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  4. Heritage Keepers Abstinence Education I

Heritage Keepers Abstinence Education I

Developers
Anne M. Badgley, M.Ed., Carrie Musselman, Tracey Casale, and Sally Badgley-Raymond
Program Summary
Heritage Keepers Abstinence Education I is a classroom-based curriculum that teaches students the benefits of practicing sexual abstinence and the risks that can be associated with sexual activity outside of marriage. Students learn resistance skills and tactics to help them practice abstinence and build relationships without having sex. The program also provides information about male and female reproductive systems, as well as sexually transmitted diseases.
Intended Population
The program was designed for middle and high school students. It was tested with youth in grades 7 to 9.
Program Setting

The program was designed for and evaluated in a classroom-based, school setting.

Contact and Availability Information
Anne Badgley, M.Ed., CEO
Heritage Community Services
2265 Clements Ferry Road, Suite 202
Charleston, SC 29492
Ph: 843-654-7740 x 120
E-mail: heritage@heritageservices.org
Website: http://www.heritageservices.org
Sample of Curriculum Available for Review Prior to Purchase
Yes
Languages Available
English, Spanish
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)

Heritage Keepers Community Services provides a pre- and post-test survey and a checklist in the Teacher Kit for educators to track content delivery.

Program Core Components

Last updated in 2023

The data presented on this page reflects 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 data on seven types of program components including content, delivery mechanism, dosage, staffing, format, environment, 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. For more details, refer to the FAQ.

