PATHS® Overview University of Manchester- 2 nd March 2012 Paul Edwards Barnardo’s PATHS® UK Programme Manager T:

Hello!

What is PATHS®? Promoting Alternative THinking Strategies

An evidence-based social and emotional learning developmental programme aimed at 4/5 – 11 year olds (primary age) A programme that teaches pro-social skills, emotion understanding, social problem-solving and self-control A Universal whole-school programme that seeks to change/build upon a school’s ethos and culture

Conceptual Domains PATHS covers five domains of SEL development: self-control emotional understanding positive self-esteem relationships interpersonal problem-solving skills

What it looks like Fully scripted lessons provided for teachers to implement in programme packs 30/40+ lessons each year Developmental – builds on learning in each year Programme implementation traditionally supported by training and technical assistance to ensure programme fidelity and maximise outcomes

Why PATHS? Originally developed for working with deaf children Adapted and used in mainstream settings Recognised as a Blueprints’ Model program by the Blueprints Center for the Study and Prevention of Violence – only universal classroom based one CASEL Select Program SAMHSA Model Program

One of 19 Level 1 programmes recommended by Graham Allen’s Commission on Early Intervention and Prevention – only universal SEL classroom based program to achieve this

What did we do? We have adapted, contextualised and designed PATHS for a UK and Ireland audience – over 2 years of work. Supported the implementation in 12 local schools – RCT being carried out Ensured that teachers and schools were delivering the programme with fidelity Monitor interim evaluation results and address issues as far as possible Worked WITH schools

Some things to think about……..

Planning Decide what exactly you want to achieve for outcomes – determines your approach Ask the hard questions – are the school and the staff ready? Do they understand it? Is there a shared understanding? Realise that it is a journey – as much for staff as for the pupils Get to know the resources Allocate sufficient time for planning – it is an important process

Planning Don’ts Don’t assume it will be easy – competing demands Don’t skip planning – decide what you want – whole school? Phased? Part of a wider change process? Remember all your staff – not just teachers! Don’t forget to go on the journey too Time – you will never have enough Money – don’t forget to see the bigger picture – cost effectiveness/per pupil ratio

Implementation Recognise this as a skill and a process in its own right – it is not simply doing Logic model – what outcomes do you want to see and how can they be achieved? A programme will not implement itself People are the key – figure out how positive relationships can be formed – adults are the critical success factor Explain to teachers why they are doing what they are doing – they are on a journey too Fidelity is King Momentum is crucial for delivery - outcomes will be maximised if teachers believe in the programme

Tips Don’t isolate PATHS Don’t neglect consensus with staff, especially Principals Don’t be afraid to change the model if evidence tells you it is the correct thing to do – think through the new one though Don’t forget about the journey! Where do you want teachers and staff to be 12 months from now? Don’t forget to closely monitor implementation – identify small concerns before they become big issues e.g. implementation/lesson checklist/school audit/lesson delivery plans

What do Barnardo’s want to do? Support a school to effectively implement the programme to ensure the best possible outcomes for its pupils and the wider school community, planning to sustainability – Technical Assistance Planning Training and implementation Skills development Quality assurance Sustainability

“The programme has changed us as teachers…if a child misbehaves now instead of just shouting at them we now ask them why they are behaving like that…that is a change from before” (Principal of a medium size school) “My school recently completed a survey based on a series of domains, such as behaviour where we were average, slightly below and slightly above in everything. In the Health and Wellbeing domain we were far ahead of the area average….that is down to the programme.” (Principal of a medium size school) “We had two pupils who were constantly being brought to my office for getting in trouble, and suspended. Before they left the school the PATHS programme was introduced – those pupils have since went to post-primary school and done well. They came back to visit me – I never thought they would make it as far as they have – that is due to PATHS.” (Principal of a large urban school)