ABAN AYA Classroom Content
• INFORMATION
– Prevalence and nature of risky behaviors
– Consequences of engaging in risky behaviors
– On the proper use of medicines
• SOCIAL INFLUENCES
– Awareness of social influences from peers, family, media, etc
– Corrections of normative misperceptions
• PROBLEM SOLVING
– Decision making– Goal setting
• SOCIAL SKILLS
– Assertiveness/Resistance skills– Risk management or avoidance– Conflict resolution, mediation– Social networking
• CULTURAL PRACTICES AND VALUES
– Cultural pride/history (Kwanzza - Nguzo Saba)
– Articulation of community roles
Male violence growth curves by condition (Aban Aya 4 schools per condition)
0
1
2
3
4
5
5 6 7 8Grade
Cha
nge
in v
iole
nce
HEC SDC S/C
Male substance use growth curves (logit) (Aban Aya)
0
1
2
3
5 6 7 8Grade
Ch
ang
e in
log
it o
f su
bst
ance
use
HEC SDC S/C
5f 5s 6s 7s 8s
0
5
10
15
High Class, 20%Medium Class, 49%Low Class, 31%
o HEC, x SC
Female violence: 3-Class Model
Grades 5-8
Vio
lence
5f 5s 6s 7s 8s
0
5
10
15
High Class, 34%Medium Class, 54%Low Class, 12%
o HEC, x SDC/SC
Male violence: 3-Class Model
Grades 5-8
Vio
lence
Most universal programs have their greatest effects on those who most need it!
Male delinquency behavior growth curves (Aban Aya)
0
0.5
1
1.5
2
2.5
3
5 6 7 8Grade
HEC SDC S/C
Summary of Mediation Results for Males (Aban Aya)
SDC & SCEstimate
Sub. Use
Attitudes
Frnd Bhv.
Encourage
SDC & SC
Attitudes
Violence
Intentions
Estimate
Frnd Bhv.
SDC Condom Use
Mediation analyses not yet done
Positive Action Overview1. The core of Positive Action is contained in an underlying
philosophy that is described in the Thoughts-Actions-Feelings Circle.
2. Positive Action teaches the positive actions for the whole self through six units that are contained in six program components.
3. The six completely prepared components are: 1. Teacher/staff training
2. K-12 curriculum
3. Climate Development
4. Counselors program
5. Family program
6. Community program
Logic/Theoretic Model of the Expected Effects of the Positive Action Program
Program Components Immediate Outcomes
Attitudes Toward Behaviors,
Social Normative Beliefs,
Self-Efficacy
Improved School Attendance, Gradesand Test Scores
* Improved relationships among school administrators, teachers, parents & community.* Improved classroom management.* Increased involvement of school with parents & community.
Climate Development, Family Kit, Teacher/Staff Training, K–12 Instruction Curriculum, Drug Education Supplements, Community Kit,Counseling Kit
Improved
Learning
Environment
1. Improved character/self-concept2. Learning/Study skills3. Self-Management4. Interpersonal/social skills5. Self-honesty, responsibility6. Goal setting, future orientation
PA Unit
ImprovedSocialand
CharacterDevelopme
nt
Fewer Disciplinary Problems; ReducedSubstance Use; Less Violence
Expected Effects Expected Impact
Effects of 3 or 4 years of PA on 5th grade student self-reports of substance use: Hawaii randomized trial 2005 & 2006
All differences significant at p < .05
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
16.0
18.0
20.0
Smoked acigarette (or used
some other form oftobacco)*
Drank alcohol(beer, wine or liquor)*
Gotten drunk onalcohol*
Used an illegaldrug like marijuana or
cocaine*
Gotten high ondrugs *
Per
cen
t
Control PA
Effects of 3 or 4 years of PA on student self-reports of violence and sexual behaviors: Hawaii randomized trial 2005 & 2006 --
All differences significant at p < .05
0.0
2.0
4.0
6.0
8.0
10.0
12.0
Carried aknife or razor to
use to hurtsomeone*
Threatenedto cut or stab
someone*
Cut orstabbed
someone onpurpose to hurt
them*
Carried agun*
Shot atsomeone*
Voluntarysex with
someone of theopposite sex*
Per
cen
t
Control PA
Effect of PA on SAT (Stanford 9) Reading ScoresHawaii Randomized Trial 2000-2006 (4 yrs of PA)
(No testing in 2001 due to a teacher strike)
69
70
71
72
73
74
75
76
77
78
79
2000 2002 2003 2004 2005 2006* 2007*
Year (* indicate where conditions significantly different)
% S
co
rin
g A
vera
ge o
r B
ett
er
CONTROL Means
PA Means
STATE
