Positive Action (OJJDP Model Program Guide)

Office of Justice Programs, Innovation - Partnerships – Safer Neighborhoods

Office of Juvenile Justice and Delinquency Prevention (OJJDP) Serving Children, Families and Communities

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Positive Action

Intervention:

The Positive Action (PA) program is designed to improve youth academics, behavior, and character. PA uses an audience-centered, curriculum-based approach to increase positive behaviors and decrease negative ones.

PA is grounded in a broad theory of self-concept. It relies on intrinsic motivation for developing and maintaining positive behavioral patterns and teaches skills focused on learning and motivation for achieving success and happiness for everyone. The premise—that you feel good about yourself when you do positive actions and there is always a positive way to do everything—is represented by the self-reinforcing “thoughts–actions–feelings” circle: positive thoughts lead to positive actions, positive actions lead to positive feelings about oneself, and positive feelings lead to more positive thoughts.

PA has been implemented in national and international alternative and mainstream settings. It has been delivered to individuals of various ages, genders, ethnicities and races, cultures, and socioeconomic levels in rural, suburban, and urban areas. The program has been used in school settings, before- and after-school programs, social service agencies, detention centers, home schooling, youth programs, family and juvenile justice agencies, correctional institutions, probation and parole settings, mental health and welfare agencies, faith-based organizations, public housing developments, and other programs specifically for high-risk, at-risk, special-needs, and disadvantaged individuals, families, schools, and communities, including court-mandated family groups.

The program addresses diverse problems, such as substance use, violence-related behavior, disruptive behavior, and bullying, as well as social–emotional learning, positive youth development, character, and academics.

The PA program portfolio features interactive, ready-to-use kits that contain 15 to 20 minutes of scripted lessons for schools, families, and communities. The content concentrates on three core elements:

The program philosophy
The thoughts–actions–feelings circle
Six content units on self-concept; positive actions for body and mind; social and emotional positive actions for managing oneself responsibly; social and emotional positive actions for getting along with others; social and emotional positive actions for being honest; and social and emotional positive actions for self improvement

These unit lessons cover diverse topics such as nutrition, problem-solving, decision-making, study skills, self-control, managing personal resources, social skills, self-honesty, and setting and achieving goals.

Evaluation Methodology:

Positive Action (PA) has been evaluated in studies in Florida, Hawaii, Nevada, and other States to measure changes in student behavior and achievement at schools implementing the program.

Study 1
Beets and colleagues (2009) assessed the effectiveness of a 5-year trial of the PA program using a matched-pair design with 20 Hawaii public schools randomized to intervention (n= 10) and control (n= 10). Schools were identified in 2000 and were eligible if the school a) had at least 25 percent of its students receiving free or reduced-price lunch, b) was in the lower three quartiles of SAT scores in the State, c) was located on Maui, Molokai, or Oahu, d) was a K–5 or K–6 public school, and e) had annual student mobility rates below 20 percent.

The 111 schools that met eligibility criteria were classified into 19 strata, on the basis of an index that included such factors as school size, student ethnic distribution, and indicators of student behavioral and school performance. At the 20 participating schools at year 5, the self-reported ethnicities of fifth grade students were primarily:

Hawaiian or part Hawaiian (26.1 percent
Multiple ethnic backgrounds (22.6 percent)
Non-Hispanic white (8.6 percent)
African American (1.6 percent)
American Indian (1.7 percent)
Other Pacific Islander (4.7 percent)
Japanese (4.6 percent)
Other Asian (20.6 percent)
Other ethnicities (7.8 percent)
Unknown (1.6 percent)

Control schools continued without making any substantial social or character development program reforms. Intervention schools received approximately 35 hours per school year of sequenced PA lessons. Self-reports of substance use, violence, and voluntary sexual activity were collected on 1,714 fifth graders. Teachers of participating students reported on student substance use and violence. Data was analyzed using t–tests and logistic regressions as well as generalized linear latent and mixed-model methods. The authors indicated limitations, including those resulting from the low prevalence of negative behaviors and the collection of data from fifth graders only for this schoolwide prevention program.

Study 2
Li and colleagues (2011) assessed the impact of PA in a group of Chicago, Ill., public schools on problem behaviors such as substance use, serious violence-related behavior, current bullying, and disruptive behaviors. A matched-pair randomized control design was used so that schools with similar characteristics were matched, and then one school was randomized to the treatment group. The pool of possible Chicago public schools totaled 438, of which 68 met inclusion criteria. Representatives from 18 of these schools agreed to participate. Fourteen elementary schools eventually participated in the study—seven in the control group, seven in the treatment group. Forty-nine percent of the Chicago public schools population was African American, 39 percent were Hispanic, and 75 percent of the Chicago public schools students were eligible for free or reduced-price lunch.

The program was implemented in 2004–05 with third graders, and they were followed through the 2006–07 academic year. Five assessments were made over the course of the study: a baseline assessment in fall 2004, then follow-up assessments in spring 2005, fall 2005, spring 2006, and spring 2007. Measures of negative behaviors, psychological status, and positive behaviors were included.

