The PATHS Curriculum

Kusché, Carol A.; Greenberg, Mark T.

doi:10.4324/9780203841372.ch32

Cited by 104 publications

(139 citation statements)

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“…Promotion school-programs have been found to improve self-esteem (Haney & Durlac, 1998;O'Mara et al, 2006) to prevent mental health problems (Greenberg, Domitrovich, & Bumbarger, 2001), depression (Forness et al, 1998;Merry et al, 2004) and drug use (Faggiano et al 2005), enhance emotion management and self-control (Barrett, 2004;Gansle, 2005;Kusché & Greenberg, 1994), help children resolve interpersonal conflicts (Geller, 1999;Grossman et al, 1997;Kusché & Greenberg, 1994;Shure & Spivack, 1982) and maintain healthy relationships (Beelmann & Lösel, 2006;Englander-Golden et al, 1989) and also reduce violent behavior (Catalano et al, 2002;Hahn et al, 2007;Wilson & Lipsey, 2007;Wilson, Lipsey, & Derzon, 2003).…”

Section: Specifically Sfl (Skills For Life) Ses (Social Emotional Smentioning

confidence: 99%

“…Webster-Stratton & Hammond, 1997) a mental health problem, and those that constitute both special-risk group and universal classroom interventions (e.g. Kusché & Greenberg, 1994). Finally, as for their theoretical base, many of them find their roots in the Social Learning Theory, several rely on the Cognitive-Behavioral approach, some are based on the Systems Model, a few are designed within the Resilience framework, and others even borrow from the Psychoanalytic approach.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Kourmousi¹,

Salagianni²,

Merakou³

et al. 2017

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Background: The past few decades have seen a significant growth of research on socio-emotional skills development programs and on mental health education in schools since their key-importance has been well documented. This study presents the evaluation of "Steps for life", an open, question-based, annual, teacher-taught, mental health Greek K-curriculum, designed to improve personal and social skills in young students aged 4 -6. The curriculum uses classroom-appropriate methods such as dialoguing, story-telling, role-playing and diffusion in formal and hidden curriculum, while incorporating a considerable degree of parental involvement. Methods: The study was conducted in Greece during [2009][2010]. The sample consisted of 998 kindergartners, with 518 of them forming the experimental group and 480 the control group. The questionnaire designed for the study consisted of items regarding demographics, of the Behavioural Academic Self-Esteem scale and of 8 more subscales, namely concentration of attention, participation and cooperation in the class, emotions' identification and management, physical and verbal aggressiveness control, victimization control, self-esteem, empathy, friendship skills, and problem solving. Its 96-in total-items examined students' behaviors as exhibited in the school environment and as observed and rated by their teachers. It was administered pre and post intervention to both groups' educators. Results: The results suggest that both groups exhibited significant improvement in all investigated skills. As indicated by the regression analysis however, the intervention students showed significantly higher improvement in all targeted abilities except friendship skills. Conclusions: Our intervention improved more significantly almost all the taught skills, corroborating the findings of other researchers who found that similar approaches can improve

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Section: Specifically Sfl (Skills For Life) Ses (Social Emotional Smentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Kourmousi¹,

Salagianni²,

Merakou³

et al. 2017

View full text Add to dashboard Cite

show abstract

“…Classroom teachers were trained to deliver a new curriculum in social and emotional development that was developed specifically for Fast Track. The first two grades of this curriculum were revised from a curriculum used by Kusche and Greenberg (1994), and the third and fourth grade curricula were developed for Fast Track to be theoretically consistent with the earlier curricula. These curricula were delivered in most of the intervention schools (except the Durham site, where administrators disallowed it) from grade 1 through grade 4.…”

Section: Intervention Proceduresmentioning

confidence: 99%

Using the Fast Track randomized prevention trial to test the early-starter model of the development of serious conduct problems

Bierman¹,

Dodge

Greenberg

et al. 2002

Dev Psychopathol

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The Fast Track prevention trial was used to test hypotheses from the Early-Starter Model of the development of chronic conduct problems. We randomly assigned 891 high-risk first-grade boys and girls (51% African American) to receive the long-term Fast Track prevention or not. After 4 years, outcomes were assessed through teacher ratings, parent ratings, peer nominations, and child selfreport. Positive effects of assignment to intervention were evident in teacher and parent ratings of conduct problems, peer social preference scores, and association with deviant peers. Assessments of proximal goals of intervention (e.g., hostile attributional bias, problem-solving skill, harsh parental discipline, aggressive and prosocial behavior at home and school) collected after grade 3 were found to partially mediate these effects. The findings are interpreted as consistent with developmental theory.

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“…Its first part consists of items concerning demographics, while the second part consists of 77 items describing students' behaviors as exhibited in kindergarten settings and assessed by their teachers. Out of the 77 items 30 are adaptations from other skills' assessment scales for preschoolers (Kusché & Greenberg, 1994;Merrell 1994;Shure, 2005).…”

Section: Of the Feelings Toward Groupmentioning

confidence: 99%

Validity and Reliability of an Adaptation of Personal and Social Skills Scale for K-Students for Use in 2.691 Greek Elementary Students

Kourmousi¹,

Markogiannakis²,

Lazaridis³

et al. 2017

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The PATHS Curriculum

Cited by 104 publications

References 0 publications

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Using the Fast Track randomized prevention trial to test the early-starter model of the development of serious conduct problems

Validity and Reliability of an Adaptation of Personal and Social Skills Scale for K-Students for Use in 2.691 Greek Elementary Students

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