Possessing Your Power
Model Developer and Purveyor: Lighthouse Outreach Incorporated
The program is designed to be delivered in a variety of settings, in or out of school, including community and faith-based settings, and mentoring and service learning programs. Possessing Your Power was evaluated in after school and community-based settings.
29 Joynes Road
Hampton, Virginia 73666
Office: 757-827-7787
https://lighthouse-outreach.org
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 | Boundary setting/refusal skills | Yes | Yes (both versions) | #3 - Conflict Resolution, pages 28-36, 98-103; #5 - Communication (Effective), pages 44-49; #7 - Setting Boundaries & Taking Responsibilities, pages 54-57; Power Session #8 - Choices, Decisions, Consequences and Saying NO, Pages 59-63; |
| Content | Child development | No | No | |
| Content | Communication skills | Yes | Yes (both versions) | #3 - Conflict Resolution, pages 28-36, 98-103; #5 - Communication (Effective), pages 44-49; #7 - Setting Boundaries & Taking |
| Content | Conflict resolution/social problem solving | Yes | Yes (both versions) | #3 - Conflict Resolution, pages 28-36, 98-103; #5 - Communication (Effective), pages 44-49; #7 - Setting Boundaries & Taking |
| Content | Connections with trusted adults | Yes | Yes (both versions) | All Power Sessions and activities. |
| Content | Cultural values | Yes | Yes (both versions) | All Power Sessions and activities. |
| Content | Yes | Yes (both versions) | All Power Sessions and activities. | |
| Content | Sex roles | Yes | Yes (both versions) | All Power Sessions and activities. |
| Content | Leadership | Yes | Yes (both versions) | Power session #9 Youth Leadership Development pages 64-65 |
| Content | Normative beliefs | Yes | Yes (both versions) | All Power Sessions and activities. |
| Content | Parenting skills | Yes | Yes (both versions) | Utilizes evidence-based "Parent Matters" program |
| Content | Social competence | Yes | Yes (both versions) | All Power Sessions and activities. |
| Content | Social influence/actual vs. perceived social norms | Yes | Yes (both versions) | All Power Sessions and activities. |
| Content | Social support/capital | Yes | Yes (both versions) | All Power Sessions and activities. |
| Content | Identity development | Yes | Yes (both versions) | Power Sessions and activities: #1 Purpose, pages 6-11; Self-esteem, pages 12-27; #3 - Conflict, Resolution, Diversity, Perception, Pages 28-36, 98-103; Power Session #5 - Communication (Effective), Pages 44-49; Power Session #6 - Media Influence (Media Mania), pages 51-52; #7 - Setting Boundaries & Taking Responsibilities, pages 54-57; #8 - Choices, Decisions, Consequences & Saying" NO", pages 59-63; Technology/social media (healthy vs. unhealthy), pages 89-90. |
| Content | Morals/values | Yes | Yes (both versions) | Power Sessions and activities: #1 Purpose, pages 6-11; Self-esteem, pages 12-27; #3 - Conflict, Resolution, Diversity, Perception, Pages 28-36, 98-103; Power Session #5 - Communication (Effective), Pages 44-49; Power Session #6 - Media Influence (Media Mania), pages 51-52; #7 - Setting Boundaries & Taking Responsibilities, pages 54-57; #8 - Choices, Decisions, Consequences & Saying" NO", pages 59-63; Technology/social media (healthy vs. unhealthy), pages 89-90. |
| Content | Spirituality | Yes | Yes (both versions) | Power Sessions and activities: #1 Purpose, pages 6-11; Self-esteem, pages 12-27; #3 - Conflict, Resolution, Diversity, Perception, Pages 28-36, 98-103; Power Session #5 - Communication (Effective), Pages 44-49; Power Session #6 - Media Influence (Media Mania), pages 51-52; #7 - Setting Boundaries & Taking Responsibilities, pages 54-57; #8 - Choices, Decisions, Consequences & Saying" NO", pages 59-63; Technology/social media (healthy vs. unhealthy), pages 89-90. |
| Content | Volunteering/civic engagement | Yes | Yes (both versions) | 9 - Leadership Development, pages 64-66 |
| Content | Other | No | No | |
| Delivery mechanism | Other | No | ||
| Delivery mechanism | Method: Motivational interviewing | Yes | No | |
