials conducted during the last 15 years have shown:
- 32% reduction in teachers' reports of aggressive student behavior
- 36% increase in teachers' reports of student self-control
- 68% increase in students' vocabulary for emotions
- 20% increase in students' cognitive skills test scores
The developer recommends the following evaluation components:
- Student Evaluation for teacher assessment of students’ behavior before and after implementation
- Process Evaluation to assess of preparation, implementation, classroom successes and teacher satisfaction
- Blueprints Model Program
- Center for Mental Health Services- Greenberg et al: Effective Program
- Center for Substance Abuse Prevention (CSAP) Model Program
- Department of Education- Safe Schools: Promising Program
- Communities That Care- Developmental Research and Programs: Effective Program
- Mihalic & Aultman-Bettridge (2004): Exemplary Program
- Sherman et al. (1997): Effective Program
- Surgeon General's Report (2001): Promising 2
- Title V (OJJDP): Exemplary Program
Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67(5), 648-657.
Gewertz, C. (2003). Hand in hand. Education Week, 23(1), 38-42.
Greenberg, M. T. (1997). Improving peer relations and reducing aggressive behavior: the classroom level effects of the PATHS curriculum. Paper presented at SRCD, Washington, DC.
Greenberg, M. T., Kusche, C. A., & Cook, E. T. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development & Psychopathology, 7(1), 117-136.
Greenberg, M.T., Kusche, C.A., Cook, E.T., & Quamma, J.P. (1995). Promoting emotional competence in school-aged deaf children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117–136.
Greenberg, M. T., Kusche, C. A., Mihalic, S. F., & Elliott, D. S. (1998). Promoting Alternative Thinking Strategies. In D.S. Elliot, (Ed.), Blueprints for Violence Prevention. Denver, CO: C&M Press.
Greenberg, M. T., Kusché, C. A., & Riggs, N. (2004). The PATHS curriculum: Theory and research on neurocognitive development and school success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp.170-188). New York: Teachers College Press.
Greenberg, P. & Kusche, C. A. (1998). Preventive intervention for school-age deaf children: The PATHS curriculum. Journal of Deaf Studies Deaf Education, 3(1), 49-63.
Haigh, G. (2005). Releasing vulnerable children from 24-hour yell. Times Educational Supplement, 4624, 24.
Kam, C. M., 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 & Behavioral Disorders, 12(2), 66-79.
Kam, C. M., Greenberg, M. T., & Walls, C. T. Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Promoting Alternative THinking Skills Curriculum. Prevention Science, 4(1), 55-63.
Kelly, B., Longbottom, J., Potts, F., & Williamson, J. (2004). Applying Emotional Intelligence: Exploring the Promoting Alternative Thinking Strategies curriculum. Educational Psychology in Practice, 20(3), 221-241.
Kusché, C. A. (2002). Psychoanalysis as prevention: Using PATHS to enhance ego development, object relationships, & cortical integration in children. Journal of Applied Psychoanalytic Studies, 4(3), 283-301.
Kusche, C. A. & Greenberg, M. T. (1994). The PATHS curriculum. Seattle: Developmental Research and Programs, Inc.
McNaught, A. (2004). Stepping out of their shells. Times Educational Supplement, 4593, 22-24.