Approximately 590 third graders finished the baseline assessment, and 510 fifth graders completed the final assessment (a little more than half—57 percent—were part of the original sample). The students reported their ethnicity at 46 percent African American, 27 percent Hispanic, 7 percent white non-Hispanic, 3 percent Asian, and 17 percent other or mixed.

Measures included lifetime prevalence of substance use and serious violence-related behavior (which were collected through questions on a researcher-developed survey) and bullying and disruptive behaviors (which were collected using the Aggression Scale and the Frequency of Delinquent Behavior Scale). Covariates included age, gender, ethnicity, and measures of baseline problem behaviors. Three-level overdispersed Poisson models were used for analysis to account for nesting (students within schools within school pairs).

Evaluation Outcome:

Study 1
Substance Use
Data analyses from Beets and colleagues (2009) revealed that self-reporting of lifetime use of substances was significantly lower for students participating in Positive Action (PA) than for the control group, although teacher reporting of student lifetime use was not significant.

Violent Behavior
Student self-reporting of violent behavior was significantly lower for the treatment group, a finding confirmed by teacher reports of student violent behaviors.

Sexual Activity
Findings regarding sexual activity were not significant.

Problem Behaviors
A dose-response trend for both student and teacher reports of student behaviors was also observed; students who received 3 to 4 years of PA had significantly lower problem behaviors (substance use, violent behavior, and voluntary sexual activity) reported by themselves and teachers than students with less than 3 years of PA.

Study 2
Lifetime Prevalence of Substance Use and Serious Violence-Related Behavior
Li and colleagues (2011) found that students in the treatment group endorsed significantly fewer items for substance use and serious violence, when compared with control group students. There was a 31 percent reduction among treatment participants in substance use behaviors and a 36 percent reduction in violence behavior.

Bullying and Disruptive Behaviors
Students in the treatment group also endorsed significantly fewer items for bullying, compared with control group students. There was a 41 percent reduction in bullying behaviors. Treatment group students also reported engaging in fewer disruptive behaviors compared with the control group students, but the effect was not statistically significant. This reduction amounted to 27 percent.

Other Information:

Costs: The cost of the PA program is determined by the implementation design. There is initial cost and a replacement of consumables cost for each toolkit. An age-appropriate Instructor’s Kit is necessary for each instructor. This kit includes student materials for 30 students. The initial cost is $390–$460 per Instructor’s Kit. For subsequent years, Refresher Kits average about 24 percent of the original price per kit. Climate Development Kits for program principals/leaders are initially $460 each and $200 for subsequent years. Counselor Kits with materials for six individuals are initially $150 and $30 for Refresher Kits. Conflict Resolution Kits are $75, and Refresher Kits are $25. Family Kits are available for $85 each. Family Classes Kits each cost $1,450. Parenting Classes Kits are $980 each, with materials to serve 10 families. Refresher Kits for every 10 families for the Family Classes are $990 and $800 for the Parenting Classes. Community Kits are $550. For example, for a K–5 school with 510 students and 17 teachers, the initial cost for one curriculum Instructor’s Kit per teacher (17 x $390–$460) plus a Counselor’s Kit ($150) and one Climate Development Kit ($460) would be between $7,240 and $8,430.

Implementation: PA offers program materials and follow-up training to orient users to their individual roles and how to meet the goals of the school, district, or organization. PA training focuses on conveying the program vision and objectives, establishing cohesive and shared goals among members for program implementation, and providing tips to achieve the best results from the programs. Different types of training options are available based on an organization’s specific needs.

Positive Action program materials include the following:

Instructor’s Kits on each grade level for the PreK–12 Curriculum plus supplemental curricula for elementary bullying prevention and Grade 5 and middle school drug prevention
Climate Development Kits (elementary and secondary), which include manuals and behavior management tools, assemblies, and schoolwide events
Counselor’s Kit, which includes a manual with lessons, activities, and materials for individuals, small groups, large groups, classrooms, and families
Conflict Resolution Kit, which helps users resolve conflicts through a Conflict Resolution Plan
Family Kit, which includes lessons that can be delivered in the home to engage the whole family
Community Kit, which provides materials to be used by a coalition or a community coordinating committee

PA currently offers K–3, 7–8, and middle school drug program curricula in Spanish. Refresher kits are available for all PA kits.

References:

Beets, Michael W., Brian R. Flay, Samuel Vuchinich, Alan Acock, Kin–Kit Li, Kate Burns, and Carol Allred. 2008. “School Climate and Teachers' Beliefs and Attitudes Associated With Implementation of the Positive Action Program: A Diffusion of Innovations Model.” Prevention Science 9:264–75.

Beets, Michael W., Brian R. Flay, Samuel Vuchinich, Frank J. Snyder, Alan C. Acock, Kin–Kit Li, Kate Burns, Isaac J. Washburn, and Joseph A. Durlak. 2009. “Use of a Social and Character Development Program to Prevent Substance Use, Violent Behaviors, and Sexual Activity Among Elementary School Students in Hawaii.” American Journal of Public Health 99:1–8.

