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## Breadcrumb

            -  Evidence and Innovation 
            -  Teen Pregnancy Prevention Evidence Review 
            -  Programs 
            -           Promoting Health Among Teens! Comprehensive Abstinence and Safer Sex Intervention      

# Promoting Health Among Teens! Comprehensive Abstinence and Safer Sex Intervention

- Program Information
- Program Overview
- Program Description
- Program Component Table
- Program Implementation

- Research Evidence
- Reviewed Studies
- Study Characteristics
- Study Findings

Loretta Sweet Jemmott, Ph.D., R.N., F.A.A.N. and John B. Jemmott III, Ph.D., and Konstance McCaffree, Ph.D.

The program was designed for various community settings for small groups of youth in an urban setting (although can be adapted for larger groups and non-urban settings). It has been evaluated in an after-school (Saturday), community-based setting in a low-income community, and in community-based organizations in rural areas.

Nancy Gonzalez-Caro, MPHEvidence-Based Product SpecialistETR100 Enterprise Way, Suite G300Scotts Valley, CA 95066Phone: 1-800-321-4407Website: http://www.etr.org/ebi/programs/promoting-health-among-teens-comprehensive/

Cody Sigel, MPH, CHESHealth Education Training CoordinatorETR1333 Broadway, Suite P110Oakland, CA 94612Phone: 510-858-0995Website: http://www.etr.org/ebi/programs/promoting-health-among-teens-comprehensive/

Program component data is not available.

                        - Module 1:  "Getting to Know You" provides an introduction to the curriculum, sets up the theme of proud and responsible behavior, and asks participants to identify short-term and long term goals and dreams.
                        - Module 2:  Exploring and Expressing Sexual Feelings
                        - Module 3 : "The Consequences of Sex: HIV Infection" increases awareness of participants' vulnerability to HIV infection and help increase knowledge about HIV/AIDS.
                        - Module 4:  "A Plan to Reduce the Consequences of Sex" introduces problem-solving technique called STOP, THINK and ACT, and begins to build negotiation and refusal skills for abstinence and condom use.
                        - Module 5:  "The Consequences of Sex: STD Infection" focuses on increasing knowledge about STDs and to increase feelings of vulnerability to STDs.
                        - Module 6:  "The Consequences of Sex: Pregnancy" has a pregnancy prevention focus, while also addressing knowledge and attitudes about methods of contraception.
                        - Module 7:  "STD/HIV Vulnerability" increases feelings of vulnerability to HIV and increasing skills to advocate for abstinence and safer sex.
                        - Module 8:  "Risky Sexual Behavior and Content Review"  focusing on reinforcing STD and HIV knowledge and attitudes.
                        - Module 9:  "Sexual Responsibility: Abstinence Skills" the focus is on abstinence and targeting attitudes and skills to delay sexual activity.
                        - Module 10:  "Sexual Responsibility: Condom Use Skills" focuses on how to use a condom and attitudes about condom use.
                        - Module 11:  "Enhancing Sexual Responsibility Skills" continues to focus on negotiation skills and attitudes to support abstinence and safer sex.
                        - Module 12:  "Role-Plays: Refusal and Negotiation Skills"  introduces a negotiation technique called S.T.O.P  and provides opportunities for the participants to practice using the negotiation skills they have acquired throughout the program.

                        - Facilitator Curriculum
                        - Activity Set (handouts, role plays, posters)
                        - Six curriculum DVDs:  Tanisha & Shay, The Hard Way, Nicole's Choice, The Subject is: HIV (Safer Sex), The Subject is: Puberty (Compr), The Subject is: STDs (Safer Sex), Wrap it Up & Condom Use Animation
                        - Student workbooks (classroom set of 30)

The distributor also provides access to a table of contents and sample lesson on their website: http://www.etr.org/ebi/programs/promoting-health-among-teens-comprehensive/

http://www.etr.org/ebi/programs/promoting-health-among-teens-comprehensive/

It is highly recommended that educators who plan to teach Promoting Health Among Teens! receive research-based professional development to prepare them to effectively implement and replicate the curriculum with fidelity for the intended target group.

Training on Promoting Health Among Teens! is available through ETR's Professional Learning Services. Visit http://www.etr.org/ebi/training-ta/types-of-services/training-of-educators/ for more information or submit a Training & TA Request Form (http://www.etr.org/solutions/professional-development/training-ta-request-form/).

https://programsupport.etr.org/http://www.etr.org/ebi/training-ta/

The developer has noted several allowable adaptations:
                        - The 12 modules can be delivered in different ways (e.g. two modules per day for six days, one module per day for 12 days).
                        - The program can be used with youth older than 14, as long as the group sessions are separated by age.
                        - Groups can be larger than 6 to 10 youth, as long as additional facilitators are used.
                        - Groups can be single gender or mixed gender.
                        - Facilitators of different ethnic and professional backgrounds are appropriate, so long as the facilitators have strong facilitation skills and experience working with teens.
                        - Peer educators are allowed, as long as they are paired with an adult.
                        - If integrating the curriculum into the school classrooms and not having enough time to implement the program, providers should consider using the  Promoting Health Among Teens! In School Curriculum  version. It is divided into shorter sessions, but maintains the fidelity of the curriculum.
                        - Teens of different racial and ethnic groups may participate.
                        - Changing the names and settings of the situations in the role plays to reflect the culture of the participants is appropriate.

### Evidence by Outcome Domain and Study

#### Notes

*Some study entries may include more than one citation because each citation examines a different follow-up period from the same study sample, or because each citation examines a different set of outcome measures on the same study sample. A blank cell indicates the study did not examine any outcome measures within the particular outcome domain or the findings for the outcome measures within that domain did not meet the review evidence standards.*

*Information on evidence of effectiveness is available only for studies that received a high or moderate rating. Read the description of the review process for more information on how these programs are identified.*