Category Component Core Component Component present Notes Lesson number(s) / activities where present
Content School engagement No
Content Anatomy/physiology Yes Yes (both versions) Male and female reproduction systems Student Manual Section 2.1, pages 9-14
Content Other
Content Volunteering/civic engagement No Covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 3.1, page 33
Content Spirituality Yes Yes (both versions) Not in the context of spirituality, but rather in the context that one's life has impacts on others, and that this should be considered regarding behavioral choices and decisions. Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Introduction; Student Manual, Section 1.2, pages 5-6; Student Manual , Section 2.2, pages 15-17; Student Manual, Section 2.3, page 21; Student Manual, Section 2.5, page 29; Student Manual, Section 4.3, pages 45-47
Content Morals/values Yes Yes (both versions) Heritage Keepers programs do not tell students what to value or believe, however, activities for students to examine personal values and beliefs are provided. Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 1.2, pages 5-6
Content Identity development Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 1.2, pages 5-6; Student Manual Section 3.2, pages 34-39; Student Manual, Section 4.3, pages 45-47; Student Manual, Section 4.4, pages 44-47
Content Social support/capital Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 1.2, page 5; Student Manual, Section 2.5, pages 26-28
Content Social influence/actual vs. perceived social norms Yes Yes (both versions) These sections address what may be perceived social norms that may not be in the best interest of the student and provide alternate behaviors such as abstinence until a committed relationship such as marriage. The intent is to make teenage sexual risk avoidance the new social norm. Student Manual, Section 1.1, page 4; Student Manual, Section 2.4 and 2.5, pages 23-29; Student Manual, Section 3,1, pages 30-33; Student Manual, Section 3.2, pages 34-39; Student Manual, Section 4.1, pages 40-43; Student Manual, Section 4.3, pages 44-47; Student Manual, Section 4.4 and 4.5, pages 48-55;
Content Social competence Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 3.2, pages 33-39
Content Parenting skills Yes Yes (both versions) Also covered in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 2.2, pages 16-17
Content Normative beliefs Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 1.2, pages 5-6; Student Manual, Section 2.3, page 22; Student Manual, Section 2.4, pages 23-25; Student Manual, Section 2.5, pages 27-29; Student Manual, Section 4.4, pages 48-55
Content Leadership Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual Introduction; Student Manual, Section 3.2, 35-39
Content Gender roles Yes Yes (both versions) Student Manual, Section 4.4 and 4.5, pages 40-55
Content Gender identity No All information presented within Heritage Keepers programs are applicable to each recipient regardless of race, gender, identity or sexual attraction. The message targets universal human internal predictors such as self worth, future orientation, self efficacy, intentions, peer independence and justifications of sex.
Content Cultural values Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual Introduction, Student Manual, Section 2.4, pages 24-25
Content Connections with trusted adults Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5; The Heritage Keepers program includes Parent Take Home Resources for parent-child interaction on each lesson and a parent book is also available for more instruction. Student Manual, Section 2.3, page 21
Content Conflict resolution/social problem solving Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 2.3, pages 20-22
Content Communication skills Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 3,2, pages 35-39; Student Manual, Section 5.1, page 56
Content Child development Yes Yes (both versions) In relation to puberty; also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 2.1, page 14; Student Manual, Section 4.3, page 46
Content Boundary setting/refusal skills Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 1.3, page 8; Student Manual, Section 2.2, page 15; Student Manual, Section 2.3, pages 21-22; Student Manual, Section 3.2, pages 35-39; Student Manual, Section 4.3, page 44; Student Manual, Section 4.4, page 51; Student Manual, Section 4.5, page 55; Student Manual, Section 5.1, pages 56-57
Content Substance use cessation No Covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5
Content Substance use - Other drugs No Covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5
Content Substance use - Alcohol No Covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5
Content Substance use - Abstinence No Covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5
Content Brain development and substance use No Covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5
Content Vocational/skills training No
Content Supplemental academic services No
Content Graduating from high school No
Content College preparation No
Content Alternative schooling No
Content Self-regulation Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 1.1, page 1, 3-4; Student Manual, Section 1.3, page 7; Student Manual, Section 2.3, page 19-21; Student Manual, Section 2.4, pages 24-25; Student Manual, Section 2.5, pages 27, 29; Student Manual, Section 3.2, pages 35-39; Student Manual, Section 5.1, pages 56-57
Content Self-esteem Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual Introduction; Student Manual Section 1.1, page 1, 3, 4; Student Manual Section 1.2, page 5-8; Student Manual, Section 2.2, page 15, 17; Student Manual, Section 2.3, page 21; Student Manual, Section 2.5, page 27, 29; Student Manual, Section 3.1, page 33; Student Manual, Section 3.2, page 38; Student Manual, Section 4.1, page 41; Student Manual, Section 5.1, page 56; Student Manual, Section 5.3, page 60
Content Self-efficacy/empowerment Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 5.3, page 60
Content Resilience No Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5
Content Sexual health No Heritage Keepers programs discuss physical, emotional, mental and social well being in terms of healthy relationships and teach youth that ALL relationships should be safe and free from coercion, discrimination and violence. Our approach incorporates the well being of the whole person and does not concentrate on the limited idea that these things are only important in terms of sexual experiences. In keeping with many state laws, Heritage Keepers programs emphasize abstinence until a committed relationship such as marriage as the most protective for personal well being.
Content STIs - Treatment Yes Yes (both versions) Student Manual, Section 3.1, pages 31-32
Content STIs - Screening Yes Yes (both versions) Student Manual, Section 3.1, page 33
Content STIs - Prevention Yes Yes (both versions) Efficacy in regards to sexual risk reduction methods is included during discussion of sexually transmitted diseases. Student Manual, Section 3.1, pages 30-33
Content STIs - Information Yes Yes (both versions) Student Manual, section 3.1, pages 30-33
Content Sexual risk reduction No Efficacy of condoms in regards to sexual risk reduction is included during discussion of sexually transmitted diseases.
Content Sexual risk discontinuation Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 1.1, pages 2-3; Student Manual, Section 2.2, page 15, 17; Student Manual, Section 2.3, page 21; Student Manual, Section 3.1, pages 30-33
Content Sexual risk avoidance Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 1.1, pages 1-4; Student Manual, Section 1.3, pages 7-8; Student Manual Section 2.2, page 17; Student Manual, Section 2.3, pages 18-19; Student Manual, Section 2.4, pages 23-25; Student Manual, Section 3.1, page 33; Student Manual, Section 3.2, pages 34-39; Student Manual, Section 4.2, page 43; Student Manual, Section 4.3, page 45; Student Manual, Section 5.1, pages 56-57; Student Manual, Section 5.2, pages 58-60
Content Personal vulnerability Yes Yes (both versions) Also covered extensively in Heritage Keepers Abstinence Education II and Life Skills 1-5 Student Manual, Section 1.1, page 1; Student Manual, Section 2.4, page 25; Student Manual, Section 2.5, page 27-28; Student Manual, Section 3.2, page 37, 38; Student Manual, Section 4.1, page 41; Student Manual, Section 4.3, page 44; Student Manual, Section 4.4, pages 48-51; Student Manual, Section 4.5, pages 52-55
Content Maternal health Yes Yes (both versions) Student Manual Section 2.2, page 17
Content Contraception - Condoms Yes Yes (both versions) Contraception, specifically condoms, are discussed in terms of efficacy with various diseases but instruction in use is not included. Student Manual, Section 3.1, pp 31,32
Content Contraception - Long-acting reversible contraceptives No
Content Contraception - Other No
Content Contraception - Pills, patches, rings, and shots No
Content Reproduction Yes Yes (both versions) Student Manual, Section 2.1, page 12; Student Manual section 2.2, pages 15-17
Program Objectives
The program seeks to enable students to understand and value the benefits of abstaining from sexual activity outside of marriage. It teaches students the related resistance skills and tactics that help them practice abstinence and build healthy relationships without having sex.
Program Content
Heritage Keepers Abstinence Education I draws on 14 theoretical models (described on their website: http://www.heritageservices.org/curriculum/theory-and-methodology-training). The program consists of a five-session curriculum focused on sexual abstinence. The core components of the program are:
  1. Sexual Abstinence: The New Revolution. This section defines abstinence and explains the benefits of abstaining from sex until marriage.
  2. Section 2: Family Formation. This section covers anatomical information about the male and female reproductive systems, pregnancy, and births. It also discusses family goals and marriage.
  3. STD Facts: This section provides information about sexually transmitted diseases and it discusses how to refuse sex in different settings.
  4. Love, Lust, Infatuation: This section asks students to distinguish between love and infatuation and to identify the traits they desire in a committed partner. It discusses how to cultivate a relationship without sex.
  5. The SAFE Plan: This section reviews a four-step plan for resisting sexual activity and includes role-playing exercises to help students practice it.
Program Methods
Heritage Keepers Abstinence Education I is delivered by educators trained and certified by Heritage Community Services. Students participate through discussion, writing exercises and activities.
Program Structure and Timeline

The program can be implemented in five 90-minute sessions or ten 45-minute sessions, depending on the school or agency schedule. The program is delivered during required sessions that are on consecutive days.

Ideal group size is up to 25 students, but larger groups are permitted.

Staffing
The program can be facilitated by a trained and certified regular classroom educator or by a trained and certified guest educator provided by a service agency. It is recommended that educators have:
  • At least an undergraduate degree.
  • Genuine belief in the value of sexual abstinence outside of marriage for teens and young adults.
  • Acceptance that there are varying levels of sexual experience in most audiences of teens and that abstinence outside of marriage is an option for all – regardless of sexual experience.
  • Ability to engage teens and young adults.

Facilitators should have successfully completed training, and be willing to improve with feedback.

Staff Training
Heritage Keepers offers two types of training:
  1. Professional Certification Training is required when teaching Heritage Keepers® Abstinence Education with government or foundation support (for example, CAE, PREP and Title V, Section 510 funding), when the program is being taught in public schools, and for any government or public school district using the program. Professional Certification Training is also required whenever the program is evaluated. Each person participating in Professional Certification Training is required to purchase a Heritage keepers® Abstinence Education Teacher Kit and must complete a multi-day professional training.
  2. Community Authorization Training is available for any person/agency providing Heritage Keepers® Abstinence Education without government or foundation support (for example, non-profits using private donations). Each person requesting Community Authorization to teach Heritage Keepers® Abstinence Education is required to study Sex, Lies and Hook Ups: A Parent’s Guide for Fighting Back and then pass an authorization test before teaching the curriculum to adolescents.
Evaluation of Heritage Keepers® Abstinence Education is not allowed with the second training option. This option may not be used for agencies/individuals teaching in public schools nor may it be used for agencies using government or foundation support to provide Heritage Keepers® Abstinence Education. Trained persons that receive Community Authorization are not certified Heritage Keepers® Abstinence Education educators.
 
Costs related to training and staff support may be found at http://www.heritageservice.org. The readiness exam must be purchased and successfully completed prior to purchasing curriculum materials.
Program Materials and Resources

The core materials that are included with the program are a Core Required Curriculum teacher kit, which includes: a teacher and student manual; Sex, Lies, & Hook Ups: A Parent's Guide for Fighting Back; 3 STD CDs (male only, female only, and both); 30 Benefits of Marriage; Activities materials and Videos: human development, teaching demo, and 7 parent/educator videos.

