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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. [This chapter was published in: T. Lovat, R. Toomey, N. Clement (Eds.), "International Research Handbook on Values Education and Student Wellbeing," ISBN 978­-90­-481­8674­-7, p471-501.]

Reducing SU has been an elusive goal, and SU prevention programs for the past 30 years have had, at best, only modest success. Although programs have relied increasingly on theory and increasingly more comprehensive theory, they still have a long way to go to make full use of SU theories. Therefore, it is our belief that SU could be reduced further if program planners relied more on theory when designing their programs. A heavy reliance on theory could build programs upon a foundation of (1) less than obvious risk and protective factors, (2) multiple risk and protective factors that are modifiable within the context of the intervention, (3) careful consideration of how audience characteristics might moderate or interact with program effects, and (4) realistic considerations of the magnitude and immediacy of program effects. Without a heavy reliance on comprehensive theory, SU prevention might only continue its 30-year trend of modest success. [ABSTRACT FROM AUTHOR]

This chapter examines different forms of substance use (SU), different causes of SU, and different approaches to SU prevention. It offers one theory of SU prevention as an example of the practical applications of theory and goes on to discuss how theory has gained prominence historically and how theory can become even more important in SU prevention.