Glossary

Self-assessment

Preschool implementation of The PATHS® Programme for Schools (UK Version)

The preschool implementation of The PATHS® Programme for Schools (UK Version) for preschool is a universal, preventive, school based curriculum for teachers which focuses on children’s emotional understanding, self-control, problem solving skills, and peer relations.

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Usability Rating

3

Supports Rating

4

Evidence Rating

4+

Fit Rating

NYR

Capacity Rating

NYR

Need Rating

NYR

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

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Evidence

4+

Fit

NYR

Capacity

NYR

Supports

4

Usability

3

Need

NYR

Usability - Rating: 3

Core Components

Preschool implementation of The PATHS® Programme for Schools (UK Version) is a developmentally appropriate, universally delivered programme, designed for use by teachers. The PATHS® Programme preschool/ kindergarten curriculum is delivered to children in nursery classes and P1 & P2 within a school, to strengthen their emotional understanding, self-control, problem solving skills, and peer relations. The programme curriculum manual is split into 9 distinct units, with each unit containing the programme objectives, implementation tips, and theoretical background. These 9 units contain 44 completely scripted lessons. The curriculum is delivered at least once or twice weekly, with each session lasting 20-30 mins. The curriculum includes interactive, multisensory lessons with a number of activities including role plays, games and group discussions. Materials including puppets, story books, posters, cards, charts and stickers 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 problem solving.

As part of the programme, practitioners have online access to printable parent support materials. Parents/ caregivers use these interactive support materials to help children practice their learned skills at home. The programme supports a whole school approach.

Fidelity

There are three stands to ensure programme fidelity:

Use of a Barnardo’s coaching model which enables Barnardo’s Coaches to 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 promotes understanding of the PATHS® Programme for Schools (UK Version) curriculum content, programme concept and underpinning logic

Modifiable Components

Preschool implementation of The PATHS® Programme for Schools (UK Version) is delivered in English. The PATHS® Programme is also delivered in USA, where it is available in English and Spanish.

The PATHS® Programme is delivered through Barnardo’s and is available in the UK. Some supports from Barnardo's to Early Years establishments and parents can now be delivered online, for example, parent sessions, one to one with teachers/early years 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

Supports - Rating: 4

Support for Organisation/Practice

Implementation Support

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

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 Preschool implementation of The PATHS® Programme for Schools (UK Version) uses the preschool / kindergarten classroom module at a cost of £600 per classroom. This price is correct as of March 2020, but review of prices expected in the new financial year. 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. This does not include travel costs.

Building Staff Competency

Qualifications Required

Preschool implementation of The PATHS® Programme for Schools (UK Version) is usually delivered by teachers so relevant qualification is required. An early school educator may also be eligible to receive training and deliver the Preschool implementation of The PATHS® Programme for Schools (UK Version) in nursey classes.

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 preschool implementation of 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 Preschool implementation of 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 and deliver. These training are delivered 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 Preschool implementation of The PATHS® Programme for Schools (UK Version).

Evidence - Rating: 4+

Theory of Change

The development of Preschool implementation 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 themed units that address feelings, self-control, sharing, caring and friendship.

Preschool: 3 to 5 years - Rating: 4+

Research Design & Number of Studies

Four studies provided evidence for the effectiveness of the preschool implementation of The PATHS® Programme for Schools. These 3 RCTs and 1 QED included children aged 3-5years within the wider 3-6 age sample. Two studies were conducted either by programme developers, or in collaboration with programme developers (Seyhan et al, 2019; Domitrovich et al, 2007) The remaining two studies were externally conducted (Little et al, 2012; Hughes and Cline, 2015)

Outcomes achieved

Compared to the control group who did not receive the intervention, implementation of the PATHS® Programme preschool/ kindergarten was associated with the following outcomes:

Child Outcomes

Significant improvements in socio-emotional skills, including interpersonal skills, compliance/ cooperativeness, and emotional regulation/ awareness (Seyhan et al, 2019; Domitrovich et al, 2007)
Significant improvement in pro-social behaviours, problem solving skills and expression of feelings (Seyhan et al, 2019)
Significantly increased emotion knowledge (Domitrovich et al, 2007; Hughes and Cline, 2015)
Significantly reduced anger attribution bias and internalising behaviour (Domitrovich et al, 2007)
Significantly reduced problem behaviour, and significantly improved self-regulation skills (Hughes and Cline, 2015)
Significantly improved social competence and learning behaviours, as well as significantly reduced aggressive behaviours, hyperactive behaviours, and peer relationship problems (Little et al, 2012)

Teacher outcomes

Significantly more positive children-teacher relationship (Seyhan et al, 2019)

Key References

Seyhan B, Karabay O, Tuncdemir A, Greenberg MT, Domitrovich C. (2019). The effects of Promoting Alternative Thinking Strategies Preschool Program on teacher-children relationships and children's social competence in Turkey. Int J Psychol. 2019 Feb;54(1):61-69. doi: 10.1002/ijop.12426. Epub 2017

Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the Preschool PATHS Curriculum. Journal of Primary Prevention, 28(2), 67–91.

Hughes C and Cline T. (2015). An evaluation of the preschool PATHS curriculum on the development of preschool children. Educational Psychology in Practice, 31:1, 73-85.

Little, M., Berry, V., Morpath, L., Blower, S., Axford, N., Taylor, R., Bywater, T., Tobin, K. (2012). The impact of three evidence-based programmes delivered in public systems in Birmingham, UK. International Journal of Conflict and Violence, 6(2), 260–272.

Primary school: 6 to 12 years - Rating: 4+

Research Design & Number of Studies

The best evidence in support of the preschool implementation of The PATHS® Programme for Schools (UK Version) PATHS® Programme in children aged 6 years, comes from 3 RCTs and 1QED with children aged 3-6 years old. Two studies were conducted either by programme developers, or in collaboration with programme developers (Seyhan et al, 2019; Domitrovich et al, 2007) The remaining two studies were externally conducted (Little et al, 2012; Hughes and Cline, 2015). Separate data were not provided for the 6 year old participants. Evidence outcomes are the same as for the 3-5 year evidence above.

Self-assessment

Preschool implementation of The PATHS® Programme for Schools (UK Version)

Compare

Usability Rating

3

Supports Rating

4

Evidence Rating

4+

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

4+

Fit

NYR

Capacity

NYR

Supports

4

Usability

3

Need

NYR

Preschool: 3 to 5 years - Rating: 4+

Primary school: 6 to 12 years - Rating: 4+

Need

Fit

Capacity

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