Glossary

Self-assessment

The PATHS® Programme for Schools (UK Version)

The PATHS® Programme for Schools (UK Version) is a universal, preventive, school-based curriculum used by teachers of children in primary schools which aims to strengthen children’s social competence, social understanding, and promote educational processes in the classroom.

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Usability Rating

4

Supports Rating

4

Evidence Rating

5

Fit Rating

NYR

Capacity Rating

NYR

Need Rating

NYR

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Evidence

5

Fit

NYR

Capacity

NYR

Supports

4

Usability

4

Need

NYR

Usability - Rating: 4

Core Components

The PATHS® Programme for Schools (UK Version) is a universal, preventive, school based curriculum used by teachers of children in primary schools. The PATHS® Programme curriculum is designed to strengthen children’s social competence; social understanding; and promote educational processes in the classroom. The PATHS® Programme suits the developmental needs of the children, as each school year (P1/P2, P3, P4, P5, P6 and P7) has an age appropriate curriculum pack. The curriculum packs contain fully scripted lessons that are integrated into the academic curriculum. There are between 30-45 lessons in each year group (depending on school year), and these lessons teach topics which include feelings identification and labelling; impulse control; stress reduction; understanding others’ perspectives; conflict resolution and making good decisions. These lessons are delivered twice weekly, typically in 20-30 mins sessions. The curriculum also contains a number of interactive activities such as role plays, games and group discussions. Materials including posters, feelings materials, puppets, storybooks, and novels support the delivery of this programme. The PATHS® Programme for Schools (UK Version) has the specific goals of increasing children’s self-control, friendship skills, self-esteem and self-confidence, understanding and communicating emotions, understanding behaviours, logical reasoning and social problem solving.

Parental involvement in the PATHS® Programme is promoted by homework assignments, parent letters, informational packets and other parent support interactive materials. Parents/ caregivers use these materials to help children practice their learned skills at home.

The programme supports a whole school approach.

Fidelity

Organisations’ adherence (in the UK) to fidelity measures is supported by Barnardo’s, a UK charity. Programme fidelity is ensured by;

• Use of a Barnardo’s coaching model which enables Barnardo’s Coaches visit schools regularly; work closely with teachers; and complete fidelity checklists

• Completion of regular tracking spreadsheets that monitor frequency of programme delivery

• Practitioner trainings which promote understanding of the PATHS® Programme for Schools (UK Version) curriculum content, programme concept and underpinning logic

Modifiable Components

The PATHS® Programme for Schools (UK Version) is delivered through Barnardo’s and is available in the UK. Some supports from Barnardo's to schools and parents can now be delivered online, for example, parent sessions, one to one with teachers/school staff and school assemblies. More information about how parts of the PATHS® Programme can be delivered remotely can be accessed by contacting Barnardo's at paths@barnardos.org.uk

The PATHS® programme delivered through SEL worldwide is available in several other countries including USA, Australia, Germany, Canada, New Zealand, Netherlands, Norway and Ireland.

Supports - Rating: 4

The PATHS® Programme for Schools (UK Version) is distributed by Barnardo’s, a UK charity that protects and provides support to vulnerable children.

Support for Organisation/Practice

Implementation Support

Implementation is traditionally supported by a Barnardo’s coach. Accessing coaching support is not a requirement for implementation, but it is highly recommended to maximise the outcomes, and support sustainability of the programme. Barnardo’s offers a 3 or 4 year coaching model that enables Barnardo’s staff visit schools on a regular basis. In years 1, 2, 3 and 4, Barnardo’s coaches visit schools 12, 9, 6 and 3 times respectively. This is to support the set up and implementation of the programme, and support the school in developing their whole school approach to the PATHS® Programme for Schools (UK Version) delivery. Across the 3-4 years there will be a focus on quality in-class delivery. Barnardo’s coaches provide peer support and guidance on delivering PATHS® Programme lessons, and teach ways of generalising the programme strategies throughout the classroom.

Practitioners are equipped with the PATHS® Programme for Schools (UK Version) instructors’ manual to help them deliver this programme in their classrooms.

Licence Requirements

There is a licence requirement to deliver the PATHS® Programme for Schools (UK Version). This licence cost is included in the programme cost.

Start-up Costs

The PATHS® Programme for Schools (UK Version) pack costs £650 for P1/P2, £280 for P3-P7, and £2,300 for the complete package (contains 7 packs from P1 –P7). Ideally each class should have their own pack. Training prior to delivering the PATHS® Programme for Schools (UK Version) is highly recommended. Training is delivered across the UK, and costs £3000 for up to 30 teachers. To make training more cost effective for organisations/ schools who have only a few teachers to train, two or more schools can come together to have training. This is on the condition that one of the schools hosts the training, and numbers of practitioners being train do not exceed 30. The cost does not include travel.

Building Staff Competency

Qualifications Required

The PATHS® Programme for Schools (UK Version) is delivered by teachers so relevant qualification is required.

Training Requirements

Practitioner training is highly recommended and is delivered by Barnardo’s. Practitioners attend two days of training. The first training day (introductory day) is conducted prior to programme implementation. The focus of the full day training incudes; social and emotional learning (SEL), its importance, and underpinning logic; The PATHS® Programme for Schools (UK Version) curriculum; core programme concepts; modelling and practical training, etc. After the full day training, practitioners go on to deliver the PATHS® Programme for Schools (UK Version) within the school. The second training day takes place about one term after the first training day. Its focus includes celebrations and challenges associated with the PATHS® Programme delivery. Training can be delivered at the implementing site, at a central site if practitioners in more than one organisation are to be trained, or remotely through a platform such as Zoom or MS Teams. Training can be delivered to a maximum of 30 practitioners.

The training process to become a trainer in the PATHS® Programme for Schools (UK Version) is an internal process. Therefore practitioners looking to become trainers should have been working within Barnardo’s as a Barnardo’s Coach for a minimum of two years. After two years, the practitioner may apply to become a trainer, and deliver trainings. As part of the training process, the practitioner must observe trainings and deliver trainings. These trainings delivered by the trainee practitioner are under the supervision of a Master trainer. Training also includes reflection meeting and target setting. The training process must be completed within 18 months of the first training delivered.

Supervision Requirements

Barnardo’s coaches and master trainers provide training support and guidance to practitioners interested in delivering the PATHS® Programme for Schools (UK Version).

Evidence - Rating: 5

Theory of Change

The development of the PATHS® Programme for Schools (UK Version) was centred on the affective-behavioural-cognitive-dynamic (ABCD) model of development. The underlying premise of this model is that children’s behaviour and internal regulation is based on their awareness, understanding and control of their emotions, social cognition and affect. This is reflected in the programme curriculum, which contains conceptual units focused on emotional understanding; self-control; social problem solving; peer relations and self-esteem.

Primary school: 6 to 12 years - Rating: 5

Research Design & Number of Studies

The best evidence in support of the PATHS® Programme in children aged 6-12 years, come from three externally conducted cluster RCTs in school children aged 7-9 years (Humphrey et al, 2018; Crean and Johnson, 2013/ Ruby and Dolittle, 2010; Malti et al, 2011), and one internally conducted randomized intervention trial in school aged children (mean age 8.66 years) with special needs (Kam, Greenberg and Kusché, 2004). Compared to the control group, the following outcomes were observed.

Outcomes Achieved

• Significantly improved psychological well-being (Humphrey et al, 2018)

• Significantly reduced teacher-rated conduct problems (Crean and Johnson, 2013)

• Significantly lower child-rated aggressive outcomes, i.e. lower aggressive social problem solving, hostile attribution bias, and aggressive interpersonal negotiation strategies (Crean and Johnson, 2013)

• Significantly reduced teacher-reported ADHD, and child-reported aggressive behaviour (Malti et al, 2011)

• Significantly increased academic competence and motivation (Ruby and Dolittle, 2010)

• Significantly reduced the rate of growth of teacher-reported internalizing and externalizing behaviours, and significantly greater rate of decrease in the depression scores (Kam, Greenberg and Kusché, 2004)

Key References

Humphrey N, Hennessey A, Lendrum A, Wigelsworth M, Turner A, Panayiotou M, et al. (2018). The PATHS curriculum for promoting social and emotional well-being among children aged 7–9 years: a cluster RCT. Public Health Res 6(10)

Crean, H.F. & Johnson, D.B. (2013). Promoting Alternative Thinking Strategies (PATHS) and Elementary School Aged Children’s Aggression: Results from a Cluster Randomized Trial. American Journal of Community Psychology, 52, 56-72

Malti, T., Ribeaud, D., & Eisner, M.P. (2011). The effects of two universal preventive interventionsto reduce children’s externalizing behavior: A clusterrandomized controlled trial. Journal of Clinical Child and Adolescent Psychology, 40(5), 677-692

Ruby, A. & Doolittle. E. (2010), Efficacy of Schoolwide programs to promote Social and Character Development and reduce problem behaviour in Elementary school children. Social & Character Development Research Consortium and Institute of Education.

Kam, C., 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 and Behavioral Disorders, 12, 66-78

Self-assessment

The PATHS® Programme for Schools (UK Version)

Compare

Usability Rating

4

Supports Rating

4

Evidence Rating

5

Fit Rating

NYR

Capacity Rating

NYR

Need Rating

NYR

The Hexagon: An Exploration Tool

The Hexagon can be used as a planning tool to guide selection and evaluate potential programs and practice for use.

Evidence

5

Fit

NYR

Capacity

NYR

Supports

4

Usability

4

Need

NYR

Primary school: 6 to 12 years - Rating: 5

Need

Fit

Capacity

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