PATHS
Publications Archive
Greenberg, M. T., & Kusche, C. A. (1993). Promoting social and emotional development in deaf children: The PATHS Project. Seattle: University of Washington Press.
Kusche, C. A., & Greenberg, M. T. (1994). The PATHS curriculum. Seattle: Developmental Research and Programs.
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. (in press). Educational interventions. In P. Hindley & N. Kitson (Eds.), Mental health and deafness. London.
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. Boulder, CO: 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. (in press). PATHS: Using applied psychoanalysis to teach emotional literacy to preoedipal, oedipal and latency-aged children. The American Psychoanalyst.
Kusche, C. A., & Greenberg, M. T. (in press). 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. New York: Teachers College Press.
Conduct Problems Prevention Research Group. (in press). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology.