LeadHer

Developers

Celia Thomas, DHA, Chief Operating Officer, Alternatives For Girls

Program Summary

LeadHer is a multicomponent intervention emphasizing female leadership and sexual health that aims to reduce teen pregnancy and risky sexual behavior among at-risk adolescent girls. The program includes 30 hours of group learning sessions over a six-week period. It focuses on topics such as healthy relationship skills, goal-setting and decision-making skills, communication skills, adolescent development, and career development. The program is delivered by trained peer educators supported by an adult facilitator. It is also highly recommended that youth participate in two goal-setting sessions with a case planner who will help youth make plans for their future and provide referrals to programs and services that support youths’ ongoing healthy growth and development.

Intended Population

LeadHer was designed for and evaluated with adolescent girls ages 14 to 19.

Program Setting

LeadHer is designed to be implemented in a school, community center, school-based after-school program, or other locations where youth can gather comfortably. The program was evaluated in high school classrooms, after school settings, and community-based organizations.

Contact and Availability Information

For curriculum, materials, and pricing information, please contact:
Celia Thomas, DHA
Chief Operating Officer 
cthomas@alternativesforgirls.org

Michele Legleitner, LLMSW, CPS
Director of Prevention
mlegleitner@alternativesforgirls.org

For training and support, please contact:
See above. 

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
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 Graduating from high school No
Content Communication skills Yes Yes (both versions) 2.10 p. 72; 5.9 p. 185
Content Other No
Content Volunteering/civic engagement No Yes (both versions) 6.3 p. 195
Content Spirituality No
Content Morals/values Yes Yes (both versions) 3.8 p. 113; 3.9 p. 115
Content Identity development No
Content Social support/capital No Yes (both versions) 5.9 p. 185
Content Social influence/actual vs. perceived social norms No Yes (both versions) 4.4 p. 134; 4.5 p. 137; 4.6 p. 142; 4.7 p. 144; 4.8 p. 146
Content Social competence No
Content Parenting skills No
Content Normative beliefs No Yes (both versions) 2.4 p. 48
Content Leadership Yes Yes (both versions) 1.4 p. 18; 1.5 p. 20; 1.7 p. 26; 1.8 p. 28; 1.9 p. 35; 4.6 p. 142; 6.4 p. 197
Content Gender roles No Yes (both versions) 4.5 p. 137
Content Gender identity No
Content Cultural values Yes Yes (both versions) 3.8 p. 113; 3.9 p. 115; 4.7 p. 144
Content Connections with trusted adults Yes Yes (both versions) 5.9 p. 185; 6.6 p. 202
Content Conflict resolution/social problem solving Yes Yes (both versions) 5.9 p. 185
Content Child development Yes Yes (both versions) In Staff Training
Content Boundary setting/refusal skills Yes Yes (both versions) 2.6 p. 64; 2.13 p. 83; 3.4 p. 96; 3.5 p. 99
Content Substance use cessation No
Content Substance use - Other drugs Yes Yes (both versions) 4.9 p. 151; 4.10 p. 161; 6.6 p. 202
Content Substance use - Alcohol Yes Yes (both versions) 4.9 p. 151; 4.10 p. 161; 6.6 p. 202
Content Substance use - Abstinence Yes Yes (both versions) 4.9 p. 151; 4.10 p. 161; 6.6 p. 202
Content Brain development and substance use Yes Yes (both versions) In Staff Training
Content Vocational/skills training No
Content Supplemental academic services No
Content School engagement No
Content College preparation Yes Yes (both versions) 5.7 p. 180; 6.6 p. 202
Content Alternative schooling No
Content Self-regulation No
Content Self-esteem Yes Yes (both versions) 2.2 p. 46; 2.12 p. 80; 2.13 p. 83; 4.4 p. 134; 6.5 p. 199
Content Self-efficacy/empowerment Yes Yes (both versions) 2.2 p. 46; 2.12 p. 80; 2.13 p. 83; 4.4 p. 134; 6.5 p. 199
Content Resilience No
Content Personal vulnerability No
Content Risk of STIs and Pregnancy Yes Yes (both versions) 3.4 p. 96; 3.5 p. 99; 3.6 p. 103; 3.9 p. 115
Content STIs - Screening No Yes (both versions) 3.10 p. 118; also, Unit 6, Extension Activity 3
Content STIs - Prevention Yes Yes (both versions) 2.11 p. 75; 3.6 p. 103; 3.7 p. 105; 3.10 p. 118; 3.11 p. 120; 4.6 p. 161; 5.8 p. 182
Content STIs - Information Yes Yes (both versions) 3.7 p. 105; 3.10 p. 118
Content Sexual risk reduction Yes Yes (both versions) 6.6 p. 202
Content Sexual risk discontinuation No
Content Sexual risk avoidance Yes Yes (both versions) 3.4 p. 96; 6.6 p. 202
Content Sexual orientation No
Content Motivational interviewing No
Content Contraception - Pills, patches, rings, and shots Yes Yes (both versions) 3.11 p. 120
Content Anatomy/physiology No
Content Contraception - Condoms Yes Yes (both versions) 3.11 p. 120; 4.10 p. 161
Content Contraception - Long-acting reversible contraceptives Yes Yes (both versions) 3.11 p. 120
Content Contraception - Other Yes Yes (both versions) 3.11 p. 120
Content Puberty/development Yes Yes (both versions) 4.4 p. 134
Program Objectives