Providers can request a sample of the curriculum by calling Anne Badgley, MEd, CEO at 843-654-7740 x120 or emailing her at abadgley@heritageservices.org.

The following support materials are also available:

  • A second level of Heritage Keepers® Abstinence Education and a series of five abstinence-based character workbooks.
  • Books expounding upon the theoretical and methodological foundation for Heritage Keepers® Abstinence Education: Sex, Lies and Hook-Ups: A Parent’s Guide for Fighting Back and Sex, Lies and Hook-Ups: A Teen’s Guide for Fighting Back.
  • Copies of Dr. Stan Weed's pre- and post-surveys
Additional Needs for Implementation
None specified
Fidelity
Fidelity to the curriculum content, in the order in which it is presented, is required.
  • Educators track content using a check list provided by Heritage Community Services in the Teacher Kit.
  • Consultation and on-going support related to fidelity to theory and methodology is available.
  • Feedback on pre and post survey progress related to mediators of teen initiation of sex can be provided to educators and program managers with improvement strategies and appropriate advanced training.
Agencies conducting an evaluation of the program must use the Heritage Keepers monitoring, evaluation and reporting services or there must be a formal agreement between Heritage and your selected evaluator.
Technical Assistance and Ongoing Support
Consultation and on-going support related to fidelity to theory and methodology is available. Contact Anne Badgley, MEd, CEO at abadgley@heritageservices.org or 843-654-7740 x 120 to discuss technical assistance and consultation services
Allowable Adaptations
The developer has noted the following guidelines for adaptations, and requires consultation for any further changes to the program:
  • Educators facilitating the program should be from the local communities represented, so they are familiar with the population, the vernacular, traditions, and mores.
  • The curriculum also allows educators to prepare appropriate stories that illustrate the concept being presented, and these are tailored to the audience with consideration for age, race and gender.
  • The stories must demonstrate fidelity to program core concepts, contents, and the theoretical foundation for the program. Guidelines are provided during the required professional training.
  • Any further adaptations to meet the needs of those being served must not violate CDC Generic Adaptation Guidelines at www.cdc.gov/TeenPregnancy/Docs/AdaptationGuidelines.docx and must be negotiated with and approved by the officers of Heritage Community Services. 
Adaptation Guidelines or Kit
Yes
Study Findings

Evidence by Outcome Domain and Study

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

Weed, S. E., Ericksen, I. H., Birch, P. J. (2005). An evaluation of the Heritage Keepers abstinence education program. In Evaluating abstinence education programs: Improving implementation and assessing impact (pp. 88-103).Washington DC: Office of Population Affairs and the Administration for Children and Families, Department of Health Human Services.

 		n.a. n.a. n.a. n.a. n.a.

Weed, S. E., Birch, P. J., Ericksen, I. H., Olsen, J. A. (2011). Testing a predictive model of youth sexual intercourse initiation. Unpublished manuscript.

 		Potentially favorable evidence n.a. n.a. 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

Weed, S. E., Ericksen, I. H., Birch, P. J. (2005). An evaluation of the Heritage Keepers abstinence education program. In Evaluating abstinence education programs: Improving implementation and assessing impact (pp. 88-103).Washington DC: Office of Population Affairs and the Administration for Children and Families, Department of Health Human Services.

This is a quasi-experimental study that received a low rating because it did not establish baseline equivalence for the final analysis sample

Weed, S. E., Birch, P. J., Ericksen, I. H., Olsen, J. A. (2011). Testing a predictive model of youth sexual intercourse initiation. Unpublished manuscript.

This study used a quasi-experimental design involving South Carolina middle school and high school students. The study compared 1,828 students from 34 schools that implemented the Heritage Keepers Abstinence Education I program with 387 students from seven schools that did not implement the program. Surveys were administered immediately before and after the program and again a year after the program had ended.

The study found that a year after the program had ended, students in the schools that implemented the program were less likely to report having ever had sex than students in the schools that did not offer the program. The study also examined program impacts on measures of recent sexual activity and number of sexual partners. Findings for these outcomes were not considered for the review because they did not meet the review evidence standards. Specifically, findings for these outcomes did not statistically adjust for behaviors measured at baseline.

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.