Draw the Line/Respect the Line
The program was designed for and evaluated in a classroom-based, school setting.
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|Category||Component||Core Component||Component present||Notes||Lesson number(s) / activities where present|
|Content||Social influence/actual vs. perceived social norms||No|
|Content||Connections with trusted adults||Yes||Yes (both versions)||Family homework in Grade 6, Lesson 1.6, pages 25-26; Lesson 3.4 pages 62-63. Grade 7, Lesson 3.5, pages 52-53.|
|Content||Conflict resolution/social problem solving||No|
|Content||Boundary setting/refusal skills||Yes||Yes (both versions)||Grade 6, Lesson 1.3, 1.4, 1.5, pages 18-24, Lesson 2, pages 37-46, Lesson 3.3/3.4, pages 59-64, Lesson 4, pages 71-79; Grade 7, Lesson 3.3/3.4, pages 47-51, Lesson 4.3/4.4/4.5, pages 67-74, Lesson 6.4, pages 111-112, Lesson 7.3/7.4, pages 135-137; Grade 8 Lesson 4.3/4.4, pages 89-93, Lesson 7.4, pages 151-152|
|Content||Substance use cessation||No|
|Content||Substance use - Other drugs||No|
|Content||Substance use - Alcohol||No|
|Content||Substance use - Abstinence||Yes||Yes (both versions)||Grade 6, Lesson 4.4/4.5, pages 74-78|
|Content||Brain development and substance use||No|
|Content||Supplemental academic services||No|
|Content||Graduating from high school||No|
|Content||Self-regulation||Yes||Yes (both versions)||Grade 8, Activity 7.4|
|Content||Self-efficacy/empowerment||Yes||Yes (both versions)||All skill-focused activities are designed to reinforce self efficacy and are listed here.||Grade 6, Lesson 1.3, 1.4, 1.5, pages 18-24, Lesson 2, pages 37-46, Lesson 3.3/3.4, pages 59-64, Lesson 4, pages 71-79; Grade 7, Lesson 3.3/3.4, pages 47-51, Lesson 4.3/4.4/4.5, pages 67-74, Lesson 6.4, pages 111-112, Lesson 7.3/7.4, pages 135-137; Grade 8 Lesson 4.3/4.4, pages 89-93, Lesson 7.4, pages 151-152|
|Content||STIs - Treatment||No|
|Content||STIs - Screening||Yes||Yes (both versions)||Grade 7, Lesson 5.4, pages 93-94, Lesson 5.6, pages 97-98|
|Content||STIs - Prevention||Yes||Yes (both versions)||Grade 7, Lesson 5, pages 87-99; Grade 8, Lesson 2.3/2.4, pages 37-41; Lesson 5.3, pages 107-108.|
|Content||STIs - Information||Yes||Yes (both versions)||Grade7, Lesson 5; Grade 8, Lesson 2.3, 2.4|
|Content||Sexual risk reduction||Yes||Yes (both versions)||Grade 7, Lesson 5, pages 87-99; Grade 8, Lesson 2.3/2.4, pages 37-41; Lesson 5.3, pages 107-108. All skills-based activities around drawing the line.|
|Content||Sexual risk discontinuation||No|
|Content||Sexual risk avoidance||No|
|Content||Contraception - Condoms||Yes||Yes (both versions)||Grade 8, Lesson 6.4, pages 120-122|
|Content||Contraception - Long-acting reversible contraceptives||Yes||Yes (both versions)||Grade 8, Lesson 6.3, pages 118-119|
|Content||Contraception - Other||Yes||Yes (both versions)||Grade 8, Lesson 6.3, pages 118-119|
|Content||Contraception - Pills, patches, rings, and shots||Yes||Yes (both versions)||Grade 8, Lesson 6.3, pages 118-119|
Draw the Line/Respect the Line is a three-year curriculum, that focuses on changing functional knowledge, attitudes and beliefs, social norms, skills, and parent-child communication.
Sixth Grade (5 Lessons):
- Functional knowledge; attitudes and behaviors; social norms regarding the concept of limits; and how to respect limits.
- Refusal skills and skills that encourage respecting limits.
- Parent-child communication, including discussion of cultural and family values and pressure situations for young people.
Seventh Grade (7 Lessons):
- Functional knowledge and social norms regarding signs and situations that could lead to sex; emotional and social consequences of having sex versus not having sex; pressure situations teens face around sex; and facts about STD.
- Attitudes and beliefs that foster positive attitudes toward not having sex and drawing the line.
