EDPS 674:

EBI Presentation

Carli, Vicki, and
Jayla
Overview
Description
Theoretical Basis
Application
Activity
Research Basis
Critical Thoughts
Conclusion
References
Description
School based preventive intervention model
Designed to help develop and improve the ability of children to discuss and
understand emotions.
Components include positive self-esteem, emotional awareness, self-
control, problem solving skills, and friendship skills

The goal of the program is to prevent or reduce social conflicts
by promoting emotional literacy skills, social competence
and positive peer interaction skills

(Domitrovich, Cortes, & Greenberg, 2007)

Description
Format: 20-30 minute lessons, taught three times a week
Comprised of the following units:
1- Self Control
2- Feelings and Relationships
3- Interpersonal Cognitive Problem Solving
Facilitated by a trained teacher-ideally, a PATHS coach for entire school
Program can be implemented in the general classroom
Costs between $399.00-$799.99 depending on kit
Ages: 3-12
Grades: Pre-K-6
(Domitrovich, Cortes, & Greenberg, 2007)

Self-Control

Emotional

Understanding

Interpersonal
Problem-solving
skills

Relationships

Positive
Self-esteem
Theoretical Basis
The PATHS curriculum adopts the following principles :
To effect significant changes in childrens social and emotional
competence, it is necessary to focus on emotions, behaviour and
cognitions.

Childrens ability to understand their own and others emotions is a central
component of effective problem-solving and social interactions.
The school is a critical environment for the child and one that is
capable of being a central locus for change.
Childrens ability to understand and discuss emotions is
related to their ability to inhibit behaviour through verbal
self-control
(Kusche & Greenberg, 2011)
THEORY APPLICATION
Affective Behavioural Cognitive
Dynamic Model
Promotion of optimal developmental
growth across emotional. behavioural,
and cognitive domains
Eco-Behavioural Systems Approach Emphasize the dynamic influences of
the environment on behavior
Neurobiological Theory of
Development
Utilize understanding of how early
influences of psychosocial factors
influence brain structure and function
Developmental Psychodynamic Theory Involves the notion that not all
learning or motivation is
conscious
Emotional Intelligence Theory Focus is on emotional awareness
Application
School Wide
Classroom setting
Universal Design for Learning
Preschool / Kindergarten Grade 1
Grade 2 Grade 3
Grade 4 Grade 5/6
Application
Home resources

Counsellors Package
Application
An Introduction to the Curriculum Guide
Overview of the program
Curriculum Manual Specific grade
lessons that include prep, scripts, activities
Puppets Kindergarten / Grade 1
Feelings Faces Cards, Stickers
Novels Grade 4 / Grade 5/6
Posters Control Signals, Problem
Solving, Feelings

Demonstration of specific activity
Children learn self-control and problem-solving skills through "The Turtle Story," a story about a little turtle who
makes wrong choices because he does not stop and think. The children learn the "Turtle Technique" in which they
fold their arms and go into their "shells" so they can calm down and begin to solve their problems. As the children
get older, they replace the "Turtle Technique" with the Control Signal, which looks like a traffic light. Each color of
the Control Signal represents a step to follow to help the children stop and calm down, think and find the best
solution to solve their problem.

Research Basis
Social and emotional competence safe learning environment academic achievement
Effective programs include:
multi component interventions
teach self regulation
how to initiate friendships, resolve conflicts, make safe choices
(Payton, Weissberg, Durlak,
Dymnicki, Taylor, Schellinger, & Pachan, 2008)
School based programs:
improved academic achievement
improved school attitudes and behaviours
reduced negative behaviours
lowered emotional distress
(Durlack, Weissberg, Dymnicki, Taylor, & Schellinger, 2011)
Research Basis
Empirical Evidence for PATHS
increased ability to discuss and understand emotions
enhanced interpersonal relationships
better understanding of the emotions of others
(Rones & Hoagwood, 2000)
significant improvements in shy-anxious behaviours, frustration tolerance
reduction in acting out problem behaviours
(Shek & Sun, 2010)
for preschool children, taught emotional skills that children were able to practice
(Domitrovich, Cortes, & Greenberg, 2007)

Outcomes
self-control, ability to tolerate
frustration

understanding and recognition of
emotions

effective conflict- resolution
strategies


thinking and planning skills





anxiety/depressive symptoms


conduct problems

symptoms of sadness and
depression

report of conduct problems,
including aggression

Critical Thoughts
Strengths:
based on 5 theories
easy to implement, minimal prep time for teachers
able to integrate into other school wide programs
training available, program is manualized, additional support available
multiple modalities (role play, story telling, puppets, modelling)
effective as a prevention and intervention program

Limitations:
cost
beliefs/buy-in of school staff and administration
fidelity
whole school approach most effective harder to implement
Children are most likely to actualise their
highest potential at any given point in
time when there is a developmental
integration of feelings, emotional
language, behaviour, and cognitive
processes, this can be seen as a continual
dynamic process that will
achieve positive self-esteem and a healthy
personality

-Kusche & Greenberg (2011)

References
Curtis, C. & Norgate, R. (2007). The evaluation of the promoting alternative thinking strategies curriculum at key stage 1.
Educational Psychology in Practice, 23(1), 33-44. doi: 10.1080/02667360601154717

Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young childrens social and emotional competence: A
randomized trial of the preschool PATHS curriculum. The Journal of Primary Prevention, 28(2), 67-91. doi: 10.1007/s10935-007-
0081-0

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students
social and emotional learning: A metaanalysis of school based universal interventions. Child development, 82(1), 405-432.
Greenberg, M. T., & Kusche, C. A. (1993). Promoting social and emotional development in deaf children: The PATHS project.
Seattle: University of Washington Press.
Greenberg, M. T., & Kusche, C. A. (2004). The PATHS Curriculum: Follow-up effects and mediational processes. Prevention
Research Center, Pennsylvania State University.

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(1), 117136. doi:10.1017/S0954579400006374

Kusche, C. A & Greenberg, M. T. (2011). An introduction to the curriculum. South Deerfield, MA:
Channing Bete Company Inc.

















References
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive
impact of social and emotional learning for kindergarten to eighth-grade students. Chicago, IL: Collaborative for Academic, Social,
and Emotional Learning.
Riggs, N. R., Greenberg, M. T., Kusche, C. A., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral
outcomes of a social-emotional prevention program elementary school students: Effects of the PATHS curriculum. Prevention
Science, 7(1), 91-102. doi: 10.1007/s11121-005-0022-1

Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family
Psychology Review, 3(4), 223-241.

Shek, D. T., & Sun, R. C. (2010). Effectiveness of the tier 1 program of project PATHS: findings based on three
years of program implementation. Scientific World Journal, 10, 1509-1519.