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Programs
and Strategies for Positive Behavior:
School-Wide Programs & Strategies:
Project Pathe
Student
Population Served
School-wide
Middle School and High School
Program Description
A comprehensive program to improve the school environment and thereby
enhance students' experiences and attitudes about school. Project
PATHE attempts to increase student bonding to the school, enhance
students' self-concepts, and improve educational and occupational
attainment. This program is strengthened by its comprehensive coverage
and simultaneous focus on organizational and individual-level change.
The five major components of the program are:
- Staff,
student, and community participation in revising school policies
and designing and managing school change.
- School-wide
organizational changes aimed at increasing academic performance.
- School-wide
organizational changes aimed at enhancing school climate.
- Programs
to prepare students for careers.
- Academic
and affective services for high-risk youth.
School
change takes place through:
- Staff,
students, parents, and community members working together to design
and implement improvement programs.
- Academic
weaknesses and discipline problems are diagnosed and strengthened
through innovative teaching techniques and student team learning,
as well as the development of clear, fair rules.
- School
climate is enhanced through added extra-curricular activities,
peer counseling services, and school pride campaigns.
- Career
attainment is emphasized by adding job-seeking skills programs
and career exploration programs.
- At-risk
students receive additional monitoring, tutoring, and counseling
aimed at improving their self-concept, academic success, and bonds
to the social order.
Training
& Support Information
The training for Project PATHE is provided over four days: two days
initially for the project director and an on-site evaluator, plus
two days for all project staff. Periodic follow-up training over
the life of the project is also expected. Project PATHE is a school
change program, not a curriculum or packaged product that is simply
"installed" in schools. Local educational leaders must
invest heavily in a program development and evaluation process to
design location-specific programs.
Contact
Information
Dr. Denise Gottfredson
Dept. of Criminology and Criminal Justice
University of Maryland
2220D LeFrak Hall
College Park, MD 20742
Dgottfredson@crim.umd.edu
http://www.gottredson.com/pathe
References
Gottfredson, D. (1990). Changing school structures to benefit high-risk
youths. Understanding Troubled and troubling youth: Multidisciplinary
Perspectives. Newbury Park, CA: Sage.
Gottfredson,
D. (1986). An empirical test of school-based environmental and individual
interventions to reduce the risk of delinquent behavior. Criminiology,
24.
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