| Delivery mechanism | Method: Music | No | Yes (both versions) | Session #6 - Media Influence (Media Mania), pages 51-52;Technology/social media (healthy vs. unhealthy), pages 89-90. |
| Delivery mechanism | Method: Other | No | No | |
| Delivery mechanism | Method: Anonymous question box | Yes | Yes (both versions) | All Power Sessions and activities. |
| Delivery mechanism | Method: Artistic expression | Yes | Yes (both versions) | All Power Sessions and activities. |
| Delivery mechanism | Method: Assessment/survey | Yes | Yes (both versions) | #8 - Choices, Decisions, Consequences and Saying "NO", pages 59-63; RISKY BEHAVIORS - "ENEMIES" Of Your Full Potential ENEMY #1 - Drugs, pages 70; #2 - Alcohol, page 71; #3 - Sex Before Marriage pages 72-73, STD'S, Pages 74-75, Teen Pregnancy, page 76, Sex Quiz, page 77, Love vs. Infatuation, page 78, Dating Relationships, page 79, Committed Relationships, page 80, Abstinence pages 81-82; #4 - Tobacco (Smoking), page 83; #5 - Violence & Crime, page 84; #6 - Pornography, page 85; #7 - Gambling, pages 86,87, 107; #8 - Dropout/Low Academic Achievement, page 88, Technology/social media (healthy vs. unhealthy), pages 89-90. |
| Delivery mechanism | Method: Booster session | Yes | Yes (both versions) | All Power Sessions and activities. |
| Delivery mechanism | Method: Case management | Yes | Yes (both versions) | All Power Sessions and activities. |
| Delivery mechanism | Method: Cognitive behavioral therapy (CBT) | Yes | Yes (both versions) | All Power Sessions and activities. |
| Delivery mechanism | Method: Demonstration | No | Yes (both versions) | |
| Delivery mechanism | Method: Discussion/debrief | Yes | Yes (both versions) | All Power Sessions and activities. |
| Delivery mechanism | Method: Family session | No | ||
| Delivery mechanism | Method: Game | No | ||
| Delivery mechanism | Method: Home visiting | No | Yes (both versions) | All Power Sessions and activities. |
| Delivery mechanism | Method: Homework assignment | Yes | Yes (both versions) | |
| Delivery mechanism | Method: In-session assignment | Yes | Yes (both versions) | All Power Sessions and activities. |
| Delivery mechanism | Method: Introduction | Yes | Yes (both versions) | All Power Sessions and activities. |
| Delivery mechanism | Method: Lecture | Yes | Yes (both versions) | |
| Delivery mechanism | Method: Parent-focused activity | No | Yes (both versions) | Conflict Resolution Power, Pages 28-36, 98-103; Power Session #5 - Communication (Effective), Pages 44-49; P#7 - Setting Boundaries & Taking Responsibilities, pages 54-57; #8 - Choices, Decisions, Consequences and Saying "NO", pages 59-63; |
| Delivery mechanism | Method: Peer-to-peer | No | Yes (both versions) | All Power Sessions and activities. |
| Delivery mechanism | Method: Public service announcement | No | Yes (both versions) | Session #6 - Media Influence (Media Mania), pages 51-52;Technology/social media (healthy vs. unhealthy), pages 89-90. |
| Delivery mechanism | Method: Reading | Yes | Yes (both versions) | All Power Sessions and activities. |
| Delivery mechanism | Method: Role play/Practice | Yes | Yes (both versions) | All Power Sessions and activities. |
| Delivery mechanism | Method: Self-guided activity | No | Yes (both versions) | Service learning Planning |
| Delivery mechanism | Method: Service learning | No | Yes (both versions) | Service learning |
| Delivery mechanism | Method: Slide show | No | Yes (both versions) | Power Session #6 - Media Influence (Media Mania), pages 51-52; Technology/social media (healthy vs. unhealthy), pages 89-90. |
| Delivery mechanism | Method: Social media | No | Yes (both versions) | Power Session #6 - Media Influence (Media Mania), pages 51-52; Technology/social media (healthy vs. unhealthy), pages 89-90. |
| Delivery mechanism | Method: Spiral learning | No | Yes (both versions) | All Power Sessions and activities. |
| Delivery mechanism | Method: Storytelling | Yes | Yes (both versions) | |
| Delivery mechanism | Method: Text message | No | No |
- Topic: Illegal drugs. Creating a sense of purpose, creating an identity, creating a sense of belonging.
