Positive Potential

Developers

Project Director is

Donna Golob PATH, Inc.

Program Summary

The Positive Potential program is a whole-child program for middle school students. The curriculum is designed to reduce or delay sexual behaviors, reduce other risky behaviors including the use of alcohol, tobacco, and drugs, and promote positive youth development among largely white rural communities. The three-year program consists of five 45 to 50 minute sessions per year, plus an end-of-the-year assembly designed to support existing health and physical education instruction.

Intended Population

The program was designed for middle school youth in predominately white rural communities; adaptations are available for more ethnically diverse communities. It has been evaluated with middle school youth.

Program Setting

The program was designed for and evaluated in a classroom-based setting for middle school youth.

Contact and Availability Information

For curriculum, materials, training, adaptation and pricing information please contact:
Donna Golob – Donna@PositiveTeenHealth.org or visit the website https://positiveteenhealth.org/programs/positive-potential/curricula-preview-outcomes/.

Sample of Curriculum Available for Review Prior to Purchase

Yes

Languages Available

English

Monitoring and Evaluation Tools

Monitoring and evaluation tools available

Yes

Monitoring and evaluation tool usage required

Information about available monitoring and evaluation tools (if applicable)

Positive Potential includes facilitator and classroom fidelity monitoring tools.

Program Components and Core Components

Last updated in 2024

The data presented on this page reflect responses from the program’s developer or distributor to a program component checklist that asked them to report on the individual components within their TPP program. The same program component checklist was sent to the developer or distributor of every active TPP program with evidence of effectiveness. The program component table provides information on seven types of program components including content, delivery mechanism, dosage, staffing, format, context, and intended population characteristics; whether the component was present or optional in the program; whether the component is considered to be core to the program; and the lesson number or activity where the component can be found in the program.

In the drop-down menu below, under “Has component,” there are four options that indicate a component as present in the program: (1) “Yes” indicates that the component is present in at least one version of the program (whether that be the program version that was evaluated, the current version, or both versions); (2) “Yes (both versions)” indicates that the component is present in both the evaluated version of the program and the current version of the program; (3) “Yes (current version)” indicates that the component is present in the current, but not the evaluated, version of the program; and (4) “Yes (evaluated version)” indicates that the component is present in the evaluated version of the program, only. Note that for dosage components, the dosage itself is described in the Notes when available.

Category	Component	Core Component	Component present	Lesson number(s) / activities where present
Content	Boundary setting/refusal skills	Yes	Yes (both versions)	Unstoppable session 4, Lesson 4-3, page 8
Content	Child development	No	No
Content	Communication skills	No	No
Content	Conflict resolution/social problem solving	No	No
Content	Connections with trusted adults	No	Yes (both versions)
Content	Cultural values	No	No
Content		No	No
Content	Sex roles	No	No
Content	Leadership	No	No
Content	Normative beliefs	No	No
Content	Parenting skills	No	No
Content	Social competence	No	No
Content	Social influence/actual vs. perceived social norms	No	No
Content	Social support/capital	No	No
Content	Identity development	No	No
Content	Morals/values	Yes	Yes (both versions)	Be the Exception session 1, Lesson 1-3, page , 5. Push the Limits session 1, Lesson 1-3, page 5. Unstoppable session 1, Lesson 1-3, page 5.
Content	Spirituality	Yes	Yes (both versions)	Be the Exception session 1, Lesson 1-3, page , 5. Push the Limits session 1, Lesson 1-3, page 5. Unstoppable session 1, Lesson 1-3, page 5.
Content	Volunteering/civic engagement	No	No
Content	Other	No	No
Delivery mechanism	Method: Anonymous question box	No	Yes (both versions)	Push the Limits session 1, Lesson 1-2, page 4.
Delivery mechanism	Method: Artistic expression	No	No
Delivery mechanism	Method: Assessment/survey	No	No
Delivery mechanism	Method: Booster session	No	Yes (evaluated version)
Delivery mechanism	Method: Case management	No	No
Delivery mechanism	Method: Self-guided activity	No	No
Delivery mechanism	Method: Cognitive behavioral therapy (CBT)	No	No
Delivery mechanism	Method: Demonstration	Yes	Yes (both versions)
Delivery mechanism	Method: Discussion/debrief	Yes	Yes (both versions)
Delivery mechanism	Method: Family session	No	No
Delivery mechanism	Method: Game	No	No
Delivery mechanism	Method: Home visiting	No	No
Delivery mechanism	Method: Homework assignment	Yes	Yes (current version)
Delivery mechanism	Method: In-session assignment	Yes	Yes (both versions)	Student Journals include fill in the blank or opportunities for student responses.
Delivery mechanism	Method: Introduction	No	Yes (current version)	Session 1 includes icebreakers and group agreements.
Delivery mechanism	Method: Lecture	Yes	Yes (current version)
Delivery mechanism	Method: Motivational interviewing	No	No
Delivery mechanism	Method: Music	No	No
Delivery mechanism	Method: Parent-focused activity	Yes	Yes (both versions)	Daily Charge includes conversation starters for parent/trusted adult to reinforce topic of each session
Delivery mechanism	Method: Peer-to-peer	No	No
Delivery mechanism	Method: Public service announcement	No	No
Delivery mechanism	Method: Reading	No	Yes (evaluated version)	Original evaluated material included a booklet for Be the Exception that was a 'choose your own adventure' style. Did not show to have relevant outcomes and was not cost effective. Discontinued.
Delivery mechanism	Method: Role play/Practice	Yes	Yes (both versions)	Unstoppable session 4, Lesson 4-3, page 8.
Delivery mechanism	Method: Service learning	No	No
Delivery mechanism	Method: Slide show	Yes	Yes (both versions)	Program utilizes PowerPoint presentations and videos throughout
Delivery mechanism	Method: Social media	No	No
Delivery mechanism	Method: Spiral learning	Yes	Yes (both versions)	Repetition is recognized as an important learning component and utilizing throughout the program.
Delivery mechanism	Method: Storytelling	No	No
Delivery mechanism	Method: Text message	No	No
Delivery mechanism	Method: Video	Yes	Yes (both versions)	PowerPoints include videos to support didactic presentation
Delivery mechanism	Method: Other	No	No

Program Objectives

The goals of Positive Potential are to:

Reduce the occurrence of sexual intercourse.
Reduce the occurrence of other risky behaviors, such as peer violence and the use of alcohol, tobacco, drugs.
Impact psychosocial factors related to positive youth development by focusing on positive school performance, parent-adolescent communication, positive goal orientation, and positive attitudes, knowledge and skills to enable risk reduction behaviors.

Program Content

The Positive Potential program is based on psychosocial theoretical models of planned change interventions for adolescents. The curriculum focuses on promoting attitudes, skills, and behaviors that support positive youth development. Health activities and exercises focus on avoiding risky behaviors, such as use of tobacco, alcohol, drugs, fighting, and bullying.

Program Methods

The program is delivered in group sessions in the classroom. Additionally, students participate in activities and readings about avoiding risk and promoting developmental health through take home "charges", and discussions with adults and peers.

Program Structure and Timeline

The 3-year program is delivered in five 45-50 minute classroom sessions on consecutive days, and one end-of-the-year class assembly per year.

Staffing

Classroom sessions are led by a male-female facilitator health education team. Facilitators may be school teachers or from outside organizations. All facilitators participate in a training program and practice teaching.

Staff Training

All facilitators participate in a 2-day training program and teach-back sessions. Training includes a review of the theoretical framework and objectives of the program. Instruction on how to follow the layout of the Facilitator Manual and practice with various demonstrations is also provided.

Program Materials and Resources

A complete Facilitator Manual is available that includes the theoretical framework, objectives, and a list of all materials needed for daily class sessions. The facilitator guide is scripted, including student prompts to ensure program fidelity. Also included is a flash drive with all necessary PowerPoint slides and videos as well as a copy of the student journal.

Additional Needs for Implementation

Not specified

Fidelity

The Facilitator Manual is designed to promote fidelity to the program. Additionally, Facilitator and Classroom Fidelity Monitoring Tools are available from the developer. Training from PATH staff prior to implementation is encouraged to ensure a higher level of fidelity to the program.

PATH can also provide an outline for the End-of-Year-Assembly. However, to ensure fidelity to the model, it is recommended that PATH be hired to present this portion of the program. The assembly features a 3-screen production that may be difficult to implement with fidelity.

Benchmark guidelines and evaluation of fidelity and implementation procedures (including surveys to be completed by students, school teacher, and the program educator) are available from ITMESA, LLC, Z. Harry Piotrowski (Email: zhp@sprynet.com).

Technical Assistance and Ongoing Support

PATH, Inc. provides support to organizations while they are providing services.

Allowable Adaptations

PATH, Inc. will work with organizations to ensure that the program meets the needs of the students and communities being served. Specific adaptations are allowable in consultation and collaboration with PATH, Inc.

Adaptation Guidelines or Kit

Yes

Reviewed Studies

Citation	High-Quality Randomized Trial	Moderate-Quality Randomized Trial	Moderate-Quality Quasi-Experiment	Low Study Rating	Did Not Meet Eligibility Criteria
Piotrowski and Hedeker 2015 Piotrowski and Hedeker 2016a Piotrowski and Hedeker 2016b

Study Characteristics

Citation	Setting	Majority Age Group	Majority Racial/Ethnic Group	Gender	Sample Size
Piotrowski and Hedeker 2015 Piotrowski and Hedeker 2016a Piotrowski and Hedeker 2016b	In school: Middle school	13 or younger	White	Male and female youth	1374

Study Findings

Evidence by Outcome Domain and Study

Citation	Sexual Activity	Number of Sexual Partners	Contraceptive Use	STIs or HIV	Pregnancy
Piotrowski and Hedeker 2015 Piotrowski and Hedeker 2016a Piotrowski and Hedeker 2016b				n.a.	n.a.

KEY

Evidence Indication

Favorable findings

Potentially favorable findings

Indeterminate findings

Conflicting findings

Potentially unfavorable findings

Unfavorable findings

Note: n.a. indicates the study did not examine any outcome measures within that particular outcome domain, or the study examined outcome measures within that domain but the findings did not meet the review evidence standards.

Detailed Findings

Citation Details

Citation	Details
Piotrowski and Hedeker 2015 Piotrowski and Hedeker 2016a Piotrowski and Hedeker 2016b	This study evaluated the program with a clustered randomized controlled trial involving 14 elementary and middle schools in rural northwestern Indiana. Schools were randomly assigned within matched pairs to either a treatment group that offered the Positive Potential program or to a control group that offered their standard instruction. The Positive Potential program is a three-year program, offered in three middle school grades, where each grade level has a separate curriculum. Surveys were administered immediately before the program in 6th grade, and at three follow-ups: (1) about 12 months later at the start of 7th grade, (2) three months after the end of the three-year program, and (3) 12 months after the end of the program, in spring of 9th grade. The study found that at the start of 7th grade, students in the schools that offer the program were statistically significantly less likely to report ever having sex (odds ratio = 0.28, confidence interval = 0.15 to 0.55) and to report having had sex in the previous three months (odds ratio = 0.21, confidence interval = 0.09 to 0.46). The study also found that a smaller proportion of male students in the schools providing the program reported ever having sex (odds ratio = 0.08, confidence interval = 0.04 to 0.16) and reported having had sex in the previous three month (odds ratio = 0.08 confidence interval = 0.03 to 0.21). Those program effects persisted 12 months after the program ended, in spring of 9th grade: in schools that implemented Positive Potential, both the full sample of students and the subgroup of males were significantly less likely to ever have had sexual intercourse (odds ratio is 0.78 for the full sample and 0.67 for the subgroup of males) and to have had sexual intercourse in the last 12 months (odds ratio is 0.76 for the full sample and 0.65 for the subgroup of males). Twelve months after the end of the program, the subgroup of males in the schools implementing Positive Potential were significantly less likely to have had sexual intercourse in the last three months than their counterparts in the schools not implementing the program (odds ratio = 0.62). Program impacts were also examined on having sexual intercourse in the past three month without using a condom and without using birth control at the start of the 7th grade and in the spring of 9th grade, and on the number of sexual partners in the spring of 9th grade. The study found no evidence of statistically program impacts on those measures at any of those follow-ups. The study also found no evidence of statistically significant program impacts on any sexual behavior outcome for the full sample at the follow-up conducted three months after the end of the program nor for the subgroup of female adolescents at any of the three follow-ups. In the follow-up that occurred at the start of 7th grade, the study also examined program impacts on risky behavior during sexual intercourse in the previous three months, defined as either not using a condom, not using birth control, using drugs, or using alcohol during sex. Findings for this outcome were not considered for the review because they fell outside the scope of the review.