Flay, Brian R., Alan Acock, Sam Vuchinich, and Michael Beets. 2006. Progress Report of the Randomized Trial of Positive Action in Hawaii; End of Third Year of Intervention. Oregon State University.

Flay, Brian R., and Carol Gerber Allred. 2003. "Long-Term Effects of the Positive Action Program." American Journal of Health Behavior 27(1):S6–S21.

Flay, Brian R., Carol Gerber Allred, and Nicole V. Ordway. 2001. "Effects of the Positive Action Program on Achievement and Discipline: Two Matched-Control Comparisons." Prevention Science 2(2):71–90.

Flay, Brian R., and Carol Gerber Allred. 2003. “Long-Term Effects of the Positive Action Program.” American Journal of Health Behavior 27(1):S6–S21. (This study was reviewed but did not meet Model Programs Guide criteria for inclusion in the overall program rating.)

———. 2009. “The Positive Action Program: Improving Academics, Behavior, and Character by Teaching Comprehensive Skills for Successful Learning and Living.” 2010. In Terence Lovat, Ron Toomey, and Neville Clement (eds.). International Handbook on Values Education and Student Well-Being. Dortrecht, Netherlands: Springer.

Li, Kin–Kit, Isaac J. Washburn, David Lane DuBois, Samuel Vuchinich, Peter Ji, Vanessa Brechling, Joseph Day, Michael W. Beets, Alan C. Acock, Michael Berbaum, Frank J. Snyder, and Brian R. Flay. 2011. “Effects of the Positive Action Program on Problem Behaviors in Elementary School Students: A Matched-Pair Randomized Control Trial in Chicago.” Psychology & Health 26(2):187–204.

Social and Character Development Research Consortium. 2010. Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children (NCER 2011-2001). Washington, D.C.: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncer/pubs/20112001/pdf/20112001.pdf

Program Specification:

New Rating:

Effective

Re-reviewed Date:

June 2011

Program Type:

Academic Skills Enhancement

Afterschool/Recreation

Alcohol and Drug Therapy / Education

Bullying

Classroom Curricula

Conflict Resolution / Interpersonal Skills

School/Classroom Environment

Truancy Prevention

Ethnicity:

American Indian or Alaska Native

Asian

African American

Native Hawaiian or Other Pacific Islander

Hispanic or Latino (of any race)

White

Other Ethnicity

Gender:

Both

Age:

0 - 18

Special Populations:

Truant/Dropout

Target Settings:

Rural

Suburban

Urban

Problem Behaviors:

Academic Problems

Aggression/Violence

Alcohol,Tobacco and Other Drug Use

Delinquency

Risk & Protective Factors:

Risk

Community

Community crime / High crime neighborhood

Economic deprivation / Poverty / Residence in a disadvantaged neighborhood

Neighborhood youth in trouble

Social and physical disorder / Disorganized neighborhood

Family

Family history of problem behavior / Parent criminality

Sibling antisocial behavior

Individual

Antisocial behavior and alienation / Delinquent beliefs / General delinquency involvement / Drug dealing

Favorable attitudes toward drug use/Early onset of AOD use/Alcohol and/or drug use

Life stressors

Poor refusal skills

Peer

Association with delinquent and/or aggressive peers

Gang involvement / Gang membership

Peer alcohol, tobacco, and/or other drug use

School

Dropping out of school

School suspensions

Truancy / Frequent absences

Protective

Individual

Healthy / Conventional beliefs and clear standards

Perception of social support from adults and peers

Positive / Resilient temperament

Positive expectations / Optimism for the future

Social competencies and problem solving skills

Peer

Involvement with positive peer group activities

Additional Information:

SAMHSA: NREPP

Department of Education

Status:

Program is in operation at this time.

Performance Measures:

Suggested OJJDP Performance Measures for the Program Types(s):

Delinquency Prevention
Academic Skills Enhancement
Logic Model: PDF
Performance Matrix:PDF
School Programs
Academic Skills Enhancement
Logic Model: PDF
Performance Matrix:PDF
Delinquency Prevention
Afterschool/Recreation
Logic Model: PDF
Performance Matrix:PDF
Delinquency Prevention
Classroom Curricula
Logic Model: PDF
Performance Matrix:PDF
School Programs
Classroom Curricula
Logic Model: PDF
Performance Matrix:PDF
School Programs
Truancy Prevention
Logic Model: PDF
Performance Matrix:PDF
School Programs
School/Classroom Environment
Logic Model: PDF
Performance Matrix:PDF

Contact Information:

Program Developer:
Carol Gerber Allred, Ph.D.
Positive Action, Inc.
264 Fourth Avenue South
Twin Falls, ID 83301
Phone: 1.800.345.2974
Fax: 1.208.733.1590
Email: Click Here
Website: Click Here