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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
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 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 only possible response option was “Yes”, and the dosage is described in the Notes when available. For more details, refer to the FAQ. 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.
| Category | Component | Core Component | Component present | Notes | Lesson number(s) / activities where present |
|---|---|---|---|---|---|
| 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 | 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 | 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 | 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 | 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 | 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 | 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 | Gender roles | Yes | Yes (both versions) | Student Manual, Section 4.4 and 4.5, pages 40-55 | |
| 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 | 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 | 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 | 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 | 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 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 | 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 | 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 | 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 | 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 | Other | ||||
| Delivery mechanism | Method: Anonymous question box | Optional | |||
| Delivery mechanism | Method: Artistic expression | No | |||
| Delivery mechanism | Method: Assessment/survey | Optional | |||
| Delivery mechanism | Method: Booster session | Optional | Heritage Keepers Abstinence Education II; Heritage Keepers Life Skills 1-5; Heritage Keepers book for Parents (Sex, Lies and Hook-Ups: A Parent's Guide for Fighting Back) and Teens (Sex, Lies and Hook-Ups: A Teen's Guide for Fighting Back) | ||
| Delivery mechanism | Method: Case management | No | |||
| Delivery mechanism | Method: Cognitive behavioral therapy (CBT) | Yes (both versions) | Cognitive behavioral theory is a delivery method taught during curriculum certification. | ||
| Delivery mechanism | Method: Demonstration | Yes (both versions) | skill and efficacy building activities are included throughout curriculum | ||
| Delivery mechanism | Method: Discussion/debrief | Yes (both versions) | discussion is included throughout curriculum | ||
| Delivery mechanism | Method: Family session | Yes (current version) | Parent Take Home Resources are included. Training advises providers to offer a meeting with parents/guardians prior to the program being presented to youth. | ||
| Delivery mechanism | Method: Game | Yes (both versions) | Activities to get students up and engaged are included. | ||
| Delivery mechanism | Method: Home visiting | No | |||
| Delivery mechanism | Method: Homework assignment | Yes (current version) | Parent Take Home Resources are included that provide discussion starters between youth and their parents/guardians. | ||
| Delivery mechanism | Method: In-session assignment | Yes (current version) | Curriculum includes student workbook with questions for participants to complete on their own. | ||
| Delivery mechanism | Method: Introduction | Yes (both versions) | Icebreaker is included during Section One. | ||
| Delivery mechanism | Method: Lecture | Yes (both versions) | The curriculum is interactive and driven by classroom discussion led by Educator. | ||
| Delivery mechanism | Method: Motivational interviewing | Optional | Aspects of motivational interviewing are used to lead classroom discussion. The program could be adapted for one on one use. | ||
| Delivery mechanism | Method: Music | No | |||
| Delivery mechanism | Method: Parent-focused activity | Yes (current version) | Parent Take Home Resources are included that provide youth-parent discussion starters. | ||
| Delivery mechanism | Method: Peer-to-peer | Optional | Programs providers have incorporated peer delivery in some areas but this has not been evaluated. | ||
| Delivery mechanism | Method: Public service announcement | No | |||
| Delivery mechanism | Method: Reading | Yes (both versions) | Discretion is given to program provider. | Student Manual, Introduction; Section 2.5, p29 | |
| Delivery mechanism | Method: Role play/Practice | Yes (both versions) | Role-play activities are included. | Student Manual, Section 5.1, page 56 | |
| Delivery mechanism | Method: Self-guided activity | Yes (current version) | Student Manual provides space to answer questions, and give personal responses and opinions throughout. | ||
| Delivery mechanism | Method: Service learning | No | |||
| Delivery mechanism | Method: Slide show | Yes (both versions) | Versions of STD slides are included. Program provider can use discretion as to which version is most appropriate for the population being served. | ||
| Delivery mechanism | Method: Social media | No | |||
| Delivery mechanism | Method: Spiral learning | Yes (both versions) | Definitions are repeated throughout. | ||
| Delivery mechanism | Method: Storytelling | Yes (both versions) | Student Manual, Section 1.3, page 7; Student Manual, Section 2.3, pages 18-22 | ||
| Delivery mechanism | Method: Text message | No | |||
| Delivery mechanism | Method: Video | Yes (both versions) | A prenatal video is provided. Program provider can use discretion if they would like to show a different video or if their school/agency has approved a different video. | ||
| Delivery mechanism | Method: Other |
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:
- Sexual Abstinence: The New Revolution. This section defines abstinence and explains the benefits of abstaining from sex until marriage.
- 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.
- STD Facts: This section provides information about sexually transmitted diseases and it discusses how to refuse sex in different settings.
- 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.
- 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:
- 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.
- 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
Reviewed Studies
| Citation | High-Quality Randomized Trial | Moderate-Quality Randomized Trial | Moderate-Quality Quasi-Experiment | Low Study Rating | Did Not Meet Eligibility Criteria |
|---|---|---|---|---|---|
| Weed et al. 2005 |
✓ | ||||
| Weed et al. 2011 |
✓ |
Study Characteristics
| Citation | Setting | Majority Age Group | Majority Racial/Ethnic Group | Gender | Sample Size |
|---|---|---|---|---|---|
Weed et al. 2005 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Weed et al. 2011 |
In school: Middle school | 14 to 17 | African American or Black | Youth of any gender | 2215 |
Study Findings
Evidence by Outcome Domain and Study
| Citation | Sexual Activity | Number of Sexual Partners | Contraceptive Use | STIs or HIV | Pregnancy |
|---|---|---|---|---|---|
Weed et al. 2005 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Weed et al. 2011 |
|
n.a. | n.a. | n.a. | n.a. |
Detailed Findings
| Citation | Details |
|---|---|
Weed et al. 2005 |
This is a quasi-experimental study that received a low rating because it did not establish baseline equivalence for the final analysis sample |
Weed et al. 2011 |
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. |