LeadHer seeks to prevent and reduce sexual risk behavior by (1) increasing healthy relationship skills within friendships, family, and romantic relationships; (2) teaching adolescents life skills, such as goal setting, decision making, healthy communication skills, and leadership; (3) supporting their understanding of adolescent development and fostering healthy attitudes about adolescent growth and development; and (4) encouraging educational and career success.

Program Content

LeadHer is based on the theory of planned behavior. The program includes information on the following four core content areas: (1) healthy relationships, (2) healthy relationship skills, (3) adolescent development, and (4) educational and career success. 

The program delivers information on the core content areas in the following six units: 

  • Unit 1 – Leadership training. The focus of this unit is to discuss the qualities of a leader and identify changes participants would like to create in their own community.
  • Unit 2 – Self-Love. The focus of this unit is to discuss how to have a positive self-image and how healthy relationships and boundaries create better leaders. 
  • Unit 3 – Risky Business. This unit focuses on discussing healthy sexuality, sexually transmitted infections (STIs), and protection against unwanted pregnancy. 
  • Unit 4 – Society and Me. The focus of this unit is to discuss body image; the media; race and stereotypes; and the potential impacts of alcohol, tobacco, and other drugs. 
  • Unit 5 – Future Me. This unit focuses on discussing college and career readiness. 
  • Unit 6 – LeadHer of Today. The focus of this unit is to review the content shared in Units 1–5. It includes a celebration. 
Program Methods

LeadHer includes six group lessons with a peer educator. Sessions involve a variety of activities and discussions. Each activity begins with an introduction, which provides a bridge from the previous activity and helps create continuity throughout the program. Most activities also include a brief discussion, which is always led by peer educators. Some activities are done in a larger group; others are done while broken into small groups. Participants are given workbooks during their first unit. The workbooks include the required handouts for the activities and additional information for referencing later. 

It is also highly recommended that youth participate in two goal-setting sessions with a case planner who will help youth make plans for their future and provide referrals to programs and services that support youths’ ongoing healthy growth and development.

Program Structure and Timeline

LeadHer is designed to be delivered in six 5-hour weekly sessions; however, the program schedule can be adjusted to be delivered in 2.5-hour sessions twice a week, 1.75- hour sessions three times a week, or 1.5-hour sessions that total 30 hours of content. The program also includes two 1-hour individual sessions with a case planner. 

 

Staffing

LeadHer requires a project leader to oversee implementation of the program. It is delivered by trained peer educators supported by an adult facilitator and a case planner.

