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Positive Action Curriculum

The Positive Action program (www.positiveaction.net) has multiple components, including a K-12 classroom curricula (only the K-8 portion was used in this study) that includes middle school drug education and conflict resolution supplements. The program also includes kits for school preparation and teacher training, school-wide climate development, and counselors and family classes. All components are based on the same philosophy that is taught through six unit concepts.

The content of the classroom curricula and all other components is based on the intuitive philosophy that “You feel good about yourself when you do positive actions, and there is a positive way to do everything.” The philosophy is illustrated with a self-reinforcing circle that shows that thoughts lead to actions, actions lead to feelings about yourself, and feelings about yourself lead to more thoughts. The circle can be positive or negative, with the idea that the circles become cycles or habits, habits become character, and character becomes a destiny. The program teaches specific positive actions for the whole self: the physical, intellectual (including skills for learning), social, and emotional areas.

The content of all program components is taught through six units:

  • Unit 1: The Positive Action “Thoughts-Feelings-Action” Circle.  You feel good about yourself when you act positively.
  • Unit 2: Positive Actions for Body and Mind.  For example: Nutrition, exercise, sleep, learning, thinking, problem-solving, decision-making, creativity
  • Unit 3: Social/Emotional Positive Actions for Personal Responsibility.  For example: Managing time, talent, energy, thoughts, feelings, and money.
  • Unit 4: Social/Emotional Positive Actions for Pro-Social Behavior by Treating Others the Way You Like to Be Treated.  For example: Respect, empathy, kindness, fairness, cooperation, altruism, core values, and code of conduct.
  • Unit 5: Social/Emotional Actions for Being Honest with Yourself and Others (Personal Responsibility). For example: Telling self and others the truth, admitting mistakes, not blaming others, and knowing one’s strengths and weaknesses.
  • Unit 6: Social/Emotional Positive Actions for Improving Yourself Continually. For example: Setting and achieving goals, believing in your potential, having the courage to try, turning problems into opportunities, persistence, and civic engagement.
  • Unit 7: Review of all of the above

The classroom curricula for the K-8 portion of PA are scoped and sequenced, consisting of 140 15 minute lessons taught 4 days each week for each of grades K-6, and 70 lessons taught 2 days per week for each of grades 7 and 8, with teachers’ kits for each grade level.  Teaching methods are outlined in the curriculum kit and include actively role-modeling the use of positive behaviors, activities, reinforcements, and use of the suggested strategies. Students and teachers both set goals and are encouraged to follow through on them.

The “Thoughts-Actions-Feelings about Self Circle” poster is provided for classrooms and used to help students see how their thoughts lead to their actions, those actions lead to feelings about themselves and then more thoughts follow, and how they can consciously use this process to change negative to positive and build on the positive. As students learn to use positive thoughts and positive actions to feel good about themselves, in theory they will develop improved self-regulation, become more healthy physically and intellectually, more able to manage themselves better and treat others the way they like to be treated. They will also be more honest with themselves and others and more often set goals that they can then achieve for themselves. As the cumulative result of all of these improvements, disciplinary referrals and other problem behaviors like substance use and violence decrease and academic achievement improve, overtime.

The school-wide climate development component consists of materials to reinforce classroom lessons, coordinating the wider school to improve behavior and academic performance. Using the Climate Development Kit, the school principal/designee initiates and coordinates the adoption process, appoints a PA Committee (representatives from administration, teachers from each grade level, support staff, parents and students), and coordinates training, professional development, and resources. Like the classroom curricula, the activities included with the School Climate component of the program have been aligned to standards for leadership established by the National Association of Elementary Principals; each leadership standard is addressed through different program activities, and the principal and other administrators at the school are provided with a reference of this articulation.  School leaders and teachers are encouraged to consider all curricula (reading, math, PE, health, etc.) and activities as promoting positive actions, incorporating them into the PA philosophy and six-unit framework, and branding them as positive actions (as well as infusing lessons in all other subjects with PA concepts).

The Counselor’s component includes a Counselor’s Kit that contains 42 lessons, 6 for each of the 6 units and 6 review lessons, and accompanying materials. The kit can also be used for mentoring, peer tutoring and with support groups, as well as for students who may need more intense (selective or indicated) help.

The Family component has a curriculum for parents to use at home that is parallel to the one used by schools. The Positive Action Family Kit contains 6 lessons for each unit (or 36 lessons to correspond to the number of weeks in a school year, plus 6 review lessons). The materials include posters and other visual aids, music, a game, activity sheets, problem solving and decision-making checklists, conflict resolution plans, words of the week cards, an ICU Doing Something Positive Box and a Certificate of Completion.

Family classes also teach families in 7 sessions how to use the Family Kit at home. Each class has a corresponding curriculum for children, teens, parents and the family and is designed so that home and school can be on the same unit at the same time to reinforce each other. The family classes are taught at the beginning of each unit. Parent(s) are also invited to participate on the PA Committee, in school PA activities such as assemblies, by reading the PA Newsletter, by being involved in homework, and by acting as mentors, volunteers, cheerleaders, and chaperones for school activities.