- Skills, including refusal skills and inter- as well as intra-personal skills to get out of risky situations that may lead to sex.
- Parent-child communication, including discussion of intentions to avoid having sex and getting out of risky situations.
Eighth Grade (7 Lessons):
- Functional knowledge of facts about HIV and other STDs; proper steps of condom use; situations that could make it difficult to stick with personal limits; and behaviors that increase the risk of HIV.
- Attitudes and beliefs that foster positive attitudes toward not having sex; important reasons for sticking with personal limits; and overcoming barriers to sticking with limits.
- Norms regarding choosing not to have sex; using condoms and other protection if having sex; and having and respecting limits.
- Skills, including refusal skills, condom use skills and intra-personal skills to stick with limits.
- Parent-child communication, including discussion of HIV and its impact on those who are affected by HIV.
Draw the Line/Respect the Line is based on several social psychological theories, particularly Social Inoculation Theory and Social Cognitive Theory. The curriculum is based on numerous principles, including:
- Not having sex is the healthiest sexual limit for students in middle school.
- Students can set sexual limits.
- Students can be motivated to maintain their limits.
- Students will encounter challenges to maintain their limits.
- Students can overcome challenges to their limits.
- Students who respect the limits of others will be less coercive.
- Each student has unique needs; and condom use is essential protection for those who are sexually active
The program logic model can be found on ETR's website: http://www.etr.org/ebi/programs/draw-the-line/
The program is delivered in nineteen 45-minute sessions, over 3 years. In sixth grade there are 5 lessons, and in seventh and eighth grade there are 7 lessons each. The lessons should be taught in sequence.
Ideally, classes are taught 2-3 times per week. The ideal group size ranges from 10 to 35 youth.
Core intervention materials include a teacher guide (English only) for each grade and student workbooks (English and Spanish).
It is highly recommended that educators who plan to teach Draw the Line/Respect the Line receive professional development to prepare them to effectively implement the curriculum with its intended target group.
Training on Draw the Line/Respect the Line is available through ETR’s Professional Learning Services. Training options include:
- Three-day Training of Educators (TOE)—the learning process includes pre-work, skill-based instruction and post-training follow-up support.
- Four-day Training of Trainers (TOT)—available for seasoned trainers who have experience in delivering the intervention. Completion entitles participants to use ETR’s research-based training designs to conduct TOEs for their organization or designated affiliate group. TOT attendees who have completed the four-day TOT are eligible to attend a condensed TOT course on additional EBIs.
ETR provides in-person and web- or phone-based technical assistance before, during and/or after program implementation. TA is tailored to the needs of the site and is designed to support quality assurance, trouble-shoot adaptation issues, and boost implementation.
ETR also provides evaluation support for EBI implementation. Services address process and outcome evaluation and include assistance with evaluation planning, instrument design and development, implementation fidelity, data management and analysis, performance measurement, continuous quality improvement (CQI) protocols, and effective tools and strategies for reporting results.
In-depth adaptation guidelines and tools are available through ETR at the following link: http://www.etr.org/ebi/programs/draw-the-line/.
Examples of allowable adaptations include implementing the program in a community setting; tailoring role plays to be more relevant to the population; updating statistics with the most current information; and implementing the program with educators who are not the same race/ethnicity or gender as the learners.
Coyle et al. 2004
|The program was evaluated in a cluster randomized controlled trial involving 19 ethnically diverse schools in northern California. Ten schools were randomly selected to implement the Draw the Line/Respect the Line program and nine were randomly selected for a control group that continued their regular school programming. Surveys were administered before the program started in spring of sixth grade (baseline) and then annually in spring of seventh, eighth, and ninth grades.
In the second year of the program in the spring of seventh grade, and again at the end of the program in the spring of eighth grade, boys in the schools implementing the intervention were significantly less likely to report ever having had sexual intercourse and having had sexual intercourse during the previous 12 months. In addition, boys in the intervention group also reported a lower frequency of sexual intercourse and having had fewer partners in the previous 12 months. A year after the program ended in the spring of ninth grade, boys participating in the intervention were significantly less likely to report ever having had sexual intercourse and having had sexual intercourse during the previous 12 months. Program impacts on the frequency of sexual intercourse and number of sexual partners were no longer statistically significant for boys one year after the program ended. The study found no statistically significant program impacts for girls on any of these outcomes for any of the follow-up periods.
The study also examined program impacts on measures of knowledge, attitudes, normative beliefs, self-efficacy, sexual limits, coercive behavior, and unwanted sexual advances. Findings for these outcomes were not considered for the review because they fell outside the scope of the review.