Staff Training

The project leader receives 40 hours of training from Alternatives For Girls. Project leaders then train youth peer educators, the adult facilitator, and the case planner on implementing the LeadHer curriculum. The implementation training is 42 hours long for youth peer educators, the adult facilitator, and the case planner; the training is typically delivered over the course of six days (seven hours per day). In addition to curriculum training, youth peer educators also receive six hours of training on direct coaching, support, and feedback from the facilitator.

Program Materials and Resources

Program materials include a student workbook for participants and a curriculum manual for peer educators, the adult facilitator, and the case planner.

Additional Needs for Implementation

None

Fidelity

LeadHer has a fidelity checklist that the facilitator and case planners are required to complete after each session. The checklist tracks any changes or adaptations made to the program.

Technical Assistance and Ongoing Support

Support for implementing LeadHer includes PowerPoint training slides for the facilitator and peer educators; forms for program administrators; surveys for staff and participants; social media posts; and separate training manuals for the program leader, facilitator, and peer educators.

If needed, Alternatives For Girls is also available to provide the following technical assistance and consultation support:

  • One eight-hour introduction and orientation to all materials
  • Two days of training for project leaders to understand the steps necessary to launch the curriculum and train peer educators, the facilitator, and case planners
  • Up to 40 hours of consultation during implementation
Allowable Adaptations

LeadHer is designed to be delivered in six weekly five-hour Saturday sessions; however, the program schedule can be adjusted to be delivered in 2.5-hour sessions twice a week, 1.75-hour sessions three times a week, or 1.5-hour sessions that total 30 hours of content. Peer educators cannot abbreviate, skip, or change the order of activities or program content.

Adaptation Guidelines or Kit
No
Reviewed Studies
Citation High-Quality Randomized Trial Moderate-Quality Randomized Trial Moderate-Quality Quasi-Experiment Low Study Rating Did Not Meet Eligibility Criteria

Malofeeva, E., Warnke, A.S., Rogers, H., Browning, K. (2022). Evaluation of LeadHer, a pregnancy prevention curriculum, in Detroit, Michigan. Evaluation Strategies.

 		✓
Study Characteristics
Citation Setting Majority Age Group Majority Racial/Ethnic Group Gender Sample Size

Malofeeva, E., Warnke, A.S., Rogers, H., Browning, K. (2022). Evaluation of LeadHer, a pregnancy prevention curriculum, in Detroit, Michigan. Evaluation Strategies.

 		After school, In school: High school, Mobile app 14 to 17 African American or Black Young women

501
Study Findings

Evidence by Outcome Domain and Study

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

Malofeeva, E., Warnke, A.S., Rogers, H., Browning, K. (2022). Evaluation of LeadHer, a pregnancy prevention curriculum, in Detroit, Michigan. Evaluation Strategies.

 		n.a. n.a. Potentially favorable evidence n.a. Indeterminate evidence
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

Malofeeva, E., Warnke, A.S., Rogers, H., Browning, K. (2022). Evaluation of LeadHer, a pregnancy prevention curriculum, in Detroit, Michigan. Evaluation Strategies.

 		The program was evaluated using a randomized controlled trial involving female-identifying youth ages 14-19. They were recruited through various events held by Alternatives for Girls (AFG) in the Detroit, Michigan, metro area. Participants were randomly assigned to either a treatment group that received the six-week LeadHer program or a control group that received a similarly intense Sassy Science curriculum of a similar duration whose content was not focused on teen pregnancy prevention. Surveys were administered immediately at baseline, after the end of the six-week program (immediate post-test, six weeks after study enrollment), six months after the program ended (six-month follow-up), and again 12 months after the program ended (12-month follow-up). The study found that 12 months after program end, girls participating in LeadHer reported a statistically significant increase in avoidance of unprotected sex compared with participants assigned to the control (effect size = 0.50). Differences in avoidance of unprotected sex were not significantly different from zero for either the six-month follow-up or the immediate post-test. The study also found that at 12 months after program end, girls participating in LeadHer and those in the control group were not significantly different in terms of having a reported pregnancy. The study also examined program impacts on rates of birth control use and condom use for a subgroup of participants who indicated they were sexually active in the three months preceding data collection. These contrasts received a low rating

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.