Training available from Hull Services

What is the PATHS® Program?

The PATHS® program is a researched-based, violence prevention program that promotes social skills, enhances academic achievement and prevents bullying. The program can be implemented in a variety of settings such as elementary schools, preschools, daycares and after-school programs. The elementary school curriculum is developed for children from Kindergarten to Grade 6.

Hull Services has trainers who provide PATHS® program consultation, training and support to teachers, principals, school support staff, daycare and after school care professionals.

For more information on the PATHS® curriculum, please go to:

PATHS® is a trademark of PATHS Program Holding, LLC.

What is the Fourth R?

The Fourth R is an evidence-based, classroom-based program that is taught in junior high classrooms, Grades 7 - 9. It uses a thematic approach to reduce risk behaviours, including violence/bullying, unsafe sexual behaviour and substance use. Students are engaged through active learning, peer mentoring, and role modeling of appropriate behaviours. Parents are engaged through outreach and communication about the program. Finally, these strategies build bridges between community agencies and the school community to increase access to resources and services for youth.

Hull Services has trainers certified through a partnership with Shift: The Project to End Domestic Violence and the University of Western Ontario. For more information on the program, please see:

For more information, please contact:

Kathleen Hagan at:

What is NMT?

The Neurosequential Model of Therapeutics (NMT) is a developmentally sensitive, neurobiology-informed approach to clinical problem solving. NMT is not a specific therapeutic technique or intervention. It is an approach that integrates core principles of neurodevelopment and traumatology to inform work with children, families and the communities in which they live. The Neurosequential approach has three key components: training/capacity building, assessment and then, the specific recommendations for the selection and sequencing of therapeutic, educational and enrichment activities that match the needs and strengths of the individual.

For more information contact:

Emily Wang PhD at: