儿童社会和情感能力发展模型：PATHS课程模型(3)
但是，国内相关研究的主要对象为幼儿和成人，而针对人格形成的另一重要阶段——小学阶段，还未做系统的研究。并且还存在只关注学生心理问题，而忽视积极心理品质发展的问题，较少看到有关学生积极心理品质的成长状况和培养建议的研究[25]。
PATHS课程不仅关注儿童问题行为的改善，而且还关注儿童积极社会能力的培养。这对儿童社会和情绪能力培养是全面的。但PATHS课程是在西方文化背景下创立的，尽管它在西方多个国家的研究中都显示出积极效应，但中国文化和西方文化存在较大的差异，中西方学校和家庭在教育方式和教育内容上存在很多不同。因此，有必要创立适合中国文化的小学儿童的社会和情感发展的培养课程，这是研究儿童青少年个性、社会性发展与教育的专家和学者面临的紧要任务。
参考文献：
[1]Flory K.，Milich R，Lynam D R，et al. Relation between childhood disruptive behavior disorders and substance use and dependence symptoms in young adulthood： Individuals with symptoms of attention-deficit/hyperactivity disorder are uniquely at risk[J]. Psychology of Addictive Behaviors，2003，17(2)，151-158.
, http://www.100md.com
[2]Galaif E R，Hser Y I，Grella C E，et al. Prospective risk factors and treatment outcomes among adolescents in DATOS-A[J]. Journal of Adolescent Research，2001，16(6)，661-678.
[3]White H R，Xie M，Thompson W，Loeber R， Stouthamer-Loeber M. Psychopathology as a predictor of adolescent drug use trajectories[J]. Psychology of Addictive Behaviors，2001，15(3)，210.
[4]Catalano R F，Fagan A A，Gavin L E，et al. Worldwide application of prevention science in adolescent health[J]. The Lancet，2012，379(9826)，1653-1664.
, 百拇医药
[5]Catalano R F，Mazza J J，Harachi T W，et al. Raising healthy children through enhancing social development in elementary school： Results after 1.5 years[J]. J Sch Psychol，2003，41(2)，143-164.
[6]Greenberg M T，Domitrovich C， Bumbarger B. Preventing mental disorders in school-age children： A review of the effectiveness of prevention programs. Prevention Research Center for the Promotion of Human Development[D]，College of Health and Human Development，Pennsylvania State University. 1999.
, 百拇医药
[7]Kam C M，Greenberg M T，Kusche C A. Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education[J]. Journal of emotional and behavioral disorders，2004，12(2)，66-78.
[8]Weissberg R P， Elias M J. Enhancing young people's social competence and health behavior： An important challenge for educators，scientists，policymakers，and funders[J]. Applied and Preventive Psychology，1993，2(4)，179-190.
, 百拇医药
[9]Riggs N R，Greenberg M T，Kusché C A，et al. The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students： Effects of the PATHS curriculum[J]. Prevention Science，2006，7(1)，91-102.
[10]Group C P P R. Initial impact of the Fast Track prevention trial for conduct problems： II. Classroom effects[J]. Journal of Consulting and Clinical Psychology，1999，67(5)，648-657., http://www.100md.com(马振)
PATHS课程不仅关注儿童问题行为的改善，而且还关注儿童积极社会能力的培养。这对儿童社会和情绪能力培养是全面的。但PATHS课程是在西方文化背景下创立的，尽管它在西方多个国家的研究中都显示出积极效应，但中国文化和西方文化存在较大的差异，中西方学校和家庭在教育方式和教育内容上存在很多不同。因此，有必要创立适合中国文化的小学儿童的社会和情感发展的培养课程，这是研究儿童青少年个性、社会性发展与教育的专家和学者面临的紧要任务。
参考文献：
[1]Flory K.，Milich R，Lynam D R，et al. Relation between childhood disruptive behavior disorders and substance use and dependence symptoms in young adulthood： Individuals with symptoms of attention-deficit/hyperactivity disorder are uniquely at risk[J]. Psychology of Addictive Behaviors，2003，17(2)，151-158.
, http://www.100md.com
[2]Galaif E R，Hser Y I，Grella C E，et al. Prospective risk factors and treatment outcomes among adolescents in DATOS-A[J]. Journal of Adolescent Research，2001，16(6)，661-678.
[3]White H R，Xie M，Thompson W，Loeber R， Stouthamer-Loeber M. Psychopathology as a predictor of adolescent drug use trajectories[J]. Psychology of Addictive Behaviors，2001，15(3)，210.
[4]Catalano R F，Fagan A A，Gavin L E，et al. Worldwide application of prevention science in adolescent health[J]. The Lancet，2012，379(9826)，1653-1664.
, 百拇医药
[5]Catalano R F，Mazza J J，Harachi T W，et al. Raising healthy children through enhancing social development in elementary school： Results after 1.5 years[J]. J Sch Psychol，2003，41(2)，143-164.
[6]Greenberg M T，Domitrovich C， Bumbarger B. Preventing mental disorders in school-age children： A review of the effectiveness of prevention programs. Prevention Research Center for the Promotion of Human Development[D]，College of Health and Human Development，Pennsylvania State University. 1999.
, 百拇医药
[7]Kam C M，Greenberg M T，Kusche C A. Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education[J]. Journal of emotional and behavioral disorders，2004，12(2)，66-78.
[8]Weissberg R P， Elias M J. Enhancing young people's social competence and health behavior： An important challenge for educators，scientists，policymakers，and funders[J]. Applied and Preventive Psychology，1993，2(4)，179-190.
, 百拇医药
[9]Riggs N R，Greenberg M T，Kusché C A，et al. The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students： Effects of the PATHS curriculum[J]. Prevention Science，2006，7(1)，91-102.
[10]Group C P P R. Initial impact of the Fast Track prevention trial for conduct problems： II. Classroom effects[J]. Journal of Consulting and Clinical Psychology，1999，67(5)，648-657., http://www.100md.com(马振)