All4You!

Developers
Karin K. Coyle, Ph.D.; Jeffery Douglas, Jr., B.A., Cherry Gardner, M.A., Lisa Sterner, James Walker, B.S., and Vicki Williams, M.S.
Program Summary

All4You! is designed to reduce the number of students ages 14 to 18 who have unprotected sex, an activity associated with increased risk of HIV, other sexually transmitted infections (STIs), and unplanned pregnancy. The program also aims to change key determinants related to sexual risk taking, such as attitudes, beliefs, and perceived norms related to condom and contraceptive use and STIs. The All4You! program has two primary instructional components: (1) nine skills-based HIV, other STI, and pregnancy prevention classroom lessons and (2) five service-learning visits in the community. These two components are integrated and delivered in 14 sessions totaling about 26 hours of programming.

Intended Population
The program was designed for high school age participants of any race or ethnicity, ages 14 to 18, in alternative high schools. All4You! was evaluated with Hispanic males and females ages 14 to 17.
Program Setting

The program was designed for and evaluated in alternative high schools, high schools, and community-based settings.

Contact and Availability Information

Contact and Availability Information
Program Contact Information
Email: sales@etr.org
Phone: (800) 321-4407
Website: http://www.etr.org/ebi/programs/all4you/

Training Contact Information
Kelly Gainor, M.Ed.
ebptraining@etr.org
Website: http://www.etr.org/ebi/programs/all4you/

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
No
Information about available monitoring and evaluation tools (if applicable)

All4You! includes a simple pre/post-test survey that classroom teachers can use to assess whether students have met short-term learning goals. A fidelity log for tracking implementation of the lessons and a list of core components to help ensure fidelity are also provided on ETR’s website http://www.etr.org/ebi/programs/all4you/. 

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.

Some of the components identified are noted as core components of the evidence-based program, but this does not necessarily mean that these components have been rigorously tested and show evidence of effectiveness. Most often developers denoted components as core based on theory or experience in the field. Click here for the list of evidence-based components.

For more details about program components, refer to the FAQ page.

Category Component Core Component Component present Lesson number(s) / activities where present
Context Setting: Health care clinic No
Context Setting: Home-based case management No
Context Setting: Home/housing No
Context Setting: In school (during the school day) No Yes (evaluated version) Lesson 1, manual pages 1-1
Context Setting: Mental health clinic No
Context Setting: Residential facility Optional
Context Setting: School-based health clinic No
Context Setting: Other
Context Other
Context Other
Context Other
Intended population characteristics Other
Intended population characteristics Age or grade in school Yes Yes (evaluated version) All
Intended population characteristics Sex
Intended population characteristics Ethnicity
Intended population characteristics Sex
Intended population characteristics Optional
Intended population characteristics Race
Intended population characteristics Urbanicity
Intended population characteristics Homeless or runaway youth Optional
Intended population characteristics Youth with developmental disabilities No
Intended population characteristics Sexually active youth Optional
Intended population characteristics Pregnant/expectant or parenting Optional
Intended population characteristics Child welfare Optional
Intended population characteristics Juvenile justice Optional
Intended population characteristics Population-specific needs/challenges
Intended population characteristics Population-specific strengths No Yes (evaluated version)
Intended population characteristics Other
Intended population characteristics Other
Program Objectives

The program’s goals are to reduce the number of students who have unprotected sex and to change key determinants related to sexual risk taking, such as attitudes, beliefs, and perceived norms about condom and contraceptive use and STIs.

Program Content

All4You! is a 14-session program that is based on Social Cognitive Theory, the Theory of Planned Behavior, and Social Development Theory. It focuses on the following topics:

  • Functional HIV, STI, and pregnancy prevention knowledge
  • Negotiation and refusal skills
  • Contraception and condom use skills
  • Handling risky situations
  • Attitudes and beliefs regarding perceived risk of STIs/pregnancy and barriers to condom use
  • Development of positive norms
  • Community engagement through service-learning visits with personal reflection
Program Methods

All4You! is delivered through mini-lectures, brainstorming, games, small-group work, role plays, guest speakers, videos, reflection activities, and service learning.

Program Structure and Timeline

All4You! consists of 14 sessions spanning about 26 hours. The program is designed to include these components:

  • Nine 70- to 90-minute skills-based lessons
  • Five 140-minute service-learning visits (including travel to and from the site) 

Ideally, the program should be implemented two to three times per week for a period of six to eight weeks.

Staffing
Classroom teachers or community-based health or sexual health educators should deliver the program. Peer leaders may also facilitate some activities.
Staff Training

Program developers highly recommend that educators who plan to teach All4You! receive professional development to prepare them to effectively implement the curriculum with its intended target group. Educators should have rapport with and respect for young people and their lived experiences.  Implementers can request All4You! training by contacting ebptraining@etr.org.

Program Materials and Resources

Program materials include a teacher guide that outlines teacher instructions and teacher background materials and student workbooks with activity sheets and handouts. Video content is available online.

Other materials available include surveys that can be administered as a participant knowledge check with a survey answer key, an optional lesson supplement, and an enhanced set of materials that include videos and posters along with the lesson supplement. 

The program’s logic models can be found on ETR’s website: http://www.etr.org/ebi/programs/all4you/.

The ETR website also includes the table of contents and a sample lesson: https://www.etr.org/ebi/programs/all4you/.

Additional Needs for Implementation

None specified.

Fidelity
ETR provides a fidelity log for All4You! The fidelity log can be found on ETR’s website: http://www.etr.org/ebi/programs/all4you/.
Technical Assistance and Ongoing Support

ETR provides technical assistance (TA) before, during, and after program implementation. TA is tailored to the needs of the site and is designed to support quality assurance, troubleshoot adaptation issues, and boost implementation.

ETR also provides evaluation support for evidence-based program implementation. For example, TA is available to support process and outcome evaluations and can include assistance with evaluation planning, instrument design and development, implementation fidelity, data management and analysis, performance measurement, continuous quality improvement protocols, and effective tools and strategies for reporting results.

Allowable Adaptations

In-depth adaptation guidelines and tools for All4You! are available on the ETR website: http://www.etr.org/ebi/programs/all4you/.

Examples of adaptations ETR allows include adding more service-learning visits; lengthening skills-based classes beyond 90 minutes without reducing the number of classes; and tailoring the content.

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

Coyle et al. 2006
Study Characteristics
Citation Setting Majority Age Group Majority Racial/Ethnic Group Gender Sample Size

Coyle et al. 2006

 		Alternative school 14 to 17 Hispanic or Latino Male and female youth

998
Study Findings

Evidence by Outcome Domain and Study

Citation Sexual Activity Number of Sexual Partners Contraceptive Use STIs or HIV Pregnancy

Coyle et al. 2006

 		Potentially favorable evidence Indeterminate evidence Favorable evidence n.a. n.a.
KEY
Evidence Indication
Favorable findings
Two or more favorable impacts and no unfavorable impacts, regardless of null findings
Potentially favorable findings
At least one favorable impact and no unfavorable impacts, regardless of null findings
Indeterminate findings
Uniformly null findings
Conflicting findings
At least one favorable and at least one unfavorable impact, regardless of null findings
Potentially unfavorable findings
At least one unfavorable impact and no favorable impacts, regardless of null findings
Unfavorable findings
Two or more unfavorable impacts and no favorable impacts, regardless of null 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

Coyle et al. 2006

The program's evidence of effectiveness was first established in a cluster randomized controlled trial involving 24 alternative high schools in four large urban counties in northern California. Thirteen schools were randomly selected for a treatment group that implemented the program and eleven schools were selected for a control group not offered the program. Surveys were administered immediately before the program started (baseline) and again six, 12, and 18 months after baseline.

The study found that six months after the baseline survey, students in the treatment schools reported a significantly lower frequency of sexual intercourse and lower frequency of intercourse without a condom in the previous three months, and were significantly more likely to report using a condom at last intercourse. The study found no statistically significant impacts on the number of sexual partners in the previous three months, on two measures of contraceptive use (number of partners without a condom in the previous three months, and use of effective pregnancy prevention method at last intercourse), and on initiation of sexual intercourse (among sexually inexperienced at baseline). For the 12- and 18-month follow-up surveys, the study found no statistically significant impacts on any of these outcomes.

The study also examined program impacts on measures of HIV and condom knowledge, self-efficacy, attitudes, beliefs, and intentions. Findings for these outcomes were not considered for the review because they fell outside the scope of the review.

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.

Language directly from the program model developer or authors.