PATHS™ Publications

Publications and Reports regarding the PATHS Curriculum
(Those in bold are original empirical research)

Kusche, C. A. & Greenberg, M. T. (1994) The PATHS Curriculum. Seattle: Developmental Research and Programs.

Greenberg, M. T., & Kusche, C. A. (1993). Promoting social and emotional development in deaf children: The PATHS Project. Seattle: University of Washington Press.

Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS Curriculum. Development and Psychopathology, 7, 117-136.

Bierman, K., Greenberg, M. T., & Conduct Problems Prevention Research Group (1966). Social skills in the FAST Track Program. In. R. DeV. Peters & R. J. McMahon (Eds.). Prevention and early intervention: Childhood disorders, substance abuse, and delinquency (pp. 65-89). Newbury Park, CA: Sage.

Greenberg, M. T., & Snell, J. (1997). The neurological basis of emotional development. In P. Salovey (Ed.) Emotional development and emotional literacy (pp. 92-119) . New York: Basic Books.

Greenberg, M. T. (1997). Promoting social and emotional competence: The PATHS Curriculum and the CASEL Network. Reaching Today’s Youth, 49-52.

Elias, M. J., Zins, J. E., Weissberg, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for Educators. Alexandria, VA: Association for Supervision and Curriculum Development.

Greenberg, M. T., & Kusche, C. A. (1998). Preventive intervention for school-aged deaf children: The PATHS Curriculum. Journal of Deaf Studies and Deaf Education, 3, 49-63.

Greenberg, M. T. & Kusche, C. A. (1998) Promoting Alternative Thinking Strategies. Institute of Behavioral Sciences, University of Colorado.

Kusche, C. A, & Greenberg, M. T. (1998) Integrating emotions and thinking in the classroom. THINK, 9, 32-34.

Kusche, C. A., Riggs, R. S., & Greenberg, M. T. (1999). PATHS: Using analytic knowledge to teach emotional literacy. The American Psychoanalyst, 33, 1.

Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648-657.

Kusche, C. A., & Greenberg, M. T. (2001). PATHS in your classroom: Promoting emotional literacy and alleviating emotional distress. In J. Cohen (Ed.) Social emotional learning and the elementary school child: A guide for educators (pp. 140-161). New York: Teachers College Press.

Greenberg, M. T., Kusche, C. A., Riggs, N. (2004). The PATHS Curriculum: Theory and research on neuro-cognitive development and school success. In J. E. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg, H.J. (Eds.). Building academic success on social and emotional learning: What does the research say? (pp. 170-188) New York: Teachers College Press.

Kam, C. M., Greenberg, M.T., & Walls, C. T. (2003). Examining the Role of Implementation Quality in School-Based Prevention Using the PATHS Curriculum. Prevention Science, 4, 55-63.

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.

Greenberg, M. T., Kusche, C. A., Riggs, N. (2004). The PATHS Curriculum: Theory and research on neuro-cognitive development and school success. In J. E. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg, H.J. (Eds.). Building academic success on social and emotional learning: What does the research say? (pp. 170-188)New York: Teachers College Press.

Domitrovich, C. E., Greenberg, M. T., Cortes, R., & Kusche, C. A. (2005). The Preschool PATHS Curriculum. Deerfield, MA: Channing-Bete Publishers.

Kusché, C. A., & Greenberg, M. T. (2006). Brain development and social-emotional learning: An introduction for educators. In M. Elias, H. Arnold, (Eds.), The Educator’s Guide to Emotional Intelligence and Academic Achievement Social-Emotional Learning in the Classroom. Thousand Oaks, CA: Corwin.

Kusché, C. A., & Greenberg, M. T. (2006). Teaching emotional literacy in elementary school classrooms: The PATHS Curriculum. In M. Elias, H. Arnold, (Eds.), The Educator’s Guide to Emotional Intelligence and Academic Achievement Social-Emotional Learning in the Classroom. Thousand Oaks, CA: Corwin.

Riggs, N. R., Greenberg, M. T., Kusche, C. A., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS Curriculum. Prevention Science, 7, 91-102.

Greenberg, M. T., & Kusche, C. A. (2006). Building social and emotional competence: The PATHS Curriculum. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 395-412). Mahwah, NJ: Erlbaum.

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, 67-91.

Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M.T., Blair, C., Nelson, K. & Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI Program. Child Development, 79,1802-1817.

Conduct Problems Prevention Research Group. (2010).The effects of a multi-year randomized clinical trial of a universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78, 156-168. DOI: 10.1037/a0018607