PATHS Publications
Publications and Reports regarding the PATHS Curriculum (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.
Kusché, C. A., & Greenberg, M. T. (in press). Brain development and social-emotional learning: An introduction for educators. In M. Elias, H. Arnold, & C. Steiger, (Eds.), Fostering Knowledgeable, Responsible, and Caring Students. N.Y.: Teachers College Press.
Kusché, C. A., & Greenberg, M. T. (in press) Teaching emotional literacy in elementary school classrooms: The PATHS Curriculum. In M. Elias, H. Arnold, & C. Steiger, (Eds.), Fostering Knowledgeable, Responsible, and Caring Students. N.Y.: 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.