Paths program for kids

Conduct Problems Prevention Research Group. Journal of Consulting and Clinical Psychology, 67, The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics.

Journal of Consulting and Clinical Psychology, 78, Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Greenberg, M. Journal of Deaf Studies and Deaf Education, Kam, C. Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education. Journal of Emotional and Behavioral Disorders, 12, Resume motion Reduce motion.

Onsite in-person training Virtual training Offsite training Train the trainer model. Administrator support Coaching Technical assistance Professional Learning Communities PLCs Online resource library Self-report tools for monitoring implementation Observational tools Tools for measuring student success. Historically, we have asked students to turn off their default social-emotional brain networks while at school, a difficult task at best.

This makes school onerous for many children, because the brain is largely built to focus on the social world. This also results in our students utilizing only part of their brains while in the classroom.

A wide variety of results has consistently shown improvements in seven major goals of education needed for the development of healthy, happy children and future adults:. This is the most prodigious evidence base for a specific SEL curriculum available by far. Replacement components are also available. Systematic, developmentally-based lessons, materials, and instructions are provided to facilitate emotional literacy, self-control, social competence, positive peer relations, and interpersonal problem-solving skills.

Key objectives in promoting these developmental skills are to prevent and to reduce behavioral and emotional problems.