SEL
Different PATHS
invest-to-save strategy based on the best
available cost–benefi t analysis.
In developing it, Birmingham’s policy
makers took the view that, by approving
SEAL, the UK government gave schools
tacit permission to attend to the fourth “R.”
But they recognized the superior value of
an evidence-based program if they were to
make an impact on the well-being of the
city’s children, at the same time as securing
fi nancial savings.
Their review of evidence-based programs
led them to Promoting Alternative Thinking
Strategies (PATHS), developed at Penn
State University by Mark Greenberg and
Carol Kusche. PATHS demonstrates all of the
attributes and delivers all of the benefi ts of
those reviewed in Chicago by Joseph Durlak.
Birmingham teachers, school leaders,
and other educational experts have been
involved in making responsible adaptations
to the PATHS program to suit local context.
A sense of local ownership should help to
guarantee fi delity of implementation and –
to improve the chances further – teachers
are being trained and all have access to
supporting materials and specialist coaches.
An introductory conference included talks
by the founder and director of CASEL, Roger
Weissberg, and PATHS co-designer, Mark
Greenberg.
If Birmingham can demonstrate that PATHS
has an impact on child outcomes signifi cant
What we know
the U.S., he is also executive editor of the
online publication, Prevention Action www.
enough to relieve the pressure on expensive
●
There are more than two dozen proven preventionaction.org.
services, then it will be rewarded with savings social and emotional curricula for Cheryl Hopkins is Birmingham City Council’s
to invest in other new prevention initiatives. schools. Director for Strategy and Commissioning
So there is an incentive to fi nd out whether all
●
Properly implemented, they are and has played a key role in introducing
this activity is paying off. associated with better academic evidence-based practice to the design and
There are 57 schools that have performance, as well as with evaluation of the city’s service strategy for
volunteered to take part in the PATHS improvements in children’s social and children and young people.
evaluation. Of these, 29 were randomly emotional development.
allocated to receive the program and ● Consistent implementation is crucial to
Further reading
28 were assigned to a waiting list. The their success.
evaluation involves comparing children’s ●
Durlak JA, & Dupre EP (2008),
Where they are used effectively, they
Implementation Matters: A Review
social, emotional, behavioral, and can reduce pressure on school budgets,
of Research on the Infl uence of
educational development in the PATHS as well as directly benefi t children.
Implementation on Program Outcomes and
schools with children in the waiting list
the Factors Affecting the Implementation.
schools. This is just the kind of study that important role to play and there should be
American Journal of Community
Durlak included in his major review. suffi cient fl exibility in the system to allow
Psychology, 41, 327–350.
If the evaluation shows that PATHS is local government to be as fully involved in
successful, armed with the results of the striking the right balance – as Birmingham Greenberg MT, Kusche CA, Cook ET, &
trial, teachers from the schools involved in City Council has begun to be – by involving Quamma JP (1995), Promoting Emotional
the experiment will recommend the program its workers in experiments with evidence- Competence in School-aged Children:
to colleagues in the other elementary based approaches to fi nd out what works The Effects of the PATHS Curriculum.
schools in the city. best for its own children. Development and Psychopathology, 7,
117–136.
Conclusion About the authors
Kam CM, Greenberg M, & Kusche
Certain fundamentals are beyond the reach Michael Little is Co-Director of The Social
C (2004), Sustained Effects of the
of randomized controlled trials. Ideologically Research Unit, based at Dartington in the
PATHS Curriculum on the Social and
driven “either/or” formulations of various UK. He is also a faculty associate at Chapin
Psychological Adjustment of Children in
kinds bedevil education policy. Interest in Hall at the University of Chicago. Best
Special Education. Journal of Emotional &
one or the other “R” must not be allowed known for establishing connections between
Behavioral Disorders, 12(2), 66–78.
to devalue the rest. They have an equally research, policy, and practice in Europe and
winter 2010 Better: Evidence-based Education 9
Better(US)Win10 pp08-09 PATHs.indd 9 23/2/10 17:00:09
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