- Topic: Alcohol, sex before marriage. Self-esteem focus, particularly as related to risky behaviors and suicide.
- Topic: Tobacco. Conflict resolution and bulleting, how to handle anger, recognize diversity
- Topic: Violence and crime. Effective interpersonal communication, media influence
- Topic: Pornography. Choices, including setting boundaries, taking responsibility, consequences, and how to say no.
- Topic: Gambling. Leadership, abstinence pledge, graduation ceremony.
- 1 Certified Facilitator is required for up to 20 youth. The program required an additional facilitator to be trained for any groups of more than 20.
- Facilitators are required to complete the PYP Certification training and the YD2D! protocol certification.
- Facilitators must be trained adults who have proven success with youth and family engagement. They must be respectful, knowledgeable and logistics of each group i.e. attendance, documentation, preparation of materials and classroom protocol.
- Facilitators must have training and knowledge of positive youth development approaches.
Training topics consist of: 1) Overview of the PYP Curriculum; 2) HIV, STIs, and teen pregnancy; 3) Life skills, including decision making, communication, and refusal skills; 4) Self Esteem; 5) Healthy relationships; 6) Yes Dare 2 Dream Protocols.
The training utilizes lesson demonstration and modeling, interactive lesson practice and instant feedback. Trainers also cover strategies for dealing with sensitive issues and handling classroom controversy, guidelines for adapting curriculum to ease implementation, strategies for addressing implementation challenges, and action planning for effective implementation.
- PYP curriculum workbooks for students
- Facilitators Training Manual
- Video design scenarios
- Data Collection Site
- Data Collection Tools
| Citation | High-Quality Randomized Trial | Moderate-Quality Randomized Trial | Moderate-Quality Quasi-Experiment | Low Study Rating | Did Not Meet Eligibility Criteria |
|---|---|---|---|---|---|
| JK Tanner Inc. 2016 |
| Citation | Setting | Majority Age Group | Majority Racial/Ethnic Group | Gender | Sample Size |
|---|---|---|---|---|---|
JK Tanner Inc. 2016 |
After school | 14 to 17 | African American or Black | Male and female youth | 1989 |
Evidence by Outcome Domain and Study
| Citation | Sexual Activity | Number of Sexual Partners | Contraceptive Use | STIs or HIV | Pregnancy |
|---|---|---|---|---|---|
JK Tanner Inc. 2016 |
n.a. | n.a. |
|
n.a. | n.a. |
| Citation | Details |
|---|---|
JK Tanner Inc. 2016 |
The program was evaluated in a cluster randomized controlled trial involving 1,989 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 Possessing Your Power intervention, a treatment group receiving the Choosing the Best 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.Six months after the program ended, researchers found that adolescents participating in the intervention who were sexually inexperienced at baseline were less likely to report that they did not use a condom or birth control every time for sexual activity in the past three months than their counterparts in the control group (odds ratio = 0.31, confidence interval = 0.19 to 0.52). The study found no evidence of statistically significant program impacts on that outcome |
Language directly from the program model developer or authors.