3. Goals: The PATHS program is designed to help elementary-age children:  Increase self-control Choose effective conflict-resolution strategies  Reject aggressive responses to frustrating situations  Improve problem-solving skills.

4. The PATHS units cover five conceptual domains:  Self-control  Emotional understanding  Positive self esteem  Relationships  Interpersonal problem solving skills.

5. Program Length: The PATHS program is designed to be integrated into existing learning environments. Timing and frequency of sessions can be adapted to suit individual classroom needs.  Both preschool classrooms (twice a week)  Behavioral Support classroom-am session (twice a week)  Additional pullout with school psychologist once a week for children at highest risk.

6. What is the program format? Pre and post tests Child friendly characters and puppets embedded throughout the curriculum. Sequential lessons with increasing developmental sophistication. Each unit has several lessons with extension activities that include center like activities such as crafts and games. Letters to go home to families with introduction of the theme and recommendations for follow-up activities.

7.  Each student is assessed before program starts and then at the end of the year. Teacher completes a questionnaire and student is rated based on observations of behavior by the teacher.  Assessment includes composites on A.Aggression /disruptive behavior B.Concentration/attention C.Social and emotional competence  Scale 0-5 (Never to almost always)

9. What kind of materials are used? Feelings chartTurtle stamp Story booksFeelings cards

10. Theoretical Rationale/Conceptual Framework The PATHS prevention-intervention program is based on five conceptual models. The first, the ABCD (Affective-Behavioral-Cognitive- Dynamic) Model of Development. A basic premise is that a child's coping, (the ability to regulate emotion and behavior) is a function of emotional awareness, cognitive control, and social understanding. The second model incorporates an eco-behavioral systems orientation in which emphasize not only the teaching of skills, but also the creation of meaningful real-life opportunities to use skills and the establishment of structures to provide reinforcement for effective skill application. Promoting Alternative Thinking Strategies (PATHS): Blueprints for Violence Prevention, Book Ten. Blueprints for Violence Prevention Series (D.S. Elliott, Series Editor). Boulder, CO: Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado. Promoting Alternative Thinking Strategies (PATHS): Blueprints for Violence Prevention, Book Ten

11. Theoretical Rationale/Conceptual Framework The third model involves neurobiology and brain structure. Basically this means that we teach children to practice conscious strategies for self-control, including self-talk, so that there brains will become “hard wired” to respond appropriately to emotional input. The fourth model involves psychodynamic education. When teachers express an interest in children's feelings and emotional experiences or show respect for children's opinions, their students are impacted in a profound manner. As the teacher-student relationships grow increasingly more positive and enriched, learning is enhanced. Promoting Alternative Thinking Strategies (PATHS): Blueprints for Violence Prevention, Book Ten. Blueprints for Violence Prevention Series (D.S. Elliott, Series Editor). Boulder, CO: Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado.Promoting Alternative Thinking Strategies (PATHS): Blueprints for Violence Prevention, Book Ten

12. Theoretical Rationale/Conceptual Framework Finally, the fifth model includes psychological issues related to emotional awareness, or as it is more popularly labeled, emotional intelligence. That is the ability to recognize emotional responses in oneself, other people, and situations, and use this knowledge in effective ways (e.g., in managing one's own emotional responses, motivating oneself, and handling relationships effectively).

13. How do we know the PATHS program works? "Four clinical trials [of the PATHS program] over the past 15 years have demonstrated improvements in social and emotional competencies and reductions in aggression and other risk factors... across a wide range of elementary school children." (Source: Best Practices of Youth Violence Prevention, Centers for Disease Control and Prevention)

14. Effectiveness: In rigorous clinical studies, the PATHS program has been shown to: reduce teachers' reports of students exhibiting aggressive behavior by 32% increase teachers' reports of students exhibiting self- control by 36% increase students' vocabulary for emotions by 68% increase students' scores on cognitive skills tests by 20% significantly improve students' ability to tolerate frustration plus their ability -- and willingness -- to use effective conflict-resolution strategies significantly decrease conduct problems and the percentage of aggressive/violent solutions to social problems.

15. Increasing Protective Factors In clinical trials, compared to matched control children, the use of the PATHS Curriculum has significantly increased the children's ability to:  Recognize and understand emotions  Understand social problems  Develop effective alternative solutions  Decrease the percentage of aggressive/violent solutions

16. Teachers report significant improvements in children's prosocial behavior in the following domains:  Self-control  Emotional understanding  Ability to tolerate frustration  Use of effective conflict-resolution strategies

17. Cognitive testing indicates that PATHS leads to improvements in the following skills:  Ability to plan ahead to solve complex tasks with normal and special needs children  Cognitive flexibility and low impulsivity with non-verbal tasks  Improved reading achievement for young deaf children

18. Reducing Maladaptive Outcomes Teachers report the following reductions in behavioral difficulties at one-year post intervention:  Decreased internalizing symptoms (sadness, anxiety, and withdrawal) in special needs classrooms  Decreased externalizing symptoms (aggressive and disruptive behavior) in special education classrooms

19. Students (in regular and special needs classes) self- report the following reductions in behavioral difficulties at one-year post intervention:  Decreased symptoms of sadness and depression (Child Depression Inventory)  Decreased report of conduct problems

20. Lessons Lesson 1. Circle Rules Lesson 2. PATHS animals Lesson 3. PATHS kid for the day Lesson 4. Compliments 1 Lesson 5. We all have feelings Lesson 6. Happy Lesson 7. Sad Lesson 8. Twiggles Makes Friends

21. Lessons Lesson 9. Compliments II Lesson 10. Mad or Angry Lesson 11. Scared or Afraid Lesson 12. My Feelings Lesson 13. Mad II Lesson 14. Twiggle Learns to do Turtle Lesson 15. Twiggle Learns to do Turtle (Part 2)

22. Lessons Lesson 16. Turtle Technique Review Lesson 17. Appropriate Turtles Lesson 18. Appropriate Turtles II Lesson 19. Calm or relaxed Lesson 20. Sharing and Caring Lesson 21. Sharing and Caring II Lesson 22. Twiggles special day

23. Lesson 23. Advanced Compliments Lesson 24. Feelings Review Lesson 25 Making Choices Lesson 26. Solving Problems Lesson 27. Solving Problems with Friends Lessons 28-44 include intermediate and advanced feelings such as frustrated, worried and jealous, as well as program wrap up.

24. Lesson 28. Comfortable and Uncomfortable Lesson 29. Different Types of Feelings Lesson 30. Excited Lesson 31. Tired Lesson 32. Frustrated Lesson 33. Proud

25. Lesson 34. Love Lesson 35. Worried Lesson 36. Disappointed Lesson 37. Jealous Lesson 38.Furious Lesson 39. Guilty Lesson 40. Generous

26. Lesson 41. PATHS Preschool™ Review Lesson 42. Saying Goodbye Lesson 43. Ending and Transitioning Lesson 44. PATHS® Party

28. Questions? Comments?