Piotrowski and Hedeker 2015

Piotrowski and Hedeker 2016a

Piotrowski and Hedeker 2016b

This study evaluated the program with a clustered randomized controlled trial involving 14 elementary and middle schools in rural northwestern Indiana. Schools were randomly assigned within matched pairs to either a treatment group that offered the Positive Potential program or to a control group that offered their standard instruction. The Positive Potential program is a three-year program, offered in three middle school grades, where each grade level has a separate curriculum. Surveys were administered immediately before the program in 6th grade, and at three follow-ups: (1) about 12 months later at the start of 7th grade, (2) three months after the end of the three-year program, and (3) 12 months after the end of the program, in spring of 9th grade.

The study found that at the start of 7th grade, students in the schools that offer the program were statistically significantly less likely to report ever having sex (odds ratio = 0.28, confidence interval = 0.15 to 0.55) and to report having had sex in the previous three months (odds ratio = 0.21, confidence interval = 0.09 to 0.46). The study also found that a smaller proportion of male students in the schools providing the program reported ever having sex (odds ratio = 0.08, confidence interval = 0.04 to 0.16) and reported having had sex in the previous three month (odds ratio = 0.08 confidence interval = 0.03 to 0.21).

Those program effects persisted 12 months after the program ended, in spring of 9th grade: in schools that implemented Positive Potential, both the full sample of students and the subgroup of males were significantly less likely to ever have had sexual intercourse (odds ratio is 0.78 for the full sample and 0.67 for the subgroup of males) and to have had sexual intercourse in the last 12 months (odds ratio is 0.76 for the full sample and 0.65 for the subgroup of males). Twelve months after the end of the program, the subgroup of males in the schools implementing Positive Potential were significantly less likely to have had sexual intercourse in the last three months than their counterparts in the schools not implementing the program (odds ratio = 0.62).

Program impacts were also examined on having sexual intercourse in the past three month without using a condom and without using birth control at the start of the 7th grade and in the spring of 9th grade, and on the number of sexual partners in the spring of 9th grade. The study found no evidence of statistically program impacts on those measures at any of those follow-ups. The study also found no evidence of statistically significant program impacts on any sexual behavior outcome for the full sample at the follow-up conducted three months after the end of the program nor for the subgroup of female adolescents at any of the three follow-ups.

In the follow-up that occurred at the start of 7th grade, the study also examined program impacts on risky behavior during sexual intercourse in the previous three months, defined as either not using a condom, not using birth control, using drugs, or using alcohol during sex. Findings for this outcome were not considered for the review because they fell outside the scope of the review.

Language directly from the program model developer or authors.

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Positive Potential