SEL Program Review Positive Action

Hi, everyone.

I am going over the SCL program Review of Positive

Action. I look at the theory of the program.

I also look at what the program itself entails.

I provide a sample lesson for eighth grade and I

look at the implications of research but also draw my

own conclusions.

Based on this review, I draw a lot from the

Positive Action Website, which you can find connected under my

references list at the end of this presentation.

They claim Positive Action is the leading SCL program for

pre K through 12.

Positive action is based on the intuitive philosophy that we

feel good about ourselves when we do positive actions.

This program is organized into a total number of seven

units. These units are also organized by grade level, thereby

making them easily malleable for specific needs.

Based on age combined, these units tend to all five

competencies of CEO self awareness, self management, social awareness, relationship

skills and responsible decision making Unit one is self concept

again. I draw directly from the website on the website.

It provides images, um, for each unit unit number one.

This program starts with helping students identify themselves and understand

their self concept.

Students learn that self concept means the way they think

and feel about themselves, and their families and friends influence

their self concepts for a unit to the positive actions

for your body and mind, students become aware of their

responsibility for the care of their bodies and learn the

physical and intellectual aspects of self concept.

They learn that positive people take care of their bodies

and minds.

They feel healthy and strong and are excited by new

ideas. Lessons focus on specific positive actions for physical health,

nutrition, hygiene, avoiding harmful substances, exercise, sleep of winning illness

and positive actions for intellectual health, learning, problem solving, creative

thinking, memory and curiosity.

Right Unit number three is managing yourself responsibly.

Students discover that managing their resources is an important positive

action and improves their self concept.

Lessons will also focus on nine specific feelings.

Love, anger, worry, jealousy, pride, fear, loneliness, thankfulness and discouragement.

Students learn ways to manage their feelings so their feelings

do not control them.

The next unit we have treating others the way you

like to be treated treat people the way you would

like to be treated.

That's the key for getting along with others.

Students also learn in practice respect, empathy, friendliness, kindness, cooperation

and positiveness as positive ways of dealing with others, telling

yourself the truth.

Self honesty is difficult.

It takes perception and practice.

In this unit, students practice telling themselves the truth, knowing

themselves, not blaming others, admitting mistakes, not making excuses and

keeping their word.

Uh huh.

Improving yourself continually.

Self improvement means developing and integrating the physical, intellectual and

social emotional domains to grow toward one's personal ideal.

In this unit, students learn how to set short term

and long term goals and they and how to make

goal setting work.

They are taught to believe in their potential, to have

courage, to try to turn problems into opportunities and to

work steadily towards improvement.

And the seventh and final unit is a review.

It's a chance to recall the positive actions, learn to

practice many of them again and to check on the

progress of the goals and to establish new goals.

It is also an excellent time to see all the

concepts of positive action.

Working together, students see that the self they started with

at the beginning of the year has clearly improved, giving

them reason to trust in themselves and their continued growth.

So we go back to the main page, and we

look at the program the implementation of the program.

There are a couple ways that this program can be

implemented, which I will discuss in the pricing bubble.

While Positive Action is a program that focuses on SCL

aspect of the classroom, it is also a program that

aligns with academic standards, such as the common core state

standards. The program also claims that provided lessons satisfy about

quote seven academic objectives per lesson.

Um, something that I didn't provide in this presentation visually,

is that the lessons are supposed to take about 15

minutes each.

So, um, this program also provides a good time frame

for integration into your everyday curriculum.

Something that I thought it was important to note to

note is that positive Action offers a Spanish version of

their curriculum.

However, it is only K through eight.

Unlike the English curriculum, which is pre K through 12.

When we look at the pricing, when it comes to

training, we have our online webinar.

We have our on site orientation.

We have our on site training of trainers doing a

little bit of continuing of costs and pricing.

Um, the website offers reinforcement products and curriculum products, so

some of these products include grade based learning kits ranges

from hundreds of hundreds of dollars to thousands of dollars.

Um, the kits that are up in the thousands of

dollars range are kits that would in company, for example,

um, an entire middle school.

So sixth through eighth or you could get one just

for 6/7 or eighth.

They also sell merchandise such as T shirts, stickers, responds,

buttons, notes, etcetera.

Everything is under $100 and it starts around a couple

dollars. For example, there is a positive note note pad

that's offered for about $4 moving on to the sample

lesson. This is a sample lesson I picked up for

eighth grade.

I believe the website provides to it is titled Outside

Pressure makes me a little crazy.

Um, and I will comment on this title in my

conclusion slide.

So the goal of this lesson again, these lessons are

meant to be 15 minutes.

This goal is to introduce the positive action of recognizing

how various outside pressures affect telling yourself the truth and

your identity objectives to discuss negative peer pressure and to

provide positive waste of dealing with it to discuss positive

and negative peer pressure materials provided are a script, books

and positive action journals.

Here is a visual of what the end of this

lesson would look like.

Um, it's totally scripted.

And there's supposed to be some sort of, uh, radio

going on as part of this.

Um, yeah, I guess you could call it a uh

Oh, my God.

I'm blanking on the word, Um, but basically, it's just

like a pretend session.

And it's to give students an example of situations.

So it ends with, um Well, what did you learn

about peer pressure?

The teacher is supposed to wait for responses.

Um, and then some might say peer pressure can be

either positive or negative, although unfortunately, negative peer pressure is

much more common.

The best thing you can do is to think for

yourself to measure the negative peer pressure against your thoughts,

actions, feeling circle.

The great question to ask yourself is If I do

this, am I going to feel great about myself or

not? So great.

Pause. Just long enough to think through that and you'll

have your very own answer.

I believe the lessons go from pre K until 12.

I just wanted to pull from eight because I am

currently placed in an eighth grade classroom.

So in conclusion, um, this this review of this program,

it's very clear that positive action works.

I will.

I pulled a couple quotes, um, from research that will

relate to this.

There are multiple studies and articles praising the program for

being applicable to a range of grades, as well as

praising general success from the program.

This program also addresses all five competencies of S E.

L. However, while it is important to give praise to

this program, it is also essential to note that this

program reflects levels of fabulous language.

Um, looking back at the lesson for grade eight that

I just went over, um, the word crazy using that

is a is A B list.

Another point is that there is inconsistency with keeping resources

up to date.

When I was doing my research and looking at the

articles that were linked on this Web site, um, at

least a couple of them were expired links and some

studies that I used, um, in reference to reviewing this

program, reinforce problematic concepts such as B m i B

m. I has been proven to, um, not be an

efficient way to measure the health of someone.

Um, it has even been claimed as unethical, racist and

sexist. So from my research, these are some points, um,

one from each of the four articles that I went

over, Even with positive results being seen in studies, some

studies still only show quote a modest magnitude of affects

over an extended period of programme implementation.

Quite a few of the articles that I went over

discuss um, the issue or problem of quote modest magnitude.

Um however, there for the second point, there was a

favorable change over time and social, emotional and character development

For students and positive action schools.

The favorable change specifically relates to anxiety and depression.

Um, the articles I looked at also meant to connect

to multiple competencies.

So some of them looked at the physical benefits of

this program as well as the social and emotional benefits.

Students and positive action schools were 20 to 39% less

likely to have ever used tobacco, alcohol and marijuana than

students in control schools.

There is demonstrated potential of positive impact from CL programs

like positive action when it comes to physical health.

So I'm not sure why My reference list, um, didn't

save. I apologize for that.

I will be providing it.

And when I share this and the discussion forum, uh,

thank you, everybody for listening to my presentation.

SEL Program Review Positive Action

Chapters

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