Merton Bank Primary School
Never less than our best

Tel: 0174422104
Email: mertonbank@sthelens.org.uk
Please telephone or email Mrs S Miller (Office Manager)

PATHS

The PATHS® Programme for Schools (UK Version) is designed to facilitate the development of self-control, emotional awareness and interpersonal problem-solving skills.

Improves

  • Self-Esteem
  • Self Control
  • Emotional Intelligence
  • Classroom Behaviour
  • Conflict Resolution
  • Academic Engagement

Reduces

  • Aggressive Behaviour
  • Emotional Distress
  • Conduct Problems

Curriculum

The PATHS® Programme for Schools (UK Version) consists of a variety of lessons and is designed for use with primary school children.

Curriculum

The PATHS® Programme for Schools (UK Version) consists of a variety of lessons and is designed for use with primary school children.

Overview

The PATHS® Programme for Schools (UK Version) is a programme for educators and counsellors designed to facilitate the development of self-control, emotional awareness and interpersonal problem-solving skills. The programme consists of a variety of lessons, and additional materials and charts.

The PATHS® programme is designed for use with primary school children. The purposes of the PATHS® programme are to enhance the social competence and social understanding of children, as well as to facilitate educational processes in the classroom. The PATHS® Programme for Schools (UK Version) has been adapted for a UK audience by Barnardo’s NI.

Social Emotional Learning Skills

An effective social-cognitive programme is important because children often show difficulties in social problem-solving, self-control, affective understanding and self-esteem. The PATHS® Programme for Schools (UK Version) provides teachers and educators with a systematic developmental procedure for enhancing social competence and understanding in children.

Conceptual Units

The PATHS® Programme for Schools (UK Version) Curriculum includes four conceptual units. The units are:

  1. Emotional understanding
  2. Self-control
  3. Social problem solving
  4. Peer relations and self-esteem

These units are integrated within the lessons and are covered at the appropriate developmental level during each year.

Emotional Understanding

The lessons on emotional understanding cover approximately 25 different effective states and are taught in a developmental hierarchy beginning with basic emotions (happy, sad, angry, etc.) and later introducing more complex emotional states. As the ability to label emotional states is a central focus, major emphasis is placed on encouraging such labeling as a precursor for effective self-control and optimal problem resolution. The children are also taught cues for the self-recognition of their own feelings and the recognition of emotions in others, effective self-monitoring techniques, training in attributions that link causes and emotions, perspective-taking skills in how and why to consider another’s point of view, and information regarding how the behaviour of others can affect oneself. These lessons include group discussions, role-playing, art activities, biographies, stories and educational games.

Self-Control

The second unit focuses on self-control, a prerequisite for effective problem-solving. In this section, emotions such as anger and frustration are discussed, differentiations are made between feelings (all feelings are OK to have) and behaviours (some are OK and some are NOT OK), and modelling and role-play are utilised to teach children new ways to recognise and control anger. Some methods for helping children to calm down and learn better self-control, the Turtle Technique, Three Steps for Calming Down and the Control Signals Poster (CSP) are also introduced in this sub-unit. The CSP is modelled on the notion of a traffic signal and is a revised version of the Stop Light used in the Yale-New Haven Middle School Social Problem Solving Program (Weissberg, Caplan, & Bennetto, 1988). The red light of the CSP focuses on self-control.

Social Problem-Solving

The third focus of the curriculum teaches interpersonal problem-solving. The skills in emotional awareness and self-control are prerequisites for learning competent interpersonal problem-solving, so lessons on this topic do not begin until the groundwork has been covered by previous instruction. Beginning in an informal, active manner (using the Control Signals Poster), children are taught the steps of social problem-solving. Beginning in Year 4, children receive formal lessons on each of the following steps:- Stop – What is Happening?

Peer Relations and Self-Esteem

Issues regarding friendship and peer relations are introduced throughout the PATHS® curriculum. This occurs both in the context of feelings (i.e., angry, shy, lonely, etc.) as well as through role-playing and thinking about how to solve problems that arise with friends. The issue of self-esteem is covered in a variety of ways including the regular activity of giving compliments (Pupil of the Day).

Developmentally Appropriate

The PATHS® Programme for Schools (UK Version) is intended to be used across all year groups in Primary Schools. Beginning in Reception and extending to Year 6, The programme is developmentally appropriate and universal for all children.

For All Children

There are four major factors that are addressed by focusing on self-control, emotional understanding, problem-solving skills and creative self-expression. First, we teach children to “Stop and Think”, a response that facilitates the development and use of verbal thought. Second, we provide children with enriched linguistic experiences which will help mediate understanding of self and others. Third, we teach the children to integrate emotional understanding with cognitive and linguistic skills to analyse and solve problems. Fourth, and very critically, we encourage the development of verbally mediated self-control over behaviours.

At Merton Bank we are passionate about the mental health of our whole school community. By following PATHS this is a way in which we support our children and celebrate their uniqueness.

PATHS ambassadors – Mrs J Chuard and Mrs L Pickford

Merton Bank Primary, School Roper Street, St. Helens, Merseyside, WA9 1EJ

© Merton Bank Primary School 2019. All Rights Reserved

Merton Bank Primary, School Roper Street, St. Helens, Merseyside, WA9 1EJ

© Merton Bank Primary School 2019. All Rights Reserved
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