Research Theory.
Positive Action is grounded in the broader theory of social and emotional learning and development. Broad and long-term effectiveness in improving both school performance and other desired student outcomes requires addressing the distal influences on behavior in a holistic way. Positive Action attempts this with a holistic approach to school reorganization, teacher–student relations, parent and community involvement, instructional practices, and development of the self-concept of all parties (students, teachers, parents, and community members).
The Goal for Students and Adults
The goal is for students and adults to gain not only the knowledge, attitudes, norms, and skills that they might gain from other programs, but also improved values, self-concept, family bonding, peer selection, communication, and appreciation of school and learning. Positive Action affects more distal (and more fundamentally influential) influences on school climate and student behavior and performance . The expected result is improvement in a broad range of behaviors (both negative and positive) , emotional and mental wellbeing, and school performance.
The School Climate Component
The school climate component leads to changes in school-wide activities such as reinforcement and recool climate component leads to changes in school-wide activities such as reinforcement and recognition of positive behavior and character attributes demonstrated by students, as well as assemblies and other events that focus on Positive Action.
The Family Involvement Component
The Family Involvement Component
The family involvement component leads to changes in opportunities for family involvement with the school focused on Positive Action, as well as positive increases in the discussion and utilization of Positive Action principles in school–parent and parent–child relations.
The Training
The teacher/staff training promotes more effective implementation of classroom curriculum and contributes to greater integration of Positive Action activities, materials, and concepts into classroom management and instructional strategies as well as parent–teacher relations.
The Implementation
The Implementation
Implementation of the program components and, thus, effects on Positive Action activities in the school, is moderated by school/administrator, teacher/staff, and family characteristics. Enhanced SEL skills, in turn, affect student social, character development, supportive attitudes, and skills both directly and through improvements in relevant facets of the school and classroom environment. Child and family characteristics moderate the strength and pattern of these impacts of Positive Action activities. Improvements in student social and character development and supportive areas then yield both reductions in student behavioral and emotional problems and gains in school attendance, grades, and test scores, with impacts in these two domains mutually facilitating one another.
What does Positive Action do?
teaches young people positive actions that help youth feel better about themselves and intrinsically motivates them
creates a positive school climate that is supportive of positive behaviors by administrators, teachers and students
engages parents and the broader community in supporting/reinforcing positive behaviors by youth
The content of the classroom curricula includes: positive self-concept, improved mental and physical health, self- management/control/regulation/coping skills, problem-solving and decision-making skills, pro-social attitudes and skills, honesty with self and others, and goal-setting, planning for the future, and persistence to reach one’s goals. All of these positive actions protect children and youth from internalizing problems (anxiety, depression) and externalizing behaviors (disruptive behavior, violence, substance use), and provide the skills and character necessary for positive development, academic achievement and success in life.
The philosophy and circle explain intrinsic motivation, a critical element in learning, by linking positive thoughts and positive actions to positive feelings about self. Our need to feel good about ourselves is powerful and this awareness enables us to determine intentionally our own positive feelings of self-worth.
In the short term, youth have measurably better self-concept, self-control, decision-making, prosocial attitudes and skills, honesty, and goal-setting skills.
In the longer term, youth have reduced anxiety and depression, fewer externalizing behaviors (disruptive behaviors, violence and substance use), more positive health behaviors (physical activity, nutrition), improved peer-relations and pro-social behaviors, and improved school attendance and academic achievement.
Ultimately, youth will be less likely to demonstrate internalizing and/or externalizing behaviors, more likely to have positive peer-relations, and experience greater health and success (and happiness) in school and life.
Theory of Triadic Influence
The theory is formally articulated as the Theory of Triadic Influence (TTI). It includes seven “tiers” of “causes” of behavior that range from very proximal to distal to ultimate, and three “streams of influence” that flow through the seven “tiers”. The streams of influence are:
Theory of Triadic Influence
The theory is formally articulated as the Theory of Triadic Influence (TTI). It includes seven “tiers” of “causes” of behavior that range from very proximal to distal to ultimate, and three “streams of influence” that flow through the seven “tiers”. The streams of influence are:
Cultural-environmental influences on knowledge and values, influencing attitudes
Social situation-context influences on social bonding and social learning, influencing social normative beliefs
Intrapersonal influences on self-determination/control and social skills, leading to self-efficacy
TTI Technical Discussion
There are three technical articles that describe the TTI in further detail. They can be downloaded here:
A logic model that is consistent with Positive Action, TTI and other theories is described in the following article:
