Choosing the Best JOURNEY
Choosing the Best Publishing
Choosing the Best JOURNEY is designed to motivate students to delay sexual activity, ideally until marriage, and to educate students on building healthy relationships. The program emphasizes the role of sexual delay (abstinence) as the most effective way to prevent teen pregnancy and sexually transmitted diseases (STDs). It also highlights the role sexual delay plays in supporting academic and other goals for future success. The program is delivered in eight 45-minute lessons, each beginning with the teacher showing a brief video featuring teens talking about topics related to the lesson. The first two lessons cover goal-setting and decision making. The third and fourth lessons cover delaying sexual activity to avoid pregnancy and STDs. The fifth and sixth lessons cover developing healthy relationships and building self-esteem, including a discussion about how casual sex impacts those areas. The seventh lesson discusses how to overcome pressures to be sexually active, including peer and media pressure; preventing sexual violence; and understanding consent. The eighth lesson discusses how students can be assertive and gives them the opportunity to practice their skills with role-playing activities. Each lesson also covers relevant character traits, such as personal responsibility, self-respect, respect for others, and compassion. Choosing the Best JOURNEY is a classroom-based program, designed to be implemented in a high school setting. It is most commonly taught by a school’s on-staff health teachers.
The evaluation of Choosing the Best JOURNEY was conducted with the third edition. The program is currently in its fifth edition. The fifth edition contains the same program content as the third edition, with updated statistics from the Centers for Disease Control and Prevention on the prevalence of STDs and the efficacy of contraceptive measures; new information on preventing sexual violence and teen dating violence; and new information on consent, social media, and sexting. A teacher’s note also states that key teaching points apply to all teens regardless of sexual orientation. The fifth edition also includes an optional supplement with more detailed information on contraception.
Choosing the Best JOURNEY is designed for 9th and 10th graders. However, it can be used at any level of high school. The program was evaluated with African American and White youth ages 14 to 17.
Choosing the Best JOURNEY is designed to be delivered in a classroom-based setting by classroom teachers, typically within health class. The program was evaluated in community-based organizations, after school settings, and high schools.
Choosing the Best Publishing. 3101 Cobb Parkway SE Suite 124. Atlanta, GA 30339. Phone: 800-774-BEST (800-774-2378). Email: info@choosingthebest.com (for general inquiries) or ESM@choosingthebest.com (for those who need technical assistance with the electronic student manuals)
In classrooms using electronic student manuals, an electronic tool is available to monitor students’ progress and completion of each learning module within each lesson. In classrooms using hard copy student manuals, a hard copy checklist is available for teachers to track progression and completion of each learning module.
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 |
|---|---|---|---|---|
| Content | Contraception - Condoms | Yes | Yes (both versions) | Lesson 4, p.31 |
| Content | Anatomy/physiology | No | ||
| Content | Other | |||
| Content | Other | Yes | Yes (both versions) | Lesson 3, p. 24 |
| Content | Other | Yes | Yes (both versions) | Lesson 7, p. 56 |
| Content | Volunteering/civic engagement | No | ||
| Content | Spirituality | No | ||
| Content | Morals/values | No | ||
| Content | Identity development | Yes | Yes (both versions) | Lesson 5, p. 37 |
| Content | Social support/capital | No | ||
| Content | Social influence/actual vs. perceived social norms | No | ||
| Content | Social competence | No | ||
| Content | Parenting skills | No | ||
| Content | Normative beliefs | No | ||
| Content | Leadership | No | ||
| Content | Sex roles | No | ||
| Content | No | |||
| Content | Cultural values | No | ||
| Content | Connections with trusted adults | Yes | Yes (both versions) | Lesson 2, p. 18 |
| Content | Conflict resolution/social problem solving | Yes | Yes (both versions) | Lesson 8, p. 63 |
| Content | Communication skills | Yes | Yes (both versions) | Lesson 8, p. 62 |
| Content | Child development | No | ||
| Content | Boundary setting/refusal skills | Yes | Yes (both versions) | Lesson 8, p. 61 |
| Content | Substance use cessation | No | ||
| Content | Substance use - Other drugs | No | ||
| Content | Substance use - Alcohol | No | Yes (both versions) | Lesson 2, p. 14 |
| Content | Substance use - Abstinence | No | Yes (both versions) | Lesson 2, p. 14 |
| Content | Brain development and substance use | No | Yes (both versions) | Lesson 2, p. 14 |
| Content | Vocational/skills training | No | ||
| Content | Supplemental academic services | No | ||
| Content | School engagement | No | ||
| Content | Graduating from high school | No | ||
| Content | College preparation | No | ||
| Content | Alternative schooling | No | ||
| Content | Self-regulation | Yes | Yes (both versions) | Lesson 7, p. 54 |
| Content | Self-esteem | Yes | Yes (both versions) | Lesson 5, p. 37 |
| Content | Sexual orientation | No | ||
| Content | STIs - Vaccination | No | Yes (both versions) | Lesson 4, p. 28 |
| Content | STIs - Treatment | Yes | Yes (both versions) | Lesson 4, p. 28 |
| Content | STIs - Screening | No | Yes (current version) | Lesson 4, p. 27 |
| Content | STIs - Prevention | Yes | Yes (both versions) | Lesson 3, p.23 |
| Content | STIs - Information | Yes | Yes (both versions) | Lesson 4, p. 28 |
| Content | Sexual risk reduction | Yes | Yes (both versions) | Lesson 3, p.23 |
| Content | Sexual risk discontinuation | Yes | Yes (both versions) | Lesson 6, p. 48 |
| Content | Sexual risk avoidance | Yes | Yes (both versions) | Lesson 6, p. 48 |
| Content | Puberty/development | No | ||
| Content | Contraception - Long-acting reversible contraceptives | Yes | Yes (both versions) | Lesson 3, p.23 |
| Content | Contraception - Other | Yes | Yes (both versions) | Lesson 3, p.23 |
| Content | Contraception - Pills, patches, rings, and shots | Yes | Yes (both versions) | Lesson 3, p.23 |
| Content | Maternal health | No |
Choosing the Best JOURNEY aims to educate and motivate students to delay sexual activity, make healthy decisions, and develop healthy relationships. The program seeks to give students the skills and information to make healthy decisions about sexual activity and reduce unplanned pregnancies and STDs.
Choosing the Best JOURNEY is built on experiential, cognitive, and social learning theories. The program covers topics and skills including how to set goals; how sexual activity can negatively impact achieving those goals; how to make healthy decisions; how alcohol use can impair healthy decisions and lead to unplanned teen sexual activity; how to avoid teen pregnancy and STDs by delaying sexual activity; medically accurate information about STDs and HIV, including symptoms, prevention, and treatment; the benefits and limitations of contraception; how to develop healthy relationships and self-esteem; how to set sexual boundaries and say “no” to unwanted sexual activity; and how to prevent sexual violence, including a discussion on consent. Choosing the Best JOURNEY includes the following lessons:
- Setting Goals
- Making the BEST Decisions
- Avoiding Pregnancy
- Avoiding STDs
- Developing the BEST Relationships
- Choosing the Best JOURNEY
- Overcoming the Pressure
- Being Assertive
Choosing the Best JOURNEY delivers program material through brief videos; guided presentations; class discussions; classroom activities, such as role-plays; and take-home activities to encourage discussion with parents and guardians.
Choosing the Best JOURNEY comprises eight 45-minute sessions, with each session devoted to a lesson about relationships, goal-setting, STDs, teen pregnancy, and resisting the pressure to have sex. The sessions are designed to be taught in order.
Choosing the Best JOURNEY is designed so on-staff teachers can present it with no prior training. However, training is highly recommended.
An ideal setting for the program is a school classroom with no more than 35 students per teacher. If more than 35 students are present, the program developers recommend adding teachers to the classroom to optimize program delivery.
Full-day staff training conducted by a Choosing the Best trainer is optional but highly recommended and available in person or virtually. Staff who attend the training session will review the curriculum, learn about sexual risk avoidance (abstinence-centered) education, and practice presenting the materials and leading classroom activities. Staff seeking training can contact Choosing the Best’s educational consultant by phone at 800-774-BEST (2378), or email info@choosingthebest.com.
The program includes a leader guide that details the curriculum objectives and provides guided content for the teacher to present; a teacher presentation tool that simplifies the content delivery for teachers; brief videos; optional slides on STD prevention that can be presented online or via DVD; student manuals (available in digital or hard copy); posters; and a binder for storing program materials.
Additional requirements include a Smart Board or projector and internet access, or for classrooms without internet access, a DVD player.
Teachers are instructed to present all eight lessons in full, following the instructions and scripts for each lesson to ensure accuracy and effectiveness. Further, teachers are instructed not to discuss religion or politics, express value judgements, or conduct any “non-approved” activities. In addition, teachers are cautioned not to share personal stories or express anecdotes or personal opinions while presenting program material.
For technical assistance with electronic student manuals, or ongoing support, call 800-774-BEST (2378) or email ESM@choosingthebest.com.
The program developer evaluates and implements requests for adaptations on a case-by-case basis. Choosing the Best will work with the program user to ensure the adaptation is appropriate.
| Citation | High-Quality Randomized Trial | Moderate-Quality Randomized Trial | Moderate-Quality Quasi-Experiment | Low Study Rating | Did Not Meet Eligibility Criteria |
|---|---|---|---|---|---|
| Walker 2009 |
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| Nagel 2010 Birch 2011 |
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| Weed 2008 Birch 2011 |
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| JK Tanner Inc. 2016 |
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| Shepherd et al. 2017 |
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| Floren and Floren 2023 Lieberman and Su 2012 Lieberman and Su 2014 Floren and Floren 2022 |
| Citation | Setting | Majority Age Group | Majority Racial/Ethnic Group | Gender | Sample Size |
|---|---|---|---|---|---|
Walker 2009 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Nagel 2010 Birch 2011 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Weed 2008 Birch 2011 |
n.a. | n.a. | n.a. | n.a. | n.a. |
JK Tanner Inc. 2016 |
After school | 14 to 17 | African American or Black | Male and female youth | 2007 |
Shepherd et al. 2017 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Floren and Floren 2023 Lieberman and Su 2012 Lieberman and Su 2014 Floren and Floren 2022 |
In school: High school | 14 to 17 | White | Male and female youth | 789 |
Evidence by Outcome Domain and Study
| Citation | Sexual Activity | Number of Sexual Partners | Contraceptive Use | STIs or HIV | Pregnancy |
|---|---|---|---|---|---|
Walker 2009 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Nagel 2010 Birch 2011 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Weed 2008 Birch 2011 |
n.a. | n.a. | n.a. | n.a. | n.a. |
JK Tanner Inc. 2016 |
n.a. | n.a. |
|
n.a. | n.a. |
Shepherd et al. 2017 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Floren and Floren 2023 Lieberman and Su 2012 Lieberman and Su 2014 Floren and Floren 2022 |
|
n.a. | n.a. | n.a. | n.a. |
| Citation | Details |
|---|---|
Walker 2009 |
This quasi-experimental study received a low quality rating because it did not establish baseline equivalence for the final analysis sample |
Nagel 2010 Birch 2011 |
This study received a low quality rating because it did not have an external comparison group |
Weed 2008 Birch 2011 |
This quasi-experimental study received a low quality rating because it did not establish baseline equivalence for the final analysis sample |
JK Tanner Inc. 2016 |
The program was evaluated in a cluster randomized controlled trial involving 2,007 adolescents ages 13 to 17 recruited from 48 community-based organization summer programs (clubs) in Hampton Roads, Virginia. Each club was randomly assigned to one of three research conditions: a treatment group receiving the Choosing the Best JOURNEY intervention, a treatment group receiving the Possessing Your Power intervention, or a control group receiving a program on career exploration and college preparation. The study collected data with surveys administered before the start of the intervention (baseline), and again 6 and 12 months after the end of the intervention. In this study, researchers examined program impacts on a measure described as “risky sexual behavior”. That measure is a binary variable that takes the value of 1 if the adolescent had unprotected sex, meaning the adolescent did not use a condom or birth control every time for recent sexual activity (in the past three months), and takes the value of 0 if the adolescent used a condom or birth control every time for recent sexual activity or if the adolescent avoided sexual activity in the previous three months. The study found no evidence of statistically significant program impacts on the risky sexual behavior outcome six and 12 months after the program ended for either the full sample or the subgroup of adolescents who reported being sexually experienced at baseline. |
Shepherd et al. 2017 |
This study received a low study quality rating because there was only one subject or cluster in either the treatment or control condition. |
Floren and Floren 2023 Lieberman and Su 2012 Lieberman and Su 2014 Floren and Floren 2022 |
The Choosing the Best JOURNEY program was evaluated using a cluster randomized control trial involving 9th grade students attending six schools in two school districts in Georgia. Four schools were randomly assigned to receive the eight sessions of the Choosing the Best JOURNEY program provided by Choosing the Best staff. Two schools were randomly assigned to serve as a control group that offered the typical abstinence-based classroom lessons. Surveys were administered immediately before the program (baseline), at the end of 9th grade (nine months after the baseline), and again at the start of 10th grade (14 months after the baseline). The authors reported a favorable and statistically significant impact on rates of sexual initiation at end of 9th grade (effect size = -0.287) and a favorable but non-significant impact on rates of sexual initiation by the start of 10th grade (effect size = -0.202). The study also examined impacts on pro-abstinence attitudes, pro-abstinence beliefs, self-efficacy, empowerment and hopefulness, commitment to abstinence, parent–child communication, intention to delay sex, intention to wait until marriage, and intention to return to abstinence. Findings for these outcomes were not considered because they fell outside the scope of this review. In addition, the study examined impacts on time since last sexual encounter; however, the findings for this outcome do not meet the review criteria for evidence of effectiveness because they are based on an endogenous subgroup. |
Language directly from the program model developer or authors.