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The Positive Action Program: Improving Academics, Behavior, and Character by Teaching Comprehensive Skills for Successful Learning and Living

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International Research Handbook on Values Education and Student Wellbeing

Abstract

This chapter outlines and provides evidence for the effects of the “Positive Action Program” as a way of inculcating values, driving student wellbeing, and improving academic performance and interpersonal behavior. The program centers on addressing behavioral, emotional, and academic problems by developing in individuals positive beliefs about their potential to overcome these problems. The solution lies essentially in self-belief and the development of character.

When I do good, I feel good; when I do bad, I feel bad; and that’s my religion. Abraham Lincoln

(Fehrenbacher & Fehrenbacher, 1996, p. 245)

The authors met in 1998 and have been married since 2000. Correspondence concerning this chapter should be addressed to brian.flay@oregonstate.edu

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Notes

  1. 1.

    Proximal and distal are terms used in various disciplines to suggest the distance between factors in a causal chain. For example, intention to do a behavior is a proximal predictor/cause, while parenting style or is a more distal influence/cause of behavior. These terms are also used when referring to the outcomes of a program, where attitudes might be a proximal outcome and actual behavior a more distal outcome.

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Acknowledgments

During writing of this chapter, the first author was supported in part by the Center on Early Adolescence at the Oregon Research Institute, funded by National Institute on Drug Abuse grant #DA018760 (A. Biglan, PI). The Hawai`i RCT was funded by the National Institute on Drug Abuse grant # DA13474 (B.R. Flay, PI). The Chicago RCT was funded by the Institute of Educational Sciences of the U.S. Department of Education, grant #R215S020218 (B.R. Flay, PI) as part of the Social and Character Development (SACD) Research Program. The latter grant requires the following disclosure.

The SACD Research Program is a collaboration among IES, the Centers for Disease Control and Prevention’s (CDC) Division of Violence Prevention, Mathematica Policy Research Inc. (MPR), and awardees of SACD cooperative agreements (Children’s Institute, New York University, Oregon State University, University at Buffalo-SUNY, University of Maryland, University of North Carolina-Chapel Hill, and Vanderbilt University). The SACD research program includes a multi-program evaluation data collected by MPR and complementary research study data collected by each grantee. The findings reported here are based partly on the Chicago portion of the multi-program data and the complementary research data collected by the University of Illinois and Oregon State University (Brian Flay, Principal Investigator) under the SACD program. The inclusion of the (Chicago portion of) multi-site data, which are restricted-use data licensed from the U.S. Department of Education, requires that all Ns be rounded to the nearest 10. These findings may differ from the results reported for the SACD multi-program evaluation. The findings presented in this manuscript may be based on different sample sizes of children, classrooms, and teachers, outcome measures, and/or analytic strategies seeking to answer different research questions.

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Institute of Education Sciences, CDC, MPR, or every Consortium member, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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  1. Oregon State University, Corvallis, OR, USA

    Brian R. Flay

  2. Positive Action, Inc., Twin Falls, ID, USA

    Carol G. Allred

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Correspondence to Brian R. Flay .

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  1. Newcastle University, University Drive, Callaghan, 2308, Australia

    Terence Lovat

  2. Newcastle University, University Drive, Callaghan, 2308, Australia

    Ron Toomey

  3. Newcastle University, University Drive, Callaghan, 2308, Australia

    Neville Clement

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Flay, B.R., Allred, C.G. (2010). The Positive Action Program: Improving Academics, Behavior, and Character by Teaching Comprehensive Skills for Successful Learning and Living. In: Lovat, T., Toomey, R., Clement, N. (eds) International Research Handbook on Values Education and Student Wellbeing. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8675-4_28

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