Positive Action
Website
Program Description
Positive Action is a school-based program addressing substance use, violence, bullying, disruptive behavior, and academic outcomes for pre-K through 8th grade, with high school materials also available. Lessons (15-20 minutes) focus on social-emotional learning and development, covering decision-making, self-control, social skills, and goal-setting. The curriculum comprises seven units, starting with foundational concepts of positive and negative actions. It also includes content on prescription drug misuse and materials addressing peer and social pressures related to substance use.
Prevention Category
Practice Level
Strategies
Practice Components
Risk and Protective Factors
Population Age
Populations of Focus
Settings
Parental/Caregiver Involvement
Substance Use Prevention Focus
Recommended Staffing
Empirical Evidence of Impact
| Substance | Substance-Related Behavior | Population Age | Evidence Strength and Study Populations of Focus |
| Alcohol | Reduced Use or Delayed Initiation | 6th Grade | Moderate (General Population)1 |
| Tobacco | Reduced Use or Delayed Initiation | 5th Grade | Moderate (General Population)2 |
| Substance Use (General) | Reduced Use or Delayed Initiation | 5th Grade | Strong (General Population)2-3 |
| References
1 Stalker KC, Wu Q, Evans CBR, Smokowski PR. (2018). The impact of the positive action program on substance use, aggression, and psychological functioning: Is school climate a mechanism of change? Children and Youth Services Review, 84, 143-151. https://doi.org/10.1016/j.childyouth.2017.11.020 2Beets, M. W., Flay, B. R., Vuchinich, S., Snyder, F., Acock, A., Burns, K., . . . Durlak, J. (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(8), 1-8. https://doi.org/10.2105/AJPH.2008.142919 3 Li, K. K., Washburn, I., DuBois, D. L., Vuchinich, S., Ji, P., Brechling, V., … & Flay, B. R. (2011). Effects of the Positive Action programme on problem behaviors in elementary school students: A matched-pair randomized control trial in Chicago. Psychology and Health, 26(2), 187–204. https://doi.org/10.1080/08870446.2011.531574 |
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Training and Technical Assistance
Training is recommended but not required and includes information on grade-level curriculum and components, implementation best practices, program outcomes, and evaluation tools. Classroom kit orientation typically takes one day in-person or two to four hours online, and training of trainers is available to allow select staff to conduct their own trainings within a school district or site. Trainings can be customized, and program consultants are available to assist with implementation design, training, and coordination to support program delivery. Basic support is included with the curriculum free of charge, and more intensive coaching and technical assistance is available for a fee. The developer recently launched a web application to support implementation, which can be used instead of traditional instructor kits.
Adaptations
The practice website includes a built-in lesson editor that can be used to adapt and customize materials. Guidance on how to adapt materials while maintaining program fidelity is included in the Instructor’s Guide.
Program Costs
Please visit the developer’s website listed above for updated information about implementation costs.
What California Providers Are Saying
We have not yet spoken to any California providers who have experience implementing Positive Action. If you have implemented it, we would love to hear from you. Please contact us.
Labels
Universal,
Individual,
Relationship,
Information dissemination,
Education,
Anger Management,
Behavioral Modification,
Communication Skills,
Cognitive Behavioral Strategies,
Goal Setting,
Pro-Social Connections and Activities (prosocial adults, peers, organizations),
Problem Solving,
Self-efficacy/self-esteem enhancement,
Self-monitoring,
Skills Training,
Conduct disorder,
Early and persistent antisocial behavior,
Early initiation of substance use,
Favorable attitudes towards substance abuse,
Internalizing behaviors (e.g. anxiety, depression, social withdrawal),
Negative emotional state,
Poor coping skills and behaviors,
Rebelliousness,
Ability to adapt to change and the belief in one’s ability to control what happens,
Emotional self-regulation,
High self-esteem,
Positive social orientation (e.g. engaging in health activities, accepting of rules and community values, positive social engagement),
Positive temperament,
Strong coping skills (e.g. problem-solving skills, ability to stand up for beliefs and values),
Attachment between caregivers and youth, including unity, warmth, and attachment,
Academic failure,
Low commitment to school,
Opportunities for prosocial engagement in the school and community,
Age 0-5, Ages 0-5,
Age 6-12, Ages 6-12,
Age 13-17, Ages 13-17,
Age 18-20, Ages 18-20,
General Population,
No parent/caregiver involvement,
Substance Use - General, substance use general, substance use-general, general substance use,
School (K-12), k-12,
Community Members,
Prevention Staff,
Teachers/Educators, teachers educators,