The PATHS prevention model contains a number of basic principles that are drawn from the five theories discussed. First, the school environment is a fundamental ecology and one that can be a central locus of change. Second, to affect significant changes in children’s social and emotional competence it is necessary to take a holistic approach that includes a focus on affect, behavior, and cognitions. Third, children’s ability to understand and discuss emotions is related to their ability to inhibit behavior by utilizing verbal self-control. Fourth, children’s ability to understand their own and others’ emotions is a central component of effective problem-solving and social interactions. Fifth, developmental models indicate that it is important to build protective factors (e.g. promote reflective thinking, problem solving, and the ability to accurately anticipate and evaluate situations) that decrease maladjustment. These skills, in turn, increase children’s access to positive social interactions and provide opportunities for a greater variety of learning experiences. As such, these skills should also contribute to the amelioration of significant underachievement and promote skills that are beneficial to the prevention of other types of adolescent problem behaviors in the future (e.g., aggression, substance abuse, dangerous risk-